Teaching 4.0

Abstract

When the term Industry 4.0 was coined in 2011, a spirit of optimism about a new, digital age spread. Politicians reacted immediately and as early as 2012, the German Federal Ministry of Education and Research (BMBF) provided universities with funding to support this transformation process in student education.

The special issue Industry 4.0 – Teaching 4.0 shows how dynamic this topic has become in university teaching, which has long been a driver and innovation engine of digital methods. Although the degree of implementation in lectures, tutorials and practical courses varies from university to university, it is nevertheless unmistakable.

A key driving force was certainly the time of the pandemic, when teaching had to be ensured during lockdown. Video lectures and the provision of digital teaching materials were just the beginning. At TU Bergakademie Freiberg, the chemistry practical course was ensured throughout the entire pandemic period, which would not have been possible without the existing infrastructure of digital test stands. Today, the term “remote lab” is used for this, which is ideal at a time when real-time communication is becoming increasingly important and the 5G mobile communications standard has become a location factor. Much will also change in the chemical industry. The traditional control room will evolve into remote control rooms. Similar to call centers, it will be possible to book digital control room times with service providers. Training on such test benches prepares students for their everyday work as industrial chemists at an early stage. Other advantages, such as the continuation of teaching in terms of equal opportunities for pregnant women, show how much the digital transformation in education is closing long overdue gaps. New ways of communication are opening up in lectures, including the participation of foreign-language listeners on the basis of appropriate tools.

The articles in this special issue show the advanced state of university teaching in this country, especially in an international context, and how we can optimally prepare the young generation for the challenges of the future. This also includes methods such as gamification, some of which make experienced teaching staff's hair stand on end. They show how universities are once again taking on a much stronger role in shaping transformation processes. Experienced staff may face serious challenges in dealing with the new technologies. The example of artificial intelligence (AI) is pathognomonic. Instead of dismissing the possibilities of AI, falling into a defensive stance and coming up with sanctioning measures, it would have been a good idea to provide didactic support in dealing with AI at an early stage, impart knowledge and promote creativity.

The transformation towards a new self-image of universities is taking place at a rapid and dynamic pace. Students and teaching staff would do well to approach each other and see this transformation as an opportunity to help shape it.

From this, we derive another very important topic, namely education in the STEM subjects. Without wanting to judge the choice of study place here, the mechanization and digitalization of university teaching is an invitation to students to get excited about the digital possibilities of modern studies, about what universities are: Visionary, always one step ahead for new developments.

Martin Bertau

Ines Aubel