Integrating Project-Based Learning and Design Thinking: An Innovative Approach to Enhancing Hard and Soft Skills in Industrial Robotics Education

Abstract

This innovative practice full paper presents an approach to industrial robotics education, based on the practical integration of Project-Based Learning (PBL) and Design Thinking (DT) methodologies. This approach aims to improve both hard and soft skills among engineering students. The PBL/DT methodology is conceptually based on the hands-on learning philosophy and combines an educational methodology with an innovation development method to enhance the acquired skills. The methodology was implemented in a partnership between the Federal Institute of Amazonas (IFAM) and LG Electronics Factory, located in Manaus, Amazonas/BR. Manaus, situated in the heart of the Amazon Rainforest, is home to numerous electronics factories due to a Brazilian government policy aimed at promoting sustainable economic alternatives and preventing deforestation. Despite this, the city's isolation from other developed regions has led to a shortage of professionals skilled in advanced technologies. Consequently, there is a need for Manaus to transition its production processes to align with Industry 4.0 standards, including advanced industrial robotics technology. In response to the government's limited investment in education and technology, LG Electronics and IFAM launched a project to train engineering students in advanced industrial robotics skills. The project was structured in three main phases: (i) designing the PBL/DT methodology; (ii) building an industrial robotics laboratory, including equipment; and (iii) conducting a four-month training in industrial robotics using the PBL/DT methodology. The training involved practical classes at the university and at the factory environment, as well a hands-on project to apply the knowledge to solve real industrial challenges and to give meaning to classes to consolidate the acquired knowledge. The project, which was executed in 2023, aimed to train two groups of undergraduate engineering students from various public and private universities. The results were highly encouraging. All students successfully completed the training, the methodology was positively evaluated, and the university-industry partnership was deemed a success, effectively achieving the project's proposed objectives. This innovative teaching practice not only impacts technical knowledge but also fosters a structured, logical, and creative way of thinking, preparing students for the real-life challenges using industrial robotics.