Conference Agenda

The rapid evolution of Industry 4.0 has highlighted the necessity for an educational transformation to bridge the gap between traditional curricula and the evolving demands of the labor market. Education 4.0 emerges as a paradigm shift, aiming to align learning methodologies with the competencies required for the Fourth Industrial Revolution. In this study, we conduct a systematic literature review using the PRISMA method to analyze various pedagogical approaches, including Blended Learning, Project-Based Learning, Serious Games, Problem-Based Learning, Immersive Learning, Simulation Learning and Learning Factories through the lens of Fisk’s principles of Education 4.0. The results show that these methods promote learner autonomy, project-centered learning, as well as spatiotemporal flexibility and the ability to choose tools and resources. However, significant gaps remain, particularly regarding the personalization of learning pathways, student involvement in curriculum design, and the development of data interpretation skills. Notably, no approach fully adheres to all principles, highlighting systemic limitations such as infrastructural disparities and the evolving role of educators as mentors. These findings highlight the need for a thorough reflection on the evolution of educational systems to precisely identify the pedagogical needs and requirements that should be integrated into a future specification document for the development of an educational model adapted to the challenges of Industry 4.0.

In a context where technology-driven approaches can often overshadow user needs, the necessity of shifting toward a more human-centered perspective has become increasingly apparent in education and industry. While technology-centric frameworks may prioritize innovation and functionality, they frequently overlook the essential human factors that ensure products and services are accessible, meaningful and relevant to diverse user groups. This paper introduces a three-stage User Experience (UX) process aimed at implementing Human-Centered Design (HCD) methods in the education of design students and the continuous training of managers in UX Management.

The proposed three-stage UX process emphasizes an iterative framework consisting of three key phases: Context, Concept and Implementation. The Context phase focuses on deep user research to understand user behaviors, motivations and mental models. The Concept phase involves the ideation and refinement of design solutions aligned with user goals and needs. The Implementation phase centers on usability testing, feedback-driven iteration and the final refinement of solutions. This structured approach equips both design students and professionals in continuing education to focus on the user needs and thereby creating successful solutions.

Drawing on the author’s experience teaching UX design to students and UX management to professionals, the paper demonstrates how this process fosters HCD thinking, promotes empathy and cultivates a collaborative mindset. Additionally, it underscores the growing demand for such an approach in contemporary industries, where user-centered design is increasingly recognized as a critical strategic asset.

Design for the Circular Economy often emphasizes business models and future visions, with less focus on practical application. Sustainability courses are generally seen as complex, poorly attended, and minimally integrated into design projects.

In 2022, a new course on Repair was introduced. This course aligns with repair and also with other R strategies like refurbishing, remanufacturing, and recycling. To engage students, the productive failure pedagogy was implemented in eight weekly workshops (3EC, one quarter). This method starts with an unsolvable exploratory problem, motivating students to learn the necessary knowledge. Workshops cover product architecture, disassembly documentation, part prioritization, legislation, directives, and human factors in repair design. The course, a master elective, has seen 25 to 50 students per run, working on client-based products to demonstrate improved circular economy fit.

This is the second IDE curriculum course using productive failure. Student evaluations (20 respondents) rated the course highly, with an overall grade of 8.5 out of 10 and a teaching, coaching, and feedback score of 4.68 out of 5. Students were highly engaged in making the circular economy actionable.

The paper will present the course, student outcomes, and learning experiences, focusing on the experiential learning aspect and the effects of productive failure on engineering courses.

At the Institute of Logistics Engineering at Graz University of Technology, the design, analysis, and optimization of material handling systems have traditionally been taught in separate courses distributed across multiple semesters throughout the curriculum. The courses can be divided into two categories: Logistics and Mechanical Engineering. Both cover fundamental principles as well as advanced topics. A problem is that the isolated structure limits interdisciplinary learning and systemic understanding of logistics and engineering challenges.

To meet the growing need for engineers with holistic, sustainable, and interdisciplinary systems thinking, a new integrated teaching concept has been developed. This paper presents its design and planned implementation. The approach is inspired by learning factories and aligned with Industry 5.0 principles, which emphasize human-centricity, resilience, and sustainability.

The learning factory represents a parcel hub as a virtual model. It serves as a central didactic tool across multiple courses, enabling students from various disciplines to analyse, design, and optimize processes and system components. The implementation will begin with a pilot phase, in which selected courses are integrated into a cohesive framework. Subsequent iterations will further refine the concept based on continuous evaluation and feedback.

This approach equips students with both theoretical and practical skills, fostering an integrated, systems-based perspective essential for sustainable and efficient design of material handling systems. By embedding real-world applications into the curriculum, this concept ensures that future logistics engineers are prepared to develop technical solutions that align with social and environmental responsibilities, reflected the human-centered vision of Industry 5.0.