新质生产力背景下“数智工匠”能力标准与培养体系研究

In the age of digital intelligence, supported by the rapid development of artificial intelligence generated content (AIGC) and intelligent manufacturing, the textile and apparel industries are undergoing a comprehensive transformation, moving from traditional manufacturing to data-driven design and intelligent production. These aspects of production are gradually being implemented throughout the fashion industry's value chain, from spinning to retail. Consequently, there is a growing demand for fashion designers who are highly versatile and possess strong digital and innovative skills. This study aims to construct a training mechanism for vocational undergraduate fashion design education. The challenges facing domestic higher vocational education—such as outdated and rigid curricula, similar competency structures, the decline of practical teaching and school-enterprise cooperation, and one-sided evaluation mechanisms—are analyzed in detail. Based on this analysis, a competency framework oriented toward "digital intelligence + future skills" is proposed, as well as a "five-in-one" approach to cultivating fashion design professionals, including the use of artificial intelligence technology in content and teaching-method development, the development of an interdisciplinary curriculum based on cooperation between art and engineering, the creation of authentic school-enterprise co-creation teaching scenes, the digital construction of faculty teams, and the improvement of outcome-based evaluation and skill-certification systems. This provides a theoretical basis and a practical model for the construction of Chinese-style vocational undergraduate fashion design education, along with a "China solution" for the global popularization and application of vocational education.

with the rapid development of new quality productivity, digital and intelligent technology is changing all walks of life at an unprecedented speed, and the field of higher education is no exception. As the main position of training skilled talents, higher vocational colleges are facing unprecedented opportunities for change. With the acceleration of digital transformation, the“One-stop” construction of students' intelligent community in digital intelligence-enabled higher vocational education has become the key path to promote the development of high-quality education, the digital transformation has become an inexorable trend, which is bound to show greater achievements in training“Skilled craftsmen” who can match the new quality productivity. The purpose of this paper is to probe into the“One-stop” intelligent community of students in higher vocational education by means of mathematical and intellectual technology from the perspective of new qualitative productivity, we should promote the modernization of educational governance system, the precision of personnel training and the Individualization of educational services.

… , digital-intelligent scenarios in vocational education use … Digital Craftsmen to Optimize Curriculum and Professional … of cultivating "digital craftsmen," vocational education clarifies talent …

Driven by technological innovation, new quality productive forces place higher demands on the overall competence of the labor force, thereby assigning new contemporary connotations and missions to innovation and entrepreneurship education in higher vocational colleges. This paper examines the practical challenges confronted by such education within this emerging context. The findings indicate several prominent issues: a misalignment between curriculum design and industrial needs, insufficient innovation and entrepreneurship capabilities among faculty, inadequate depth in practical training platforms and industry-education integration, and a limited guiding function of existing evaluation mechanisms. To address these challenges, this paper proposes a set of systematic optimization strategies: reconstructing the curriculum system based on the integrated development of science–education–industry; cultivating “dual-qualified” faculty who possess both theoretical knowledge and practical experience; building collaborative practical training platforms that involve government, industry, academia, research, and application sectors; and establishing diversified evaluation mechanisms that emphasize innovative outcomes. The study concludes that higher vocational colleges must actively align with the development requirements of new quality productive forces, deepen the reform of innovation and entrepreneurship education, and cultivate high-quality technical and skilled talents who demonstrate innovative thinking, entrepreneurial awareness, and creative problem-solving capabilities.

Amid the global trend of the digital-intelligent economy and industrial transformation, skill-oriented universities have emerged as a crucial force driving urban innovation and development. With the evolution of new-generation information technologies, strategic emerging industries, such as artificial intelligence, integrated circuits, and intelligent connected vehicles, are witnessing exponential growth in their demand for highly skilled technical talent. However, traditional models of skills training continue to face deep-rooted challenges, including misalignment between academic disciplines and industry needs, fragmented university-enterprise collaboration in talent development, and insufficient integration of digital and intelligent technologies. By examining the development trajectory, classification, and existing issues of skill-oriented universities, this study provides a systematic analysis of their transformation and upgrading, with the aim of offering theoretical insights and practical references for cultivating world-class talent in technical and vocational fields.

This study aims to analyze the new professions emerging with the green and digital transformation (twin transition), the skills they require, and the professions whose relevance is decreasing, within the context of Vocational Higher Education Institutions. Conducted using document analysis, the study reached the following conclusions: The twin transition, a core dynamic of the 21st century, deeply impacts the economy and labor market. The most significant aspect of this impact is the emergence of new professions and the skills needed for them, while traditional professions lose their relevance. This shift forces the current model of Vocational Higher Education Institutions, which train a skilled workforce for industry, to undergo restructuring in terms of structure, objectives, curriculum, and implementation. The restructuring, aligned with state policies, labor market demands, and global examples, marks a transition from a school-based to a work-based model. The curriculum of this new model is competency-based, aiming to equip students with work-based digital competencies and green skills. These work-based institutions, ideally located in organized industrial zones, are expected to provide both face-to-face and online education to the younger generation and the existing workforce, helping them acquire digital and green skills aligned with the 21st-century Information Society and Economy.

Aiming at the shortage of high-skilled talents in the integrated circuit (IC) industry and the pain points in traditional apprenticeship models (scenario segmentation, content lag, and single certification), this paper proposes and practices a modern apprenticeship innovation mode adapted to full-cycle IC talent training. Relying on the advanced semiconductor "New Type of School-Within-Factory" at Suzhou Industrial Park Institute of Vocational Technology, the mode takes "School-Enterprise Collaboration for Foundation Building, Real-Post Intensive Training for Skill Strengthening, and Parallel Education-Training for Quality Improvement" as its core concept. Through reconstructing the "Physical-Management-Resource" trinity entity of the school-factory, innovating the "Three Integrations and One" (scenario, content, and certification integration) education mechanism, and designing an apprentice growth path combining "Eight-Step Intensive Training" with the "Competency Account" system, the mode effectively achieves seamless transition for students from "beginners" to "quasi-employees" and then to "high-skilled craftsmen." Practice shows that this mode has increased the employment rate of graduates in related fields by 26% and significantly raised their starting monthly salaries, providing high-quality talent support for the IC industry with significant promotion value.

With the rapid development of new generation technologies such as artificial intelligence, cloud computing, 5G and big data, it is deeply integrated with the real economy. "Digital enterprise" is accelerating the transformation to "digital intelligent enterprise".Great changes have taken place in the demand for talents in the development of digital intelligence in modern industries, which promotes the deepening reform of education. Such as university personnel training target positioning, curriculum system, teaching model and so on. In order to meet the talent demand of the development of digital intelligence industry, the talent training mode under the background of "artificial intelligence + new engineering" is explored, the concept of multi-fusion training is proposed to achieve the integration of multi-party high-quality resources, Deepen school enterprise cooperation and jointly create an integrated experimental platform for "industry university research innovation",and improve the quality of digital intelligence talent training.

New quality productive forces are an important impetus for high-quality development. Talents are the primary resource, and the development of new quality productive forces require a large number of high-quality technical and skilled talents. Vocational education is required to provide strong support for talent cultivation. This article first explains the basic connotation of new quality productive forces, and then analyzes the internal logic of the dual drive between new quality productive forces and vocational education development, as well as the talents supply and demand mechanism of vocational education and new quality productive forces. On this basis, a system of industry-education integration and talent cultivation is constructed to empower new quality productive forces through vocational education. Vocational colleges should meet the requirements of developing new quality productive forces, improve the accuracy of talent supply and cultivation quality, carry out high-quality construction of the industry-education integration community, and improve the integrated system of talent cultivation. Therefore, the impetus for vocational education to empower the development of new quality productive forces can be enhanced, providing strong talent support for high-quality development.

As the core driving force of the data-driven economy, the new quality productive forces are profoundly reshaping the training paradigm for technical and skilled talents. Vocational colleges, as the main base for cultivating high-skilled talents, are transforming their talent cultivation model from "single job adaptation" to "composite ability development." Based on the characteristics of new quality productive forces, this paper analyzes from three dimensions: evolution of capability structure, reconstruction of the cultivation system, and optimization of system mechanisms. The study indicates that vocational education urgently needs to break through the traditional linear curriculum system and one-way knowledge transmission path, and build a three-dimensional education model of "cognitive drive—structural coupling—dynamic feedback." Through the reorganization of teaching content, innovation of ability generation mechanisms, and optimization of evaluation systems, it promotes the deep alignment between vocational education systems and the development of new quality productive forces, meeting the demand for high-skilled talents in the new quality productive forces.

In the contemporary epoch of novel productive forces, the cultivation of high-quality, application-oriented talent is imperative for the advancement of the new chemical materials industry. The proposed model is a “three joints and five collaborations” university-enterprise collaborative talent training model. The “three joints” refer to joint team building, joint talent training, and joint science and industry, whereas the “five cooperations” include cooperation in the establishment of training programs, teaching of quality management, cultivation of high-level students, promotion of industrial scientific research, and sharing of achievements. This model addresses the challenges faced by traditional talent cultivation modes in meeting the demands of new productive forces. The Applied Chemistry Program at Putian University, in collaboration with several leading enterprises in Fujian Province, has established internship bases, restructured the curriculum system, and strengthened practical teaching. These efforts have yielded substantial advancements in students’ application and innovation abilities. Notable outcomes include a 99% employment rate, with 25% of graduates pursuing further education, and 83% of employed graduates adapting “seamlessly” to technical roles. Furthermore, students have published over 100 papers and obtained more than 10 patents. The model has also facilitated the transformation of scientific research achievements into productive forces, generating significant economic benefits for the enterprises involved. This model offers a promising approach for local universities to cultivate high-quality talent that meets the demands of new productive forces. This study provides a valuable reference for the transformation, upgrading, and high-quality development of China’s new chemical materials industry and broader manufacturing sector.

With the acceleration of population aging in China, the contradiction between the supply and demand of elderly care service talents has become increasingly prominent. As a new form of productive forces driven by digital technology, knowledge capital, and collaborative innovation, new-quality productive forces provides a new perspective for the cultivation of vocational education talents in elderly care services. By systematically sorting out relevant theoretical and practical achievements at home and abroad, this study explores effective paths to enhance the post competence of vocational education talents in elderly care services from the perspective of new-quality productive forces, which is of great significance for promoting the transformation of the elderly care service industry towards high-end and intelligent development.

The development of New-Quality Productive Forces (NQPF) has emerged as a core driver of China’s high-quality economic growth, generating an urgent demand for high-caliber compound foreign language talents equipped with technical and vocational competencies. As a pivotal link connecting the education, talent, industrial, and innovation chains, vocational undergraduate universities play an indispensable role in cultivating such talents to underpin NQPF advancement. However, the current foreign language talent training in these universities faces prominent challenges, including ambiguous orientation, inadequate practical teaching, insufficient industry-education integration, and simplistic evaluation mechanisms, resulting in a mismatch between graduates’ capabilities and industrial needs. Employing a qualitative case study approach, this research focuses on the Applied English program at a vocational undergraduate university. By analyzing relevant literature and data, it identifies the core dilemmas in talent cultivation and proposes a five-dimensional optimization framework. The study aims to provide practical pathways for nurturing foreign language talents with solid linguistic proficiency, industry-specific expertise, and digital capabilities, thereby supporting the international upgrading of industries and the sustainable development of NQPF.

Abstract Background and Purpose: The aim of the study is to develop a conceptual key competency model for smart factories in production processes, focused on the automotive industry, as innovation and continuous development in this industry are at the forefront and represent the key to its long-term success. Methodology: For the purpose of the research, we used a semi-structured interview as a method of data collection. Participants were segmented into three homogeneous groups, which are industry experts, university professors and secondary education teachers, and government experts. In order to analyse the qualitative data, we used the method of content analysis. Results: Based on the analysis of the data collected by structured interviews, we identified the key competencies that workers in smart factories in the automotive industry will need. The key competencies are technical skills, ICT skills, innovation and creativity, openness to learning, ability to accept and adapt to change, and various soft skills. Conclusion: Our research provides insights for managers working in organisations that are transformed by Industry 4.0. For instance, human resource managers can use our results to study what competencies potential candidates need to perform well on the job, particularly in regards to planning future job profiles in regards related to production processes. Moreover, they can design competency models in a way that is coherent with the trends of Industry 4.0. Educational policy makers should design curricula that develop mentioned competencies. In the future, the results presented here can be compared and contrasted with findings obtained by applying other empirical methods.

… profiles, and recruitment or education of professional staff with appropriate competencies. … profiles and seven competencies recognized important for smart factory development in the …

Against the backdrop of intelligent technologies such as artificial intelligence (AI) and big data driving revolutionary industrial transformations, this study aims to address the fundamental restructuring of industrial design paradigms and talent roles in the AI era by constructing a dynamic competency model centered on "value-system-collaboration" and its enabling evaluation system. The research first demonstrates the paradigmatic shift of industrial design from a "tool for creating objects" to a "definer of intelligent ecosystems," clarifying the upgrading of designers' roles to "ecosystem architects." Based on this, a three-tier competency ecosystem framework is proposed, with value ethics as the guide, systems thinking as the backbone, and human-machine collaboration as the lifeblood. To implement this framework, an intelligent evaluation closed-loop is designed, shifting from "summative assessment" to "formative empowerment." Through full-process data perception and diagnostic feedback, teaching is driven to accurately align with competency objectives. This study provides a systematic discussion from theoretical model to evaluation system for cultivating the core competencies of industrial design talents facing the in-telligent era.

In the context of the new round of scientific and technological revolution and industrial transformation, intelligent manufacturing has become a key factor in global manufacturing competition. However, China is experiencing a severe shortage of talent in this field, particularly among those with interdisciplinary knowledge, outstanding engineering skills and disruptive innovative thinking. This paper aims to systematically explore the theoretical and practical pathways for cultivating such talent. Firstly, it analyses the key challenges currently faced in talent development with regard to knowledge structure, training models, industry-education integration, and evaluation mechanisms. Secondly, it elaborates on the urgency and strategic importance of cultivating such talent in three areas: national strategic security, industrial transformation and upgrading, and international technological competition. Building on this, the paper proposes a comprehensive talent cultivation framework comprising four pillars: 'Cultivation Mechanism-Experimental Teaching and Management System-Evaluation System-Safeguard Measures'. Notably, the paper innovatively proposes an experimental teaching and management system oriented towards deep industry-education integration. This system employs real industrial cases and implements whole-process refined management, serving as a key bridge connecting theory and industry. The system emphasises the 'Four Modernisations' goal for laboratory construction and the 'Whole-Process Refinement' model for teaching management, with the aim of substantially enhancing students' innovation and practical capabilities. The aim of this research is intended to provide a theoretical reference and practical guidance for deepening the reform of engineering education in China, as well as for the construction of a new talent cultivation paradigm that meets the future development needs of intelligent manufacturing.

With the rapid development of artificial intelligence technologies and the ongoing transformation of the intelligent manufacturing sector, higher vocational education is encountering unprecedented opportunities and challenges. This study, grounded in the framework of industry-education integration, systematically explores the development pathways and practical models for integrating AI technologies into the intelligent manufacturing curriculum. Through a combination of theoretical analysis and empirical investigation, it reviews the theoretical foundations and current state of industry-education collaboration in intelligent manufacturing, identifying the key misalignment between existing talent development practices and industrial demands. Drawing on a case study of the Intelligent Manufacturing Industry College at Guangzhou Vocational College of Technology &Business, the research constructs an AI-enhanced curriculum system for industry-education integration, addressing critical dimensions including curriculum objective formulation, content restructuring, pedagogical innovation, and digital resource platform development. Furthermore, targeted strategies are proposed to address implementation challenges related to technological integration, faculty capacity building, and ethical and safety considerations. This study not only contributes theoretical insights to curriculum reform in intelligent manufacturing-related programs within higher vocational institutions but also provides actionable guidance for strengthening talent supply in support of regional industrial upgrading.

… Addressing the current issues in vocational colleges—such as inconsistent competency … a systematic competency indicator framework for smart logistics talents in higher vocational …

PurposeThis research examines the essential competencies open university students in Thailand require to meet the demands of the sustainable smart manufacturing industry. The study addresses skills gaps in technological, green, 21st-century and future-thinking dimensions, aligning with Thailand’s 4.0 strategy and the United Nations Sustainable Development Goals.Design/methodology/approachA mixed-methods approach was employed, integrating quantitative data from a survey of 421 undergraduate students, selected through stratified sampling and qualitative insights from 31 industry experts, chosen using purposive sampling. Competency assessments were validated using a four-dimensional model and analysed through descriptive statistics to compare expert expectations with student self-assessments.FindingsThe study identified significant discrepancies between expert expectations and student self-assessments, particularly in advanced technological skills (e.g. robotics and Internet of Things [IoT]) and green competencies (e.g. lifecycle assessment). While students demonstrated moderate proficiency in 21st-century and interpersonal skills, comprehensive curriculum adjustments are required to address these critical gaps.Practical implicationsThe findings highlight the need for curriculum reforms integrating blended learning, hands-on practical training and academic–industry collaboration. These measures are critical for equipping students with the skills required for sustainable smart manufacturing.Originality/valueThis study offers a validated, multi-dimensional competency framework tailored to the sustainable smart manufacturing industry. It provides actionable insights for educators and policymakers to bridge educational and industrial gaps and ensure workforce readiness for an evolving technological landscape.

Driven by the manufacturing power strategy and education digital transformation, intelligence-education integration has become the core driver for reshaping intelligent manufacturing talent cultivation in higher vocational colleges. Facing the talent shortage bottleneck in the intelligent manufacturing industry, this study systematically analyzes the current dilemmas in talent cultivation, such as mismatched training orientation, disjointed teaching system, and lagging training platform construction. Drawing on practical experience from multiple vocational colleges, a “three-dimensional collaboration + four-linkage coordination” talent cultivation model is proposed. Relying on industry-education synchronization, digital-intelligent empowerment, and literacy integration, the model realizes precise alignment between talent cultivation and industrial needs through curriculum reconstruction, teaching innovation, training platform upgrading, and evaluation optimization. Practical data from 10 pilot colleges shows that the model significantly improves students' digital skills and employment quality, with the employment rate increasing by 17 percentage points and the digital skill compliance rate rising by 43 percentage points. This study provides a feasible path for the development of intelligent manufacturing professional clusters in vocational colleges and offers reference for vocational education reform.

Industry 5.0 and the associated transformation into Society 5.0 require a complete realignment of the skills required of the engineers of tomorrow. Thereby, the pre-dominant and policy-driven drivers of digitalization, and sustainability in particular, demand a complex variety of enhanced special competencies (e.g., lean thinking, data science skills) and transversal competencies from engineers working in manufacturing companies which must be systematically developed and continuously expanded. Since methodical approaches to systematic competence development in the environment of Industry 5.0-related engineering education are scarce, this article develops a competence profile for industrial logistics engineering education as an example of Industry 5.0-related vocational education and training initiatives. After elaborating on the relevant theoretical aspects of systematic competence development in adult education, an exemplary competence profile for industrial logistics engineering education is developed. Moreover, this paper presents a preliminary investigation of the impact of competencies on job performance and job satisfaction. The research results serve as a basis for the development of new teaching and learning concepts as well as for the investigation of causal relationships between competence-orientation and individual performance for industrial engineers in manufacturing enterprises.

Context: This research systematically evaluates the global skills mismatch between Technical and Vocational Education and Training (TVET) graduates and the evolving demands of the manufacturing sector from 2020 to 2025. As industries integrate advanced digital technologies, concerns have arisen about TVET systems' ability to equip graduates with relevant skills. This study aims to provide an evidence-based understanding of the gaps in TVET education and recommend future work to enhance workforce preparedness. Approach: A systematic literature review was conducted between October and December 2024, analyzing studies indexed in the Scopus, Web of Science, ProQuest, and EBSCO databases. Relevant research on manufacturing and technical and vocational education was identified, yielding 37 documents. The selection criteria focused on empirical studies addressing skill gaps, workforce readiness, and industry-aligned TVET curricula. Richard Freeman's educational mismatch theory guided the analysis. The authors classified each study into a single mismatch category (out of eight) and synthesized the findings through an inductive thematic analysis, comparing objectives, results, and contexts. Similar ideas and patterns were grouped into broader themes, producing descriptive categories that reflect the common experiences reported across the 37 studies. Findings: Manufacturing is undergoing a transition marked by the rapid adoption of new technologies, particularly artificial intelligence, while educational institutions advance more slowly. This gap has intensified industry demands for new competencies and has contributed to the expansion of companies seeking highly specialized skills, making the horizontal mismatch increasingly evident and widening existing skill gaps. The reviewed documents, thematically analyzed, converge on the conclusion that TVET graduates often lack sufficient handson experience and limited exposure to industry-relevant innovations. The skill gaps include technical skills (digital literacy, STEM proficiency, robotics, electrical and electronic expertise, machinery operation, coding, and technological adaptability), methodological skills (problem- solving, decision-making, critical thinking, learning agility, creativity, self-management, and innovation), and interpersonal skills (communication, teamwork, leadership, adaptability, emotional intelligence, job placement readiness, and industry collaboration). Conclusions: Addressing these skill gaps requires a multi-faceted approach, including curriculum modernization, stronger partnerships between educational institutions and industries, and targeted upskilling programs. Integrating skills development, employability, job placement, and productivity into a holistic strategy may enhance workforce readiness and industrial competitiveness.

The transition toward Industry 5.0 in sustainable construction demands a radical reconceptualisation of workforce development, moving beyond purely technical training to embrace human-centricity, digitalisation, green competencies, and socio-cognitive resilience. Traditional vocational and higher education systems have largely failed to bridge the gap between emerging construction industry demands and the competencies possessed by current and future professionals. This systematic review investigates how Learning Factories’ 5.0 immersive, experiential, and technology-rich educational environments can address these gaps in sustainable construction contexts. Drawing on a synthesis of 71 peer-reviewed publications spanning 2015–2026 and supplemented by targeted construction-domain literature, this study pursues three objectives: (1) identifying core competencies for Industry 5.0 readiness in sustainable construction, (2) examining how Learning Factories 5.0 support the development of these competencies, and (3) proposing a competency-driven framework for integrating Learning Factories 5.0 into sustainable construction education and training. Seven transdisciplinary competency clusters are identified—Attitude toward Digitalisation, Technical–Green Proficiency, Information and Data Literacy, Digital Security, Collaborative Systems Thinking, Adaptive Problem-Solving, and Reflective Sustainability Practice—and a theoretically derived, eight-phase Construction Learning Factory 5.0 (CLF5.0) Framework is proposed as a conceptual architecture for future empirical development and institutional adaptation. The framework is presented as a generative starting point rather than a prescriptive model, and its effectiveness in diverse construction education contexts requires empirical validation through future implementation studies. Findings reveal that while Learning Factories offer transformative potential, critical barriers remain in terms of economic feasibility, faculty development, industry–academia alignment, and empirical validation. This paper contributes a construction-specific competency architecture and implementation pathway to support the industry’s transition toward a sustainable, human-centric, and Industry 5.0-aligned future.

In the context of Industry 5.0, intelligent manufacturing has emerged as a strategic priority for the development of advanced industrial systems. Among its core enabling technologies, Digital Twin (DT) plays a vital role by linking physical processes with virtual models through real-time data exchange. This integration has proven valuable in production monitoring, fault detection, and system optimization. At the same time, recent advances in data-driven educational technologies have accelerated the shift toward more adaptive and personalized learning environments [1].

Driven by machine learning, computer vision and immersive technologies, the application of AI in vocational education has moved from theoretical exploration to systematic implementation. This paper proposes a 3E model - a technology framework encompassing education (AI curriculum design), experience (virtual reality training ecosystem) and employment (industry-academia-research collaboration) - to address the skills gap in smart manufacturing and digital industries. Through an empirical case study involving 10 vocational schools and 15 industry partners, we demonstrate how AI tools can improve pedagogical efficiency, skills acquisition and employability. The framework also addresses technical challenges, such as rapid obsolescence and human resistance, and provides actionable insights for educators and policymakers to optimise AI-powered vocational systems.

Purpose This paper aims to disclose the implications of the 4th Industrial Revolution for vocational and professional qualifications and their systems. It also seeks to enhance more active discussion of experts and researchers about the change of vocational and professional qualifications created by the advent of the 4th Industrial Revolution. Design/methodology/approach Research is based on the case studies of the design and development of vocational and professional qualifications focused on the skills requirements of the 4th Industrial Revolution. There are analyzed and compared two cases of the international (EU) projects aiming to design and implement new qualifications in the metalworking industry and the case of introduction of additional qualifications in Germany. The main research methods include content analysis of the qualifications descriptors and vocational education and training (VET) curricula, a meta-analysis of the research on the implications of Industry 4.0 for VET. Findings The choices of the structure and contents of qualifications and VET curricula in the context of the 4th Industrial Revolution are defined by the specific state of technologies and work organizations in the enterprises, limitations of VET providers, individual skills needs of learners, national and sectoral policies in the field of qualifications and curricula. It requires compromises between the concept of solid qualifications based on the holistic orientation to work processes and the trends toward flexible curriculum; between the design of new qualifications and adjustment of the existing ones, as well as between the individualistic and collective approaches to qualifications. Research limitations/implications The research is focused on the development of qualifications in the manufacturing sector (metalworking and engineering industry). The paper contributes to the theoretical discussions and research of qualifications, competence, VET and human resource development by suggesting a theoretical framework for the analysis of the development of qualifications in the context of the 4th Industrial Revolution, as well as by stressing the importance of holistic view to this development which should comprise both policies and practices of the design of qualifications, curriculum design, education and training and assessment of learning outcomes. Originality/value The paper provides insight into the implications of the 4th Industrial Revolution to the key processes of the national systems of qualifications by referring to the cases of current efforts to adjust qualifications in the metalworking sector and engineering industry. It also suggests possible scenarios for the future development of vocational and professional qualifications in the context of the 4th Industrial Revolution.

Under the Background of smart manufacturing, vocational colleges pay more attention to cultivating interactive and compound innovative talents. Faced with the increasingly prominent school-enterprise cooperation contradiction and the mismatch between the supply and demand of skilled talents in the process of modern vocational education, it is necessary to analyze the situation of vocational education and technical skills training, and to promote modern vocational education segmented training based on market demand System reconstruction, and need to fully experience the important position and role of skilled workers in the era of intelligent manufacturing, promote the innovative development of modern vocational education, and provide assistance for intelligent manufacturing.

China’s proposal of the concept of new quality productive forces underscores the growing importance of scientific innovation, industrial upgrading, and high-caliber human capital in driving high-quality development. Against this backdrop, this study investigates the strategic value of vocational education in supporting and shaping the formation of new quality productive forces. It argues that vocational education has moved beyond its conventional function of cultivating operationally skilled workers and has become an essential institutional force that links technological innovation with industrial application, promotes intelligent and green transformation across sectors, and enhances governance modernization. Despite its rising strategic importance, vocational education still confronts several deep-rooted structural challenges, including persistent mismatches between talent supply and emerging industrial demands, pronounced regional disparities in educational quality, insufficient industrial experience among teachers, lagging curriculum renewal mechanisms, and fragmented governance structures. To overcome these constraints, the paper proposes an integrated reform framework that emphasizes system-level restructuring, more substantive industry–education integration, the development of dual-qualified teaching teams, accelerated digital and intelligent curriculum transformation, and modernized governance mechanisms. The analysis concludes that vocational education serves not only as a foundational support system for new quality productive forces but also as a critical strategic driver of China’s modernization. By aligning talent cultivation with technological trajectories and industrial evolution, vocational education holds the potential to significantly enhance innovation capacity, industrial competitiveness, and inclusive social development.

This study addresses a critical curriculum design challenge: closing the gap between education and industry in intelligent manufacturing talent cultivation. An innovative CDIO-STEM + X curriculum model was developed, which architecturally integrates CDIO standards, adaptive STEM + X knowledge, and immersive practice. Its dual-layer governance structure is designed to ensure both systematic rigor and dynamic relevance. A quasi-experimental study involving 200 students, employing a dual-mentor evaluation tool with strong reliability (α = 0.854–0.856) and criterion-related validity (r = 0.890, p < 0.001), examined the impact of the curriculum reform. The results showed an overall effect size of d = 1.225 and a mean effect size across competency dimensions of d = 1.270. Both institutional and industry assessments indicated substantial student improvement, particularly in teamwork (d = 1.114), innovation capability (d = 1.014), and green ethics (d = 1.891). These findings suggest that the “dynamic curriculum + virtual-real training” model is associated with meaningful gains in bridging the gap between academic preparation and industrial requirements. This provides an empirically grounded, scalable framework for engineering education reform in the context of intelligent manufacturing.

In-depth exploration of the theory and technological applications of smart manufacturing (SM) is lacking in the current talent training model for industrial engineering (IE) majors, and there is a lack of practical education for SM environments. This makes it difficult for students of traditional IE majors to adapt to the modern trend of industrial intelligence and meet the needs of market demand and enterprise development. Therefore, how to cultivate IE talents for SM has become an urgent problem for IE majors to solve. To this end, this paper proposes a new “SM+IE” talent training model, aiming to cultivate more high-quality composite application talents. This model is based on the Lean Manufacturing course and analyzes the effect of the training mode of SM. Secondly, we used the topic of “Sorting Efficiency Improvement” to verify the effectiveness of the new talent training model. The materials were divided into three types: large, medium, and small, and the materials were sorted using traditional IE practices and smart manufacturing-oriented practices. Finally, interviews were conducted with the participants, and both teachers and students indicated that the learning effect of this teaching reform practice was significantly better than that of the traditional IE teaching mode. The results show that the new talent training model improved not only the application and practical skills of the IE students, but also their teamwork and leadership skills.

… cooperation industry education integration education platform, … , and form a characteristic industry education joint education … concept of giving priority to ability and application, this paper …

Under the wave of digitalization and intelligence, smart education is becoming an important force to promote educational modernization, promote educational equity and improve educational quality. This manuscript elucidates the principle, features, and current progress of intelligent learning, with a particular emphasis on the examination of digital education strategies from different nations. From multiple dimensions, the differences between traditional education and smart education are compared and analyzed. The analysis examines the specific progression of intelligent education across different nations, emphasizing the fusion of educational and technological fields, the convergence between education and the industrial sector, and the tripartite integration of industry, academia, and research, along with the challenges. The focus of this manuscript is on pioneering integration strategies through case-based teaching, the joint educational framework of industry-academic convergence, the development of a multifaceted assessment approach, and the new ‘teacher-machine-student’ teaching model. The manuscript also discusses the future development trend of smart education. Research shows that the deep integration of smart education requires multi-party collaboration, continuous innovation of teaching models, further improvement of the evaluation system, and the fostering of creative individuals equipped for the demands of forthcoming societal challenges.

PurposeThe purpose of this paper is to explore the approaches to education and training adopted by manufacturing organisations to identify and develop a set of learning principles for the successful transition to Industry 4.0.Design/methodology/approachA case study of a manufacturing ecosystem in Queensland, Australia was undertaken, that included semi-structured interviews with a total sample of 22 manufacturing industry representatives, an analysis of secondary data including organisational documents and government reports, and embedded cases of two manufacturing organisations.FindingsManufacturers successfully transitioning to Industry 4.0 are distinguished by a culture which values learning, management development to understand and lead innovation, experimental learning on the job and strong links to education and training providers through internships and upskilling pathways. These four principles inform approaches to creating tailored training solutions that respond to the unique needs of diverse manufacturing organisations.Research limitations/implicationsThe two case studies describe exemplary high performing companies only and not companies at earlier stages of adopting Industry 4.0. Therefore, future research could include a broader spectrum of companies across the adoption spectrum. Nevertheless, considered as a study of a total manufacturing ecosystem, there is strong alignment of views of government, industry, union and education stakeholders regarding the key factors of transition to Industry 4.0.Practical implicationsThere is a strong need for leaders of manufacturing organisations to enable a broad strategy of capability development beyond simple acquisition of new technologies. Detailed consideration and resourcing of on-the-job training and experimentation, talent attraction through innovation workplace cultures and strong relationships with education providers are important.Social implicationsGiven that Industry 4.0 technologies such as robotics and AI are now rapidly diffusing into other industry sectors, the research has broader implications for education and training for the future of work. These technologies could produce stark differences between efficiency versus innovation-oriented adoption strategies. Whilst the former could displace workers, the latter can open pathways for upskilling, product and process innovation and cross sector employment.Originality/valueThrough the ecosystem level case approach, multiple stakeholder perspectives provide triangulated insights into advanced manufacturer's education, skills and training strategies, uncovering four learning principles that underpin the approach of manufacturers successfully transitioning to Industry 4.0. The findings have practical implications for policy makers and industry bodies supporting the transition to advanced manufacturing and provide manufacturing managers with insights into successful education and skill strategies that can be adapted to specific organisational needs.

Genetic algorithm has powerful global search ability, which can be used to optimize neural network to improve algorithm performance. The genetic algorithm simulates the process of biological evolution, and goes through continuous reproduction and evolution from generation to generation to obtain the individual with the highest fitness. The demand for multi-disciplinary and inter-professional compound technical and skilled talents in intelligent manufacturing, intelligent control, multi-axis CNC machine tools, industrial robots, intelligent management and control platforms, cloud computing and big data is increasing day by day. Higher requirements are put forward for colleges and universities, especially vocational colleges and universities that focus on cultivating professional skills. It is necessary to strengthen the integration of production and education, school-enterprise cooperation, deepen the realization of a high degree of integration with relevant intelligent manufacturing enterprises, and complete the construction of intelligent manufacturing training bases with the help of enterprises. With the in-depth development of my country's industrial transformation and upgrading, the industry's demand for high-skilled talents has become more and more urgent, and the important position and role of vocational education has become more and more prominent. Through the application and practice of the training base, it is expected to be strengthened and supplemented in the aspects of teaching system, teaching practice resources, teachers'applied technical ability, and talent evaluation. However, the traditional genetic algorithm itself also has some problems such as local optimum and premature. To overcome the premature phenomenon and improve the local search ability, the genetic algorithm is improved, and then the improved algorithm is used to improve the performance of the genetic optimization neural network. In this paper, aiming at the genetic optimization neural network in the context of today's intelligent manufacturing, higher vocational schools should strengthen the integration of industry and education, improve the construction of training bases, and promote the comprehensive improvement of students'professional technology and skills, innovation ability and other abilities in the light of the needs of social development in the new era.

… the continuous development of intelligent manufacturing, the … This will pose higher requirements for the integration of the … abilities and to explore the impact of the integration of …

PurposeThis paper explores the implications for higher education of the rapid development in technology used by the manufacturing sector. Higher education programmes change or new courses are introduced in attempts to match labour market demands. However, the pace of change in the manufacturing industry challenges the authors to reconceive how programmes and modules can and should be designed and delivered.Design/methodology/approachThis study is based on interviews with 26 senior management representatives from manufacturing companies in Ireland. The 26 senior managers and their companies represent the wide diversity of Ireland's manufacturing sector. All the interviews were face to face, complimented by a short questionnaire. Follow-up interviews focussed on the emergent findings were carried out to aid the writing of recommendations for the best practice in programme design and delivery.FindingsWhat emerges from this study is that the manufacturing industry needs skills at three distinct levels. The authors define and classify the skill requirements at entry, competent and expert level. The authors place an emphasis on upskilling as an aid to movement between the three levels. In addition, and significantly, the desired time frame for delivery of these skills and/or upskilling is very short.Originality/valueAccelerated reskilling programmes with faster, shorter bursts of work-based learning (WBL) and experiential training are required. With a growing demand for those at competent and expert level, it is necessary to promote WBL to facilitate the upskilling of those employed in manufacturing roles, particularly in small and medium-sized enterprises (SMEs).

… such as IoT engineers and smart manufacturing system development engineers … +AI integration skills have a salary premium of more than 40%. Talent demand in major manufacturing …

In the era of Industry 5.0, vocational education in mechanical manufacturing and automation has become crucial. This study examines key factors affecting students' employment prospects in these fields and offers strategies to address challenges. It highlights integrating theoretical and practical knowledge, aligning with industry needs and incorporating advanced technologies like intelligent manufacturing and robotics [1]. To meet evolving job market demands, the study advocates a dual-teacher model with academic and industry experts, emphasising the development of comprehensive skills such as innovation [2], teamwork and project management. Additionally, it stresses the importance of entrepreneurship education and industry training in enhancing employability and adaptability. The findings provide insights for educational institutions and enterprises to improve vocational education quality and meet modern manufacturing needs collaboratively. The research framework is shown in Figure 19.1.

… skill requirements for intelligent manufacturing have shifted from mechanical operation to intelligent system integration… on the proposition of industry-education integration in the era of …

… Human resources: Organizations should offer training programs to help employees work effectively with AI. These programs should cover both technical and soft skills for HM …

Abstract Industry 5.0 heralds a new era of human–machine collaboration (HMC) that promises to revolutionize industries and societies. This chapter explores the strategies essential for fostering effective human–machine partnerships. By examining the symbiotic relationship between humans and machines, the chapter highlights the importance of a skilled and adaptable workforce, ethical considerations, and the role of education and training. Additionally, it underscores the need for collaboration between academia, industry, and government to shape the future of work and innovation. Finally, this chapter offers insights to maximize the benefits of HMC, leading to a sustainable, equitable, and prosperous future.

The shift towards human-robot collaboration (HRC) has the potential to increase productivity and sustainability, while reducing costs for the manufacturing industries. Indeed, it holds great potential for workplaces, allowing individuals to forsake repetitive or physically demanding jobs to focus on safer and more fulfilling ones. Still, integration of humans and machines in organizations presents great challenges to IS scholars due to the complexity of aligning digitalization and human resources. A knowledge gap does persist about organizational implications when it comes to implement collaborative robotics in the workplace and to support proper HRC. Thus, this paper aims to identify recommended human resources management (HRM) practices from previous research about human-robot interaction (HRI). As our results highlight that few studies attempted to fill the gap, a conceptual framework is proposed. It integrates HRM practices, technology adoption dimensions and main determinants of HRC, in the objective to support collaborative robotics implementation in organizations.

Abstract The paradigm shift in production system known as Industry 4.0 imposes changes on work division between human and machine. A human labor on the one side is assisted by smart devices and machines (human-machine cooperation) and on the other should interact and exchange information with intelligent machines (human-machine collaboration). This paper addresses the challenges of mutual human-machine learning in factories of the future. The ultimate goal is to identify new learning patterns in highly digitalized industrial work scenarios. To this end, we give a definition of mutual human-machine learning in digitalized work scenarios; provide exemplary scenarios in the TU Wien Pilot Factory Industry 4.0, and finally identify future research potentials.

… of the “digital competence” formation that has developed at the SPbPU Advanced Manufacturing … Moreover, the constant emergence of new digital technologies leads to the need for the …

In the contemporary digitalisation and robotics world, industries are facing what is known as the Industrial Revolution 4.0 (IR4.0). The belief by most experts is that some professions will be replaced by emerging technologies. As such, the education sector is affected as only qualified, highly skilled and educated employees are required. IR4.0 technologies have created new jobs in meeting the needs of the existing market, as such more services and unique products will be introduced. Therefore, this study identifies the technical competency needed by industries towards future industrial revolution for [technical and vocational education and training] TVET graduates. This study uses qualitative method and has implemented survey method of distributing a set of questionnaires to selected respondents. The study also employs the use of structured interview session with two TVET experts in order to support the findings. Purposive sampling was used to select the respondent, where the respondents comprised students and lecturers from Malaysian premier polytechnics, such as Ibrahim Sultan Polytechnic, Sultan Salahuddin Abdul Aziz Shah Polytechnic and Ungku Omar Polytechnic. However, only 197 final year students and 89 lecturers from bachelor's degree level from four programs (civil engineering department, electric and electronic engineering department and mechanical engineering department as well as the design and visual communication department) were chosen. Analysis of interview session from the experts indicated that three critical technical skill themes are needed for IR4.0: analysing, interpreting and documenting data; understanding and optimising process; and, executing, troubleshooting and maintaining of devices. Findings from the survey concluded that the respondents' level of knowledge and skills to most of the technical competency is still at the average level and requires a lot of improvement. This implies that new technical knowledge should be embedded in the new curriculum on technology for their future knowledge, in order to fit with the need of changes in technology.

Purpose The purpose of this paper is to determine the priorities of formation of competencies during training of digital personnel for industry 4.0. Design/methodology/approach The author performs two experiments for determining the scenario according to which industry 4.0 develops and will develop: the first experiment is aimed at determining the influence of the number of robots at unemployment level in 2019 and 2022 with the help of regression and correlation analysis (regression curves are built). The second experiment is connected to evaluation of the ratio of the number of robots to the number of population in 2019 and 2022. The research objects are countries with the highest number of robots in the world – i.e. with the highest level of development of industry 4.0; the information and empirical basis is materials of the International Federation of Robotics and the International Monetary Fund for 2019 and their forecasts for 2022. Findings The results of the performed experiments showed that in 2019 and 2022 the level of robotization of socio-economic systems of the countries of the world will be very low, and robotization will not cause growth of unemployment. Based on this, it is concluded that industry 4.0 will be developing according to the scenario of moderate automatization and robotization with preservation of domination of human labor in most business processes and spheres of economy. Communications with people will constitute the basis of the activities of digital personnel, and social competencies (with obvious significance of technical competencies) will be of top priority for them. Originality/value It is substantiated that technical competencies, with their large importance, will move to the background, while the key task will be society’s adaptation to the new technological mode and making social competencies the highest priority. The social and technical competencies of digital personnel in view of the performed tasks for industry 4.0 are determined.

German companies have been affected by a new wave of digitalization during the past years, and this has led to responses both in the way production is organized and in the goals of the German industrial policy. The coordinated response is widely referred to as “Industry 4.0” and is intended to support German industries in the increasingly fierce competition for global leadership in manufacturing. Simultaneously, a social science debate about changes in work and in employee training began and continues to this day. Far-reaching predictions of fundamental change circulate, especially concerning the organization of work and worker competence requirements. Other issues include also the needs and opportunities of firm-based competence development at work as well as the role and the uses of digital media. In recent years, more empirical studies have become available for clarifying open questions, and this paper presents three main results from one such study based on case investigations in 10 German industrial firms. First, digitalization does not change industrial production work radically. There is no general trend of upskilling, downgrading, or reskilling. A moderate trend favoring upgrading is observable, however. Thus, traditional workforce competences are not becoming “obsolete.” Rather, in the context of automation, they are being complemented by other skills including new technical qualifications in information technology as well as the ability to take a more theoretical approach to problem-solving in process optimization. Second, our results confirm more cautious assessments of the need for accelerated continuing vocational training. They also make it clear that the potential for increased learning opportunities in digital work and for the increased use of digital media in continuing vocational training has been overestimated. Learning opportunities seem to decrease rather than increase with digital work. Moreover, the use of digital media in continuing vocational training is limited due to organizational, financial, and cultural constraints and due to the lack of knowledge about the effectiveness of digital learning environments. Third, a number of organizational measures are needed to manage change. One measure would be to integrate new skill requirements into a binding institutional curriculum for education and training. Another measure would be to make on-the-job learning opportunities a central aspect of how work is organized.

… of Industry 4.0 digital skills in supporting EV technician training programs and their core competencies. … conventional technician training curricula and the digital competency needs of EV …

… aircraft maintenance technicians (AMT). This study examines the gap in digital competency assessment in the initial training of Royal Malaysian Air Force (RMAF) technicians. To …

In the context of digital transformation and Industry 4.0, the engineering profession is evolving rapidly, demanding new skill sets to maintain employability and support career development. This study identifies the competencies engineers must acquire to meet these challenges, addressing concerns from employers who perceive graduates as underprepared for real-world demands. A systematic literature review was conducted in accordance with PRISMA guidelines, using the Methodi Ordinatio technique to select and rank 59 peer-reviewed articles published between 2014 and 2024. The review identified 47 key competencies, which were organized into a comprehensive framework of seven dimensions: 4 transversal, 9 social, 15 personal, 4 cognitive, 7 digital, 3 green, and 5 technical skills. The results highlight that, while technical expertise remains essential, soft skills—such as leadership, teamwork, communication, and adaptability—are increasingly critical for success in the digital era. The proposed framework offers insights for curriculum development, corporate training, and policymaking, contributing to aligning education and professional development with the evolving demands of Industry 4.0. Future research will focus on the empirical validation of the framework to reinforce its applicability across academic and professional settings.

… This paper aims to identify current knowledge, skills, and competence requirements for … standards defined in both systems for occupations relevant to the chemical and food industries. …

Collaboration between the campus and the industrial world can bridge the gap that occurs between the campus and the industrial world, so that both can be integrated and synergized. This study qualitatively explored the contribution of maximizing work-integrated learning through industrial internships. The research findings from the perspective of three industry managers reveal that industrial internships can improve engineering students’ digital engineering competencies such as digital engineering observation and identification, basic and technical understanding of digital technology, work safety, predictive maintenance and programming skills to be ready to enter the workforce. The implications of the research reveal that through industrial internships students can learn from mistakes and challenges faced during industrial projects, for the development of their professional competencies. In addition, the experience and development of digital engineering competencies from the industrial world can be used as a reference for their final assignments, as well as enriching the quality of their research and academic reports, as it can bridge the gap between formal education and the demands in the ever-evolving world of work.

Learning Factories 4.0 are thought to prepare vocational students for the challenges of Industry 4.0. The implementation of those interconnected Learning Factories 4.0 at technical vocational schools may promote the development of subject-related technical competencies as well as multidisciplinary digital competencies. Still, research is scarce with regard to the development of competencies supported through Learning Factories 4.0 in technical vocational schools. Hence this research focusses on subject-related technical and multidisciplinary digital competencies of technical vocational students change due to different levels of Learning Factory 4.0 interaction over time. Three subsequent competence tests with N = 63 technical vocational students were conducted. Findings indicate the benefits of integrating Learning Factories 4.0 for developing subject-related competencies in technical vocational schools. However, the study could not identify a positive development of multidisciplinary digital competencies. The findings of this study can help educators to further develop learning environments with support from Learning Factories 4.0 as well as preparing their learners for the demanding competencies of Industry 4.0.

… for the aircraft maintenance workforce, rather than on IR4.0 skill standards specifically. This paper summarizes seven skill criteria gathered in order to develop a comprehensive skill …

PurposeCompetencies are significant predictors of employee outcome. Nowadays, new technologies are changing maintenance processes and workflow. The role of employees and their competencies will therefore undergo decisive changes in the future. Therefore, a well-designed competency model for maintenance departments is important. The purpose of this paper is to develop a maintenance 4.0 competency model applicable to all industrial sectors by adapting it to the specificities of each sector.Design/methodology/approachThe research methods consist of a comprehensive literature review on the main characteristics of the competency model and the individual competencies needed for the maintenance 4.0 employees. Interviews were conducted in order to validate and prioritize the required competencies for maintenance 4.0 employees identified in the literature.FindingsThe maintenance 4.0 competency model combines the required competencies in maintenance 4.0 and crosses the three hierarchical levels: managers, engineers and technicians. These competencies are organized in terms of four categories: technical, personal, social and methodological. In addition, a degree of importance for each competency is assigned as very important, moderately important and slightly important. As a result, this study identified the essential competencies for maintenance 4.0 stakeholders, where 12 competencies are considered very important for maintenance 4.0 technicians, 19 for engineers and 18 for managers.Research limitations/implicationsThis work has some limitations. First, although the articles related to competencies and their classification were selected very carefully, it is difficult to eliminate the probability of overlooking publications. Second, the limitation of the study is based on the difficulty of implementing the model in a case study, given that a minority of industrial companies have implemented maintenance 4.0 technologies in Morocco.Practical implicationsThis work has practical implications for both individuals and institutions (companies and academies) to cope with new competency requirements in maintenance 4.0. Organizations can use the model in the recruitment process and for the identification of training needs. The results of the research will also contribute to identifying the scope of competencies of the maintenance 4.0 actors (engineer, manager and technician), which, in practice, contributes to the creation of requirements for the candidates applying for a job in the maintenance department. Additionally, educational institutions should make the necessary changes to their curricula to suitably prepare students for the required maintenance 4.0 competencies.Social implicationsThe social implications of the article result from the contribution to the development of maintenance competencies. Individuals can use this model for their own personal development. Furthermore, companies can use this model to define job profiles for vacancies in M4.0. Therefore, using the model for training program implementation has a positive effect on employee job satisfaction and employees ’morale.Originality/valueThis research develops a novel maintenance 4.0 competency model by categorizing the maintenance workforce into three hierarchical levels: managers, engineers and technicians. In addition, the competency requirement is prioritized to three degrees: very important, moderately important and slightly important. According to the previous studies conducted on maintenance 4.0 and employees' competencies, this study revealed that no research has developed a competency model for maintenance 4.0. Hence, this model is unique, generic and integrative since it presents the most relevant competencies for the three hierarchical levels. Moreover, this work combines the results of the literature review and the experts' returns. This model can be useful in the recruitment of new maintenance employees, the evaluation of their performance and the identification of training needs to cope with new changes in maintenance competencies.

Abstract The approaches of the internet of things, cyber-physical systems and industry 4.0 include various potentials for industrial enterprises. The “Mittelstand 4.0 – Digital Production and Work Processes” initiative by the Federal Ministry for Economic Affairs and Energy in Germany supports small and medium-sized enterprises to become digitized, to network and to start using industry 4.0 applications. The “Mittelstand 4.0 Competence Center Chemnitz” is part of this initiative. It provides information, practical trainings, test environments and application projects for the small and medium-sized companies in the region. In the paper, the center's goals, structures and service offer are described.

… sector playing a key role in infrastructure, curriculum development, and education platforms (… , as well as applying transversal skills to prepare students for a dynamic labor market. The …

Guided by the spirit of the 20th National Congress, and oriented towards the digital transformation of education and the development of regional industries, this study revolves around the three major strategic tasks of “provincial modern vocational education system, municipal industry-education community, and industry-education integration community.” Addressing the shortcomings of existing educational models, which often lack the flexibility and industry alignment required for modern economic demands, this paper leverages digital technology, interdisciplinary integration, and the construction of an alumni economy to deepen the integration of “four chains” and optimize the mechanism and implementation path for the innovative talent training model of high-skilled personnel in smart construction. The research results indicate that this approach not only enhances alumni engagement but also innovates the model of high-skilled talent cultivation. Moreover, by integrating industry needs directly into the educational process, it improves the quality of skill talent cultivation.

… This has put forward new requirements for workers’ digital … urgently needed and in short supply high-skilled personnel, and, in … of digital technology in the curriculum to strengthen digital …

Industry 4.0 is a buzzword across all industries globally. As the finding from the ‘The Future of Jobs Report 2018’ (WEF, 2018), there is a narrow window of opportunity between 2018 and 2022 for organisations to leverage the new technology needed to re-skill people. This study investigates the competencies required for quality management professionals to meet the needs of industry 4.0. The authors use a case study strategy at an electronics manufacturer in southern Malaysia to adapt their role to be relevant in the industry 4.0 environment. In doing so, this study answers the following four questions; 1) How are the changing technological trends expected to impact the future role of quality in Industry 4.0? 2) What is the competence gap between current and future roles of quality professionals? 3) What are the views and practices related to quality roles? 4) How can the gaps identified be closed to meet the quality challenges of Industry 4.0? There does not appear to be a specific study conducted using any models to determine the competencies required of Quality professionals. This paper suggests the use of Hecklau et al. (2016) competency model framework to identify the competence gap in a structured manner. Research Design: The research methods consist of a comprehensive review of literature on the technological trends towards industry 4.0 and the impact on the role of quality and competence that may be required in the future; as well as internal document review on the current roles of quality professionals in an electronics manufacturer in southern Malaysia, to identify the competence gap. Empirical data was collected based on surveys conducted on 64 quality professionals with a response rate of 96.88% Interviews were conducted on three decision-makers from critical areas in the electronics manufacturer for viewpoints from three different perspectives: finance, operations and talent development. Key Findings: Quality professionals will require technical competencies to interpret large amounts of data from processes to make strategic decisions, the use of new Augmented Reality (AR) tools, and be aware of data security risks. Methodological competencies will be required to use data to identify the source of problems, to access reliable sources of learning and the ability to use new tools for solving complex problems efficiently. Social competencies will be required in communications across multi-sites, suppliers and customers in new collaborative virtual platforms, with the ability to retain tacit and explicit knowledge; in a decentralised environment that will require leadership ability to make decisions. Personal competencies required will be the ability to work in a flexible workplace and time and more frequent work-related changes. Conclusion: The findings of this study identified the competencies that the quality professionals would require to have to adapt to their role in industry 4.0. The electronics manufacturer appears to be at the first phase 1 Corresponding Author Alaa.Garad@port.ac.uk

Abstract Since we recognize needs for official training of personnel for the digital age, we expect a skill evaluation method of training skills for personnel in production systems design fields. To address this situation, we propose a skill evaluation method for production systems digital design with production simulation. The proposed method was developed by the subcommittee of JSME (the Japan Society of Mechanical Engineers). The subcommittee consists of experts from industry, the government and universities. The proposed method will promote the training of personnel for the digital age as a standard across different industries, taking advantage of production simulation.

Industry 4.0, Smart Manufacturing, Factories of the Future all describe aspects of the heralding era of digitalization of manufacturing aiming to interconnect every step of the manufacturing process and seamlessly integrate the physical and digital world. In Factories of the Future a central computer organizes the intelligent networking of all subsystems, suppliers and customers into one system. All relevant requirements concerning manufacturing and product are confirmed at design time, while execution takes place autonomously as ICT and automation are integrated. The main challenge is represented by educational system, how prepared is to provide students, future employees, the digital competences necessary for the Factories of the Future. What are the structural and curricular measures Higher Education Institutions need to take in order to align engineering education, especially in the design of all constituents of Factories of the Future, with the need of competences in new manufacturing era? A quantitative analysis of existing study programs aims understanding the status quo of Master programs in engineering education and, deriving from existing policy documents potential requirements for competences design of Factory of the Future employees.

Manufacturing has provided growth and employment opportunities to many developed countries. Digital technologies have further enhanced these opportunities and diversified manufacturing activities. However, it has not been as successful in developing countries, such as Botswana, due to the low absorptive capacity, lagging digital infrastructure, and the slow development of people who need upskilling or an entirely new skill set. The increase in access to the Internet and the extensive adoption of information and communication technologies by manufacturing companies are driving competition and disrupting the present circumstances. This study aims to assess the digital skills students acquire when studying an industrial design programme and compare them with the skills needed by digital manufacturing small and medium enterprises. A case study was adopted for this study because it can capture the relationship among the phenomena, context, and people in the lived realities of the participants. The findings indicate an alignment of the skills students acquire during their studies with those needed by digital manufacturing small and medium enterprises. However, the level at which students are exposed to these digital manufacturing skills is skewed towards basic awareness, with very few students reporting competency in digital manufacturing skills, such as using a laser cutter, plasma cutter, 3D printing, and a router machine. The emphasis could be shifted to developing digital manufacturing skills, as this is the future of manufacturing in the fourth and fifth industrial revolutions.

… Profiler, a software designed to map the skills currently possessed by workers, identifying … The output of the self-assessment is the definition of the missing digital and green skills that …

… been added to the digital factory skills requirements, since the … for their professional career later. The proposed Teaching … better understand the manufacturing phases and evaluate their …

Orientation: Industry 4.0 (I4.0) is causing significant changes in the manufacturing industry, and its adoption is unavoidable for competitiveness and productivity. Research purpose: This study investigated I4.0 skills using the views of professionals in the manufacturing industry and experts in digital transformation practising in South Africa. Motivation for the study: I4.0 was coined originally for the manufacturing industry, and skills availability significantly influences its successful adoption. Furthermore, I4.0 is relatively new in the South African manufacturing industry, and there is still limited empirical research on the subject. Research approach/design and method: A qualitative descriptive research design was used, and participants were enrolled using purposeful sampling via email, telephone and LinkedIn. Twenty semi-structured interviews were conducted face-to-face or telephonically, and thematic analysis was used to analyse the data. Main findings: This study found that I4.0 demands higher skills than in conventional manufacturing, and companies should take the lead in facilitating upskilling and reskilling of their employees to preserve jobs. Experiential training could enhance I4.0 skills development in the manufacturing industry. Practical/managerial implications: Agile changes in I4.0 require constant re-alignment of employees’ skills in the manufacturing industry. This requires companies to make the human resource (HR) management function an integral part of business strategy. Contribution/value-add: The study can help HR practitioners and manufacturing professionals in strategising and innovate technology to manage the evolving I4.0 skills requirements and preserve jobs. The study also asserts a foundation for further investigation of I4.0 skills competencies’ development in the South African manufacturing industry.

… for professionals equipped with a diverse set of skills that … - Covers cybersecurity principles specific to digital manufacturing… of Life Cycle Assessment (LCA) for manufacturing equipment. …

… from the production environment are analyzed and evaluated. … The learning factory (LR) is a model of virtual factory that … expected skill requirements and professional assumptions are …

The machine tool industry, which is the starting point of all the metal producing activities, is presently undergoing rapid and continuous changes as a result of the fourth industrial revolution Industry 4.0. Manufacturing models are profoundly transforming with emerging digitalization. Smart technologies like artificial intelligence (AI), big data, the Internet of Things (IoT), digital twin, allow the machine tool companies to optimize processes, increase efficiency and reduce waste through a new phase of automation. These technologies, as well, enable the machine tool producers to reach the aim of creating products with improved performance, extended life, high reliability that are eco-efficient. Therefore, Industry 4.0 could be perceived as an invaluable opportunity for the machine tool sector, only if the sector has a competent workforce capable of handling the implementation of new business models and technological developments. The main condition to create this highly qualified workforce is reskilling and upskilling of the current workforce. Once we define the expected evolution of skills requirements, we can clarify the skills mismatch between the workers and job profiles. Only then, we can reduce them by delivering well-developed trainings. For this purpose, this article identifies the current and foreseen skills requirements demanded by the machine tool industry workforce. To this end, we generated an integrated database for the sector with the present and prospective skills needs of the metal processing sector professionals. The presented sectoral database is a fundamental structure that will make the sector acquire targeted industrial reforms. It can also be an essential instrument for machine tool companies, policymakers, academics and education or training centers to build well-designed and effective training programs to enhance the skills of the labor force.

Education in the Industry 5.0 context emphasizes a combination of technical and soft skills, multidisciplinary learning

The construction industry is slowly embracing digitalisation in line with the Industry 4.0 revolution and the aftermath of the COVID-19 pandemic. However, progress has been sluggish due to stakeholders’ limited awareness of digital skills. This study addresses this issue by developing a comprehensive taxonomy of digital skills required to successfully implement the Industry 4.0 principles of digitalisation in the construction industry. A systematic literature review was conducted by mining the Scopus and Web of Science databases to identify relevant literature and map the skills currently used or needed for digitalisation. The study also examined publication trends and outlets to gain insight into developments. Additionally, VOSviewer was used to conduct a scientometric analysis of the shortlisted articles to identify important keywords and authorship collaboration networks within this research domain. A total of thirty-five digital skills were identified from the literature. These skills were organised into a taxonomy with categories named automation and robotics, coding and programming, design, drafting and engineering, digital data acquisition and integration, digital literacy, digitisation and virtualisation, modelling and simulation, and planning and estimation. The developed taxonomy will help stakeholders plan strategically to provide digital skills to the new graduates joining the workforce, enabling a more comprehensive approach to the digitalisation of the construction industry.

ABSTRACT Rapid technological developments are changing media practices within the screen industries, with these shifts exacerbating already existent skills shortages and gaps. This paper focuses on the case study example of virtual production, a new media practice of making film and television content, to demonstrate the continuing importance of professional (or ‘transferable’) skills. Professional skills are skills required to act efficiently in different real life situations, with examples of these skills including communication and team working [Nägele, C., and B. E. Stalder. 2017. “Competence and the Need for Transferable Skills.” In Competence-based Vocational and Professional Education Bridging the Worlds of Work and Education, edited by M. Mulder, 739–753. Springer]. The paper highlights how changes in media practices caused by virtual production actively require workers to acquire and retain professional skills such as patience, adaptability and communication. These professional skills are crucial additions to the specific technical skills already identified within the existing skills literature on virtual production. The paper also identifies existing inclusion issues which relate to virtual production, using these insights to develop recommendations for media educators on how to ensure the cultivation of professional skills for all workers. The article draws on empirical research conducted with 69 individuals working across the screen industries at all levels of their career, with nearly half actively working in the virtual production industry.

This study aimed to design and assess a skill training kit for industrial production processes to improve undergraduate mechatronics engineering students’ professional competencies. The learning activities provided in the kit were designed using the ADDIE instructional design model's stages, Analysis, Design, Development, Implementation, and Evaluation, to promote active participation, critical thought, experimentation, and ongoing assessment. The aim was to: (1) develop a skill training kit for industrial production processes, (2) assess the effectiveness of the skill training kit for industrial production processes, (3) analyze the difference in professional competencies of learners in the experimental group as compared to control group, and (4) determine the level of satisfaction experienced by learners using the industrial production process skill training kit. A purposeful sample of 28 undergraduate students enrolled in the first semester of the 2025 academic year participated in this study. All students had obtained prior instruction in Programmable Logic Controllers and Sensors, and Control Devices. The study instruments included the training kit, instructional manuals, work checklists, performance tests, competency tests, and satisfaction questionnaires. Data were analyzed using descriptive statistics (percentages, mean, and standard deviations). The study showed: (1) that the training kit had a very high quality (mean = 4.63), (2) the learning efficiency was above the threshold benchmark, (3) that students in the training kit experimental group significantly improved overall and domain-specific professional competencies (better outcome) than students in the control condition at the 0.05 statistically significant level., and (4) students had a high level of satisfaction with the training kit (mean = 4.49). Overall, a training kit systematically designed with improvement could enhance students’ practical skills, professional competencies, and learning satisfaction in a mechatronics engineering course.

… a literature review to identify the set of skills and competences that … for professional skills, both technical and soft skills. … the entire value chain of the digital factory. Furthermore, the trend …

Purpose: To identify the skills that, in the processes of digitalization and Industry 4.0, contribute to improving the professional behaviours of the employees involved in these processes.Design/methodology/approach: For this purpose, a Delphi study was carried out, collecting the opinions of 38 teaching and professional experts, through face-to-face meetings or by videoconference, and analysing their opinions using descriptive statistics and structural equation models.Findings: The results obtained show that the key skills for improving professional behaviours are teamwork, conduct, management, and problem-solving, which influence most of the behaviours studied.Originality/value: In practice, these results allow companies to be guided in terms of employee training in relation to digitalization skills and assist their selection processes. Additionally, educational institutions can review their study plans, increasing the relevance of the skills that companies value the most.