CC BY
2A HEUTAGOGICAL APPROACH TO INDUSTRY 4.0 TECHNOLOGIES IN ENGINEERING EDUCATION AT TASHKENT STATE TECHNICAL UNIVERSITY Rakhmonov I.U.1, Temirova R.Sh2, Ganiev Sh.R.3
1Rakhmonov Ikromjon Usmonovich —DSc, Professor, TASHKENT STATE TECHNICAL UNIVERSITY, 2Temirova Rayhona Shahobiddin kizi- teacher, ORIENTAL UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN 3Ganiev Shakhruz Radjabovich - Assistant, BUKHARA INSTITUTE OF IRRIGATION AND MELIORATION, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: in the context of Industry 4.0, engineering education faces the challenge ofpreparing students to work with advanced technologies and adapt to rapid technological changes. This paper explores the application of heutagogy (self-determined learning) alongside Industry 4.0 technologies at Tashkent State Technical University (TSTU) to train engineering personnel. Through project-based and experiential learning in a VR-enhanced environment, TSTU aims to foster autonomy, adaptability, and critical thinking skills in its students. The results demonstrate the potential of heutagogical methods to empower students as lifelong learners, ready to thrive in technology-driven industries.
Keywords: heutagogy, Industry 4.0, Engineering education, Tashkent State Technical University (TSTU), Virtual reality (VR) labs, Self-determined learning, Digital twins, Smart grids, Lifelong learning, Collaboration skills.
UDC 621.311.12
The 21st century has witnessed unprecedented advancements in technology, fundamentally transforming industries and reshaping the skills required in the modern workforce. Among these advancements, Industry 4.0 stands out as a revolutionary shift that integrates smart systems, the Internet of Things (IoT), artificial intelligence (AI), big data analytics, and cyber-physical systems to create interconnected, automated, and highly efficient industrial environments [1]. Industry 4.0 technologies have transformed traditional engineering practices, demanding engineers who possess not only technical knowledge but also adaptability, critical thinking, and the ability to learn independently [2].
To prepare students for the demands of Industry 4.0, engineering education must evolve beyond traditional lecture-based and instructor-led approaches [3]. Future engineers need to be equipped with the skills to engage with complex, dynamic technologies, as well as the capacity for continuous learning and adaptability to keep pace with rapid technological change. This shift requires educational institutions to adopt innovative teaching and learning approaches that can cultivate these competencies. One such approach is heutagogy, an educational philosophy that emphasizes self-determined learning. Unlike traditional pedagogy or even andragogy, heutagogy places learners at the center of the educational experience, giving them control over what, how, and when they learn [4]. This method fosters independence, creativity, and problem-solving skills, which are essential for engineers in an Industry 4.0 environment.
At Tashkent State Technical University (TSTU), an innovative curriculum has been developed that combines heutagogical principles with Industry 4.0 technologies. Through the integration of self-directed learning methods and advanced digital tools, TSTU aims to empower students to take ownership of their learning processes, fostering a mindset of lifelong learning and adaptability [1]. This approach is particularly relevant in engineering education, where the ability to adapt to new tools and technologies is as critical as foundational technical skills. To create an effective learning environment for heutagogy within the context of Industry 4.0, TSTU has implemented virtual reality (VR) labs that simulate real-world industrial scenarios. These labs enable students to engage with digital twins, IoT applications, smart grids, and intelligent transport systems, all of which are pivotal in modern industrial settings [5]. The VR labs allow students to explore complex engineering challenges in a safe, controlled environment where they can experiment, fail, and learn without real-world consequences [2]. By combining VR technology with heutagogical methods, TSTU creates an immersive learning experience that goes beyond traditional classroom instruction, encouraging students to develop critical problem-solving skills, creativity, and a proactive approach to learning [6].
This paper examines how TSTU's integration of heutagogy and Industry 4.0 technologies prepares engineering students for the challenges and opportunities they will encounter in their future careers. By focusing on self-determined learning and practical, hands-on experience with advanced technologies, TSTU aims to develop engineers who are not only technically proficient but also capable of independent learning and adaptation in a
rapidly changing industrial landscape. This study explores the effectiveness of this educational model in fostering the autonomy, adaptability, and innovative thinking that are crucial for success in the age of Industry 4.0.
This study conducted an observational analysis at Tashkent State Technical University (TSTU) to examine the impact of heutagogical methods combined with Industry 4.0 technologies on engineering education. The study took place in TSTU's VR labs, involving engineering students from disciplines such as electronics, mechanical engineering, and energy systems who engaged with Industry 4.0 technologies in a self-directed learning environment.
TSTU's VR labs simulate real industrial settings, allowing students to interact with digital twins, smart grids, and intelligent transport systems, giving them hands-on experience with Industry 4.0 applications (Figure 1).
Fig. 1. A modern VR lab at TSTU where students interact with virtual environments simulating real-world industrial settings.
Heutagogical Approach. A project-based learning model was implemented, allowing students to choose projects aligned with their career goals, fostering autonomy and self-directed learning. Data Collection. Observations focused on student engagement, adaptability, and learning outcomes, with feedback from students and instructors providing insights into the effectiveness of combining heutagogy with Industry 4.0 technologies. The integration of heutagogy and Industry 4.0 technologies in TSTU's engineering curriculum led to several notable outcomes. One significant result was an increase in student autonomy and self-efficacy. Students reported feeling more confident in their ability to navigate complex engineering problems, with the self-directed nature of heutagogy empowering them to take control of their learning process [7]. This approach fostered critical thinking and enhanced their problem-solving skills [8].
Another outcome was enhanced engagement with Industry 4.0 technologies. Through VR labs and simulation tools, students interacted with digital twins, smart grids, and intelligent transport systems, gaining hands-on experience with real-world technologies [6]. This practical exposure not only improved their technical abilities but also deepened their understanding of core Industry 4.0 concepts (Figure 2).
Fig. 2. Advanced VR and simulation tools allow engineering students to experience hands-on training in smart grid
management and intelligent transport systems.
The heutagogical approach also contributed to the development of lifelong learning skills. Students were encouraged to proactively seek information, evaluate resources, and adapt their knowledge, fostering a mindset of continuous learning. Such skills are crucial for engineers, who must keep pace with rapidly evolving technological advancements in modern industries [9].
Additionally, the approach improved students' collaboration and communication skills. Working on interdisciplinary projects required them to communicate effectively and collaborate with peers, mirroring a professional engineering environment [7]. These experiences are essential for modern engineers, who frequently work in team-based settings on complex projects, preparing them for real-world engineering roles [10].
The findings of this study illustrate the effectiveness of combining heutagogy with Industry 4.0 technologies in engineering education at TSTU. By fostering student autonomy and providing hands-on experience with cutting-edge tools, TSTU prepares its students to excel in an industry where adaptability and continuous learning are crucial [4].
The heutagogical approach aligns well with the demands of Industry 4.0, where engineers are expected not only to possess technical expertise but also to be proactive, self-directed learners capable of solving complex, unstructured problems [6]. Industry 4.0 technologies, such as VR and digital twins, allow students to explore industrial settings without physical constraints, making learning more immersive and impactful. TSTU's VR labs facilitate this by allowing students to interact with smart grids, intelligent transport systems, and other digital simulations in a safe, controlled environment [5].
One of the main advantages of heutagogy in this context is that it helps students develop lifelong learning skills. As industries continue to evolve, today's engineers must be able to learn independently and adapt to new technologies throughout their careers. Heutagogical learning cultivates this mindset, as students take responsibility for their learning outcomes, setting goals, seeking resources, and reflecting on their progress [8]. Integrating heutagogy with Industry 4.0 technologies in engineering education at Tashkent State Technical University represents a forward-thinking approach to preparing engineers for the demands of modern industry. The combination of self-directed learning and hands-on experience with Industry 4.0 tools fosters autonomy, adaptability, and critical thinking skills, equipping students to be lifelong learners in a technology-driven world. The success of TSTU's approach provides a model for other institutions aiming to enhance engineering education. By leveraging VR and other Industry 4.0 technologies in a heutagogical framework, universities can better prepare students for the challenges and opportunities of a rapidly evolving industrial landscape. Future research may further investigate the long-term impacts of this approach on graduates' performance in industry settings, particularly in roles requiring continuous learning and adaptation.
References
1. Temirova R.Sh. Teaching methods in technical higher education institutions: Traditional versus modern approaches. Актуальные проблемы системы электроснабжения // Сборник трудов международной научно-технической конференции. - Нукус. КГУ им. Бердаха, 2024. Стр. 588.
2. Rakhmonov I.U., Temirova R.Sh. SWOT analysis of AR, VR, and MR laboratories in technical education. Актуальные проблемы системы электроснабжения // Сборник трудов международной научно-технической конференции.- Нукус. КГУ им. Бердаха, 2024. Стр. 590.
3. Smith J., & Anderson P. Redefining engineering education for Industry 4.0: A systematic review. Journal of Engineering Education, 111(1), 2022. -P 45-67.
4. Blaschke L.M. Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distributed Learning, 13(1), 2012. -P 56-71.
5. Zhou Q., LiX. Virtual reality in engineering education: Bridging the gap between theory and practice. Journal of Educational Technology, 34(2), 2023. - P 123-134.
6. Zhao Y., Huang R. Immersive learning and Industry 4.0: A framework for VR integration in engineering. Computers & Education, 2021. - P 165, 104145.
7. Рахмонов И. У., Холихматов Б.Б., Гуломов Ф.Ф., Нажматдинов Р.К. Снижения расхода энергии и улучшение производственных показателей промышленных предприятий с непрерывным характером производства // «Вестник науки и образования» научно-методический журнал. 2024. № 5 (148) Часть 2. С. 13-19.
8. Рахмонов И.У., Коржобова М.Ф., Абдухалилов М.К., Отепбергенов Ш.Т. Анализ существующих подходов при выборе методов оценки эффективности управления энергопотреблением промышленных предприятий // «Проблемы современной науки и образования» научно-методический журнал. 2024. № 5 (192). С. 5-9.
9. Рахмонов И.У., Абдухалилов М.К., Курбонов Н.Н., Узаков Б.А. Исследование экономических показателей для оценки энергоэффективности промышленных предприятий с непрерывным характером производства // «Проблемы современной науки и образования» научно-методический журнал. 2024. № 5 (192). С. 10-14.
10. Рахмонов И.У., Ережепов М.Т., Курбонов Н.Н., Ниматуллаев И.А. Разработка мероприятий, напрвленных на снижение расхода электроэнергии с учетом особенностей технологичеких процессов // «Вопросы науки и образования» научно-теоретический журнал. 2024. № 4 (176). С. 12-19.
