Keyword: «industry 4.0»

The article describes the main information and innovative technologies of industry 4.0. Prospects of existence of business in the conditions of the fourth industrial revolution are considered. Identifies possible problems in the functioning of business in the context of Industry 4.0.

The new industrial revolution Industry 4.0 determines several trends in digital technologies, among which there is the Internet of things – a network of digital devices that communicate with each other via the Internet. The areas of the Internet of things application are quite broad: industrial technologies, remote technologies of service and every-day life, educational technologies. Modern digital technologies must be included in the content of technological education at school and in the training of technology teachers. This is also determined by the national projects «Digital Economy» and «Education», which are currently being implemented. The purpose of the article is to consider the technologies of the Internet of things as the content of educational course for future technology teachers. An analysis of educational programs and training courses on the Internet of things shows that these programs are designed, implemented and they are actual for technical universities. However, the Internet of things is not included in educational programs for training technology teachers. And this is a problem since technology educational course at school should demonstrate modern digital technologies, including the Internet of things, and this requires appropriate technological and methodological training of technology teachers. We have proposed an educational course «Internet of Things», which is an integral part of «Digital Technologies» section within the educational programs for training technology teachers in Syktyvkar University. The purpose of the discipline is to familiarize students with the basics of the Internet of things technology. As a result of learning the discipline, the student must: know the terminology, hardware and software for implementing the Internet of things technologies; be able to use the acquired knowledge in educational and professional activities; know the basics of the Internet of things. The content of the discipline includes four sections: Introduction to the Internet of things; Technical means of the Internet of things; Network technology of the Internet of things; Services, applications and models of the Internet of things. The laboratory practical work of the discipline is implemented in three cycles of classes: study of algorithms for connecting various sensors and control devices to Arduino controllers; learning technologies for remote interaction with Arduino controllers; carrying out mini-projects based on case technology. The proposed course allows future technology teachers to acquire competences in the field of modern digital technologies.

In the modern world, almost all scientists link medium-term trends in the development of society and the economy with their digitalization to some extent in their works. Today, new digital technologies and innovative business models are permeating all spheres of society. Those skills that are necessary for a person to be successful in their subject area are usually divided into "soft" and "hard" (hard skills and soft skills). At the same time, the study of the basics of robotics can be attributed to hard skills. This article discusses the concepts of "digital skills", "educational robotics", analyzes these concepts, describes the main directions of development of educational robotics today.

Relevance of the research problem: this article discusses the necessary skills and criteria that graduates completing a Bachelor's degree program should have in order to work effectively in modern conditions of industry 4.0, which is characterized by automation and digitalization of production processes. Analyzing the modern requirements for industry 4.0, this work defines the basic skills and knowledge that bachelors should have. This may include knowledge of programming and information technologies, skills in working with automated systems, the ability to analyze data and make decisions based on the information received. With the growth of technological development and the introduction of concepts such as Internet of things, artificial intelligence, process automation, etc., the requirements for employees in industry 4.0 are changing. Traditional skills and knowledge are becoming less in demand, and new qualities and skills related to digital technologies are becoming crucial. The classification of the necessary criteria for training specialists with bachelor's degree for Industry 4.0 allows us to determine the main areas of knowledge, skills and qualities that should be developed by future professionals. This may include knowledge of programming, analytical and problem-oriented skills, ability to work with big data, understanding of digital systems and technologies, adaptability and flexibility to work in a rapidly changing environment, etc. It is important to note that the classification of bachelor's degree criteria for Industry 4.0 should be flexible and take into account the individual needs of different industries and companies. Different companies may have different needs for specialists, taking into account their specific digital technologies and innovations. Thus, the relevance of this topic lies in the fact that it allows us to determine the necessary criteria for the preparation of bachelors who will meet the requirements of industry 4.0 and will be able to work effectively in a digital environment. This will help educational institutions and students adapt to the changing demands of the labor market and guarantee their competitiveness. Ultimately, the purpose of this study is to identify the key criteria that are necessary for the preparation of bachelors so that they can work effectively in Industry 4.0. This will allow teachers and educational institutions to adapt their training programs and provide students with the necessary skills for a successful career in modern industry. In this study, we consider 4 criteria, which are divided into 41 sub-criteria. The main important criteria include technical skills, entrepreneurship, workforce readiness and soft skills criteria. The paper reveals that important criteria for Industry 4.0 are technical skills that are needed to establish a connection between machines and human resources that control modern technologies.

An important task facing a digital school teacher is to prepare a graduate who is able to use the acquired knowledge in practice and offer non-standard solutions demanded by Industry 4.0. The authors investigate the problem of substantiating the effectiveness of 3D-modeling use for building up research skills of students in the context of additional education. The purpose of the study is to explore the potential of 3D-modeling in the classroom in the system of additional education for the development of research skills of schoolchildren. The following classification of research skills is used in the work: operational, communicative, organizational, informational. The authors have identified the appropriate indicators for them: conducting observations and research; hypothesizing; planning activities; analysis of information sources. The scientific novelty lies in the fact that the potentials of using 3D-modeling are substantiated as an additive technology for training school graduates who should be able to successfully self-actualize in the conditions of the creative industry. Theoretical significance – the authors identified didactic capabilities of 3D-modeling tools in the context of additional education contributing to the development of students’ research skills by increasing the visibility of the product presentation, versatility, the absence of the need for an additional physical model, the relative speed of obtaining drawings and layouts. Experimental work was carried out on the basis of the Center for Prototyping of the Orel State Institute of Culture, in the studios of blogging and creative video. Models and objects printed on a 3D-printer were evaluated during diagnostics. Pearson's χ2 (chi-square) test was used as a statistical processing method. The results present a program of classes for the module "Creative Modeling", which allows developing the research skills of studio participants during carrying out interdisciplinary tasks. A system of tasks has been worked out to support all stages of students' activities. Conclusions are drawn about the potential of 3D-modeling: putting forward a hypothesis of a natural-scientific character and testing it experimentally; mastering the methodology of independent planning and conducting an experiment in compliance with safety regulations, etc. The difficulties that complicate the use of 3D-models are formulated: the problem of training mentors to use technology; the organization of students' access to equipment. The results obtained can be used in classes in the system of additional education for career guidance work, organizing free time and supporting the intellectual development of students.