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IntroductionIn transitioning from Industry 4.0 to the forthcoming Industry 5.0, this research explores the fusion of the humanistic view and technological developments to redefine Continuing Engineering Education (CEE). Industry 5.0 introduces concepts like biomanufacturing and human-centricity, embodying the integration of sustainability and resiliency principles in CEE, thereby shaping the upskilling and reskilling initiatives for the future workforce. The interaction of sophisticated concepts such as Human-Machine Interface and Brain-Computer Interface (BCI) forms a conceptual bridge toward the approaching Fifth Industrial Revolution, allowing one to understand human beings and the impact of their biological development across diverse and changing workplace settings.MethodsOur research is based on recent studies into Knowledge, Skills, and Abilities taxonomies, linking these elements with dynamic labor market profiles. This work intends to integrate a biometric perspective to conceptualize and describe how cognitive abilities could be represented by linking a Neuropsychological test and a biometric assessment. We administered the brief Neuropsychological Battery in Spanish (Neuropsi Breve). At the same time, 15 engineering students used the Emotiv insight device that allowed the EEG recollection to measure performance metrics such as attention, stress, engagement, and excitement.ResultsThe findings of this research illustrate a methodology that allowed the first approach to the cognitive abilities of engineering students to be from neurobiological and behavioral perspectives. Additionally, two profiles were extracted from the results. The first illustrates the Neuropsi test areas, its most common mistakes, and its performance ratings regarding the students' sample. The second profile shows the interaction between the EEG and Neuropsi test, showing engineering students' cognitive and emotional states based on biometric levels.DiscussionsThe study demonstrates the potential of integrating neurobiological assessment into engineering education, highlighting a significant advancement in addressing the skills requirements of Industry 5.0. The results suggest that obtaining a comprehensive understanding of students' cognitive abilities is possible, and educational interventions can be adapted by combining neuropsychological approaches with EEG data collection. In the future, it is essential to refine these evaluation methods further and explore their applicability in different engineering disciplines. Additionally, it is necessary to investigate the long-term impact of these methods on workforce preparation and performance.

IntroductionThis research explores leveraging Industry 4.0 technologies and best practices to address the challenges faced by Continuing Engineering Education (CEE) in Higher Education, ensuring its sustainability and relevance. CEE is essential for engineers' continuous professional growth and adaptability, especially in an era marked by swift technological progress and changing job requirements. CEE must adapt to rapid technological advancements and evolving workforce demands. Nevertheless, traditional pedagogical methods often lag behind the needs of modern engineering professionals.MethodsThrough a case study, this study aims to show how skills visualization allows the creation of comparisons between professional scenarios to enhance the effectiveness and efficiency of CEE programs. To achieve this goal, we utilized a platform based on the KSA taxonomy, which enables the visualization of skills and supports creating personalized and adaptive learning.ResultsOur results demonstrate the transformative potential of integrating new technologies and learning approaches in CEE programs. By leveraging Industry 4.0 technologies, developing personalized learning experiences, and embracing Education 4.0 principles, CEE programs can empower the workforce of the future to thrive in an increasingly complex and dynamic landscape.DiscussionsThis study underscores the significance of Education 4.0 principles in shaping the future of CEE programs, emphasizing the crucial role of innovative learning approaches and technological integration in empowering the future engineering workforce in the Industry 4.0 era.

In the context of Industry 4.0, engineering education is evolving rapidly, requiring new approaches to continuing engineering education (CEE). Traditional methods struggle to meet the demands of professionals looking to update their skills. This study presents an experimental proposal using the Multisensory Virtual Decision Making Center (MVDC) to improve CEE training creation. The MVDC creates collaborative and immersive virtual environments, enabling real-time participation and decision-making with a greater sense of presence and complete data visualization. The proposed experiment compares the effectiveness of MVDC sessions with traditional video call sessions in developing CEE courses. The research aims to evaluate improvements in the quality of decisions, participation, and user satisfaction in this collaborative process by streamlining the training planning process for continuing education. This study anticipates significant insights into integrating cutting-edge technologies such as MVDC for CEE, proposing it as a crucial tool for upskilling and reskilling. Expected outcomes include practical guidelines for implementing multisensory environments in CEE curriculum development, highlighting their potential to revolutionize the planning process. The research underscores the need for innovative approaches to meet the changing demands of the engineering workforce in the era of Industry 4.0. It lays the foundation for future studies that validate and expand these findings, paving the way for more effective and engaging CEE programs.

The purpose of this study was to examine how, in recent years, the top 100 universities in the QS ranking have integrated the development of Future Skills into their curricula to address the evolving demands of the labor market. The PRISMA methodology was used to perform a comprehensive search and analysis focusing on research articles and internal university documents, with significant contributions from American and European Higher Education Institutions. Various international reports by the World Economic Forum (WEF) and the Organisation for Economic Co-operation and Development (OECD) have identified and organized Future Skills based on their analysis and research. Regardless of how these skills are defined, all stakeholders agreed that higher education institutions must focus on fostering them in undergraduates to meet labor market demands. Our research identified a significant trend in skill adoption, with social and metacognitive skills emerging as prevalent among 59% of the top universities in general searches. However, while cognitive-metacognitive and technical skills were mentioned more frequently by 35% and 29% of these universities, collaboration was emphasized in 74% of the documents, mainly within the social and medical sciences. The main conclusion was that while most universities are currently incorporating these skills into student profile development, collaborative efforts in advancing the understanding and implementation of other Future Skills will become essential for the seamless incorporation of graduates into the workforce. This fact reinforces the urgent need for further research to ensure comprehensive skill development, focusing mainly on emotional skills in diverse academic disciplines, such as natural sciences, engineering, agriculture, and humanities.