TRANSFORMATION OF ENGINEERING EDUCATION IN THE CONTEXT OF INDUSTRY 4.0: MULTI-ACTOR PERSPECTIVES AND CURRICULUM MODERNIZATION OUTCOMES

Abstract

The transition towards Industry 4.0 requires a profound transformation of educational systems, with emphasis on developing transversal, digital, and technical competencies for young professionals. This article proposes an integrated framework for analysing the process of developing educational competencies in the context of the Fourth Industrial Revolution, based on: a systematic literature review, European-level statistical data on digital competencies, and results of an opinion survey administered to students, lecturers, and employers. The results highlight a significant gap between the competencies provided by current educational systems and the requirements of Industry 4.0. At the European level, only 55% of the population possesses basic digital competencies, with major variations across member states (ranging from 30% to 82%). Analysis of the questionnaires reveals that respondents consider technical competencies (data analytics, IoT, automation, cybersecurity) and transversal competencies (critical thinking, adaptability, interdisciplinary collaboration) as essential, yet report a low level of preparedness in these areas. This paper analyses the process of modernising engineering education in the Republic of Moldova, using the State University "B.P. Hasdeu" in Cahul as a case study. The research is based on a multi-actor audit conducted during 2024–2026, identifying training needs and evaluating the impact of updating core disciplines for the engineering and management profile. The results demonstrate a positive correlation between the introduction of digital tools and virtual laboratories and increased student interest in Industry 4.0 competencies such as product lifecycle management and circular economy.