ABSTRACT The recent technological advancements and consumer demands have revolutionized industrial production and workflows, requiring an interdisciplinary skilled workforce. Manufacturing education at universities can be vital in training a skilled workforce to meet Industry 4.0 requirements. A Manufacturing Process Innovation (MPI) course was conducted in the Spring of 2024 and 2025 to train undergraduate students in major Industry 4.0 technologies. The course was designed to enhance student learning and cross‐curricular skills. The course curriculum was upgraded to include the main Industry 4.0 constituents like digital twins, AI, simulation, and IoT devices. A robotics module was integrated to teach fundamental concepts and enable students to operate an autonomous mobile robot. Team‐based learning (TBL) and problem‐based learning (PBL) frameworks were incorporated with conventional teaching to enhance course outcomes. The active learning methodologies improved student grades by 23.75% and 16% in Spring 2024 and Spring 2025, respectively, compared to the grades in conventional learning. Both TBL and PBL were positively rated in the student surveys and were found to be useful for learning complex concepts. The course helped foster cross‐curricular skills like teamwork, problem‐solving, and a sense of responsibility among students. Active learning frameworks integrated with key industrial technologies can improve curricular learning and cross‐curricular skills. Robotics can be leveraged and integrated with core course concepts to train students for real‐world scenarios. The findings can be helpful for manufacturing‐related education programs and for integrating robotics modules in other engineering courses.
Farooq et al. (Thu,) studied this question.
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