CONFERENCES
E&PDE 2026 - 28th International Conference on Engineering & Product Design Education
The Conference will bring together representatives from education and industry interested in sharing new perspectives on design education.
Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
THE DIVERSITY OF LEARNERS’ VOICES AS A DRIVER FOR DESIGNING A LEARNING SYSTEM 4.0 THROUGH A TRIZ-BASED METHOD
oubali, chaimaa; Rasovska, Ivana; dubois, Sébastien; Marmier, François; Gartiser-Schneider, Nathalie
Type:
Year:
2026
Editor:
Buck, Lyndon; Brisco. Ross; Bohemia, Erik
Author:
oubali, chaimaa; Rasovska, Ivana; dubois, Sébastien; Marmier, François; Gartiser-Schneider, Nathalie
Series:
E&PDE
Institution:
University of Strasbourg, France
Page(s):
415 - 420
DOI number:
ISBN:
978-1-912254-24-8
ISSN:
3005-4753
Abstract:
The rapid evolution of Industry 4.0 has widened the gap between academic programs and labor-market expectations. While Education 4.0 promotes a learner-centered, digitally supported approach, many existing learning systems still fail to provide sufficient personalization, equal access, pedagogical support, and preparation for real industrial contexts. To design an effective learning system 4.0 therefore requires integrating technological advances with a detailed understanding of learners’ expectations. This study focuses on the learners’ voices, as their needs form the basis of an educational model aligned with contemporary industrial transformations. A structured questionnaire was developed for engineering students at the beginning of their program. The first section gathers their profile (study level, field, experience, motivations), while the second examines their preferences regarding pedagogical modalities, their expectations, and the difficulties they perceive during learning. An open-ended question allows students to express what a learning system must provide to support their transition into employment. The study uses a mixed-method approach. Quantitative analysis, based on descriptive statistics, identifies overall trends and variations across student profiles. Qualitative analysis relies on thematic coding of open responses to reveal recurring themes and their frequency. The expected outcomes aim to identify learners’ priorities for designing a learning system 4.0. More broadly, the study highlights the need to rethink educational systems to define precise pedagogical requirements and inform a robust specification document for future development. Such a system must enable flexible, accessible, motivating, and employability-oriented learning pathways aligned with the transformations brought by digitalisation, automation, and new organizational models.
Keywords:
