Preparing engineers for Industry 4.0: insights from a blended integrated program on industrial automation
DOI:
https://doi.org/10.59476/mtt2026.v1i22.772Keywords:
Industry 4.0, project-based learning, PLC programming, SQL data logging, virtual simulationAbstract
The transition to Industry 4.0 fundamentally changes the skills required of future engineers. For this reason, engineering studies must increasingly focus not only on theoretical knowledge, but also on an interdisciplinary approach, working with data and developing practical skills. This article describes the experience of implementing and evaluating a five-day international Blended Intensive Program (BIP) titled “Advanced Monitoring and Control of Technological Processes”. The program was held at Kauno kolegija Higher Education Institution, and students from Finland, Bulgaria, Poland, and Lithuania participated. All classes were held in English, with a main focus on practical activities. The aim was to create a learning situation as close as possible to the real Industry 4.0 environment. Various tools and technologies were integrated: PLC programming, monitoring techniques of technological processes, data acquisition, SQL data analysis with Python, and visualization of results in a web-based user interface using the Streamlit library.
Students worked individually and in teams, completing practical tasks. One of the main tasks was the analysis of a virtual sewage pumping station created in the PLC-Lab simulation environment and the development of control programs. The learning process used the learning-by-doing and project method, based on Kolb's experiential learning cycle, so students not only performed tasks but also constantly reflected on their actions and results. During the program, it was observed that students' progress was strongly influenced by their prior experience in PLC programming and automation. Those students who had already worked with PLCs or had more technical knowledge completed the tasks faster and more independently. Meanwhile, less experienced participants often needed additional consultations, especially when integrating SQL databases and performing data analysis with Python. Despite varying levels of preparation, all students were able to work with technologies and create working solutions that included control, data collection, and visualization. The obtained results allow us to state that blended and interdisciplinary learning is an effective way to prepare engineering students for the challenges of Industry 4.0. At the same time, this experience has shown that when planning such programs, it is important to provide preparatory activities that would help to standardize students' initial knowledge and skills. The described program can serve as a practical model for other engineering studies and provides useful insights for improving the content of industrial automation studies.
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