Proposition of a Theoretical-Methodological Framework for Immersive Learning Virtual Laboratories in Production Engineering
Experiential Learning; Engineering Education; Industry 5.0; Theoretical-Methodological Framework; Immersive Virtual Laboratories.
This dissertation addresses the contemporary challenge of aligning Production Engineering education with the complex socio-technical demands of Industry 5.0. Faced with a gap in integrated pedagogical models that articulate well-established educational foundations with immersive technologies, this work proposes and evaluates the LVIPI 5.0 theoretical-methodological framework. The originality of the approach lies in the synthetic integration of the Industry 5.0 pillars - human-centricity, sustainability, and resilience - with modeling, gamification, and data dimensions, all guided by a cycle of experiential learning and active methodologies. The research, reconfigured from a development project through a critical analysis and reframing of its elements, adopted a theoretical-propositional approach for the framework's construction and evaluation. The assessment of the proposition, based on applicability demonstrated in emblematic pedagogical scenarios and critical analysis by a multidisciplinary panel of experts, attested to its clarity, coherence, and perceived usefulness as an effective guide for designing immersive learning experiences. The results indicate that LVIPI 5.0 has significant potential impact by empowering educators and institutions to create learning environments that develop, in an integrated manner, technical competencies and the crucial socio-emotional skills required by the new industrial paradigm. It is concluded that the framework represents a substantive and timely contribution to the field, establishing a solid foundation for a Doctoral-level research program that will explore its expanded empirical validation and synergies with artificial intelligence and digital twins.