The use of Digital Twin technology in vocational education as a response to the challenges of Industry 4.0
DOI:
https://doi.org/10.24917/20801653.401.5Keywords:
Digital Twin, Erasmus Project, Industry 4.0, Vocational SchoolsAbstract
The article examines the transformations taking place within the framework of Industry 4.0 and their implications for vocational education, with particular emphasis on Digital Twin (DT) technology. It highlights the growing importance of emerging occupational competences and the challenges faced by learners in the context of the rapid advancement of digital technologies. The aim of the study is to present the potential for integrating DT technology into the teaching and learning process in vocational schools as a key element supporting the development of future ‑oriented competences. The paper discusses the evolution of DT technology and selected areas of its application within Industry 4.0. It also explores the changing role of vocational school teachers and the expanded range of competences required in response to technological transformation. Furthermore, the study proposes practical approaches to incorporating selected DT solutions into vocational curricula. The research is based on a comprehensive review of the relevant literature, case studies of DT technology implementation in vocational schools in Germany, and an analysis of the outcomes of the international DiTwin project. The findings confirm the validity and necessity of implementing DT technology in vocational education as an effective tool for enhancing practical training and fostering the development of both technical and transversal (soft) skills among learners.
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