Technology-driven manufacturing has been a transformative force, reshaping not only industrial processes but society at large. The integration of smart systems has enabled companies to reduce production costs, improve efficiency, and enhance product quality. Yet, competitive advantage increasingly depends on human capital, and many engineering graduates lack the competencies to operate effectively in digitally advanced environments. This study draws on a cross-sectional European survey capturing responses from 217 engineering students and 63 educators/mentors across multiple countries. Results reveal strong overall satisfaction with engineering education (60% satisfied, 35% neutral), but highlight systemic weaknesses: lack of hands-on training, limited industry collaboration, and passive delivery models. Students emphasised low engagement and motivation, while educators stressed barriers in content development and limited access to advanced technologies. Both groups recognised the potential of Mixed Reality (MR) to address these gaps, with over three-quarters of respondents reporting at least some familiarity with MR. However, adoption remains minimal, with only 22% of educators having integrated MR in their teaching. The findings indicate that MR-based Virtual Learning Environments could help bridge the persistent theory–practice divide by increasing engagement, reducing reliance on physical equipment, and enhancing inclusivity through flexible and multilingual design. These insights underscore the urgent need for scalable infrastructure and educator training to support integration. MR, when combined with gamification and microlearning, offers a promising pathway to align engineering education more closely with Industry 4.0/5.0 skill demands.
Bondin et al. (Thu,) studied this question.