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In January 2025, focus groups meetings for the European DiTwin project took place across all participatingcountries (Ireland, Spain, Italy, Poland, and Greece).  The focus groups followed a shared approach in every country. The sessions, held both in-person and online, brought together VET teachers, technology specialists, and industry representatives and focused on threemain topics: 1. The challenges of aligning VET education with labor market demands and Industry 4.0. 2. The support teachers need to integrate Digital Twin technology into their lessons. 3. The review and improvement of the DiTwin Handbook. The DiTwin project, funded by Erasmus+, aims to introduce Digital Twins into vocational education and training (VET). The meetings with teachers and experts helped identify key needs and refine the DiTwin Handbook, which is a crucial guide for implementing this technology in schools. These discussions provided valuable insights that will help tailor the project’s resources to meet the real needs of teachers. Main Challenges Identified 1. Mismatch between VET Curricula and Industry 4.0: Across all countries, the inflexibility of thecurricula was seen as a barrier to introducing new technologies. In Spain, teachers suggested addingDigital Twin modules during flexible training hours and adjusting practical activities to better alignwith Industry 4.0. In Italy, a lack of collaboration between schools and small to medium-sizedbusinesses (SMEs) was mentioned, as many SMEs struggle to provide the resources needed for partnerships with educational institutions.Strengthening ties between education and industry was emphasized as vital to ensuring that training better matches market needs. In Ireland, teachers pointed out that lessons are mostly theoretical and do not always reflect what industries actually need. There was also concern about the lack of technological training for educators, which limits theuse of innovative tools like Digital Twins. 2. A DiTwin Handbook that meets teachers’ needs: Everyone agreed that the DiTwin Handbookshould offer a simple, clear introduction to Digital Twins and how they can be used in teaching. In Spain, teachers suggested the manual should explain how this technology improves efficiency and predictive maintenance in industry, helping students better prepare for their careers. In Italy, teachers recommended including practical examples of how Digital Twins are used with ManufacturingExecution Systems (MES) to monitor processes in real-time and spot problems. In Ireland, the proposal was to include examples from local […]

On Tuesday, 10 December 2024, the DiTwin project hosted a multiplier event at the stunning Museum of Engineering and Technology in Kraków. The event was attended by 23 vocational school teachers, representatives of foundations, NGOs, specialist vocational education institutions, and 49 vocational school students. The meeting’s agenda included a presentation by second-year journalism students from

The second transnational meeting of the DiTwin project was held on November 14–15, 2024, in Krakow. During the event, project partners reviewed progress, discussed achievements, and laid the groundwork for future advancements in technical training powered by Digital Twins.  Progress Achieved Significant milestones have been reached, including:  1. Competence Framework: Finalized, outlining key roles and

The second transnational project meeting will be held in Krakow (Poland) on 14-15 October 2024, hosted by the UNIWERSYTET PEDAGOGICZNY IM KOMISJI EDUKACJI NARODOWEJ W KRAKOWIE. All project partners (Learnable – IT, Digital Smart Srl – IT, PARQUE TECNOLOGICO DE ANDALUCIA  – ES, UNIVERSIDAD DE MALAGA – ES, UNIWERSYTET PEDAGOGICZNY IM KOMISJI EDUKACJI NARODOWEJ W

The digital twin technology has significantly advanced in recent years, with one possible use being in general education. For learners, approaching sustainability through digital twins can significantly enhance understanding and retention, especially in STEM subjects, where visual representation aids comprehension. For educators, digital twins offer a dynamic platform for developing and delivering curriculum, making abstract

We’ve heard about digital twin technology in the media as a trendy technology. But what is it? A simulation of something real? a virtual world full of avatars? a digital copy of myself? or none of the above. In any case, what are they applications? This misinformation usually happens when a concept becomes fashionable and

The project is progressing confidently to enhance education and vocational training for the future. An innovative competence framework has been specifically developed for Vocational Education and Training (VET) schools, teachers, institutions, and other organizations aiming to foster skills aligned with the demands of Industry 4.0. This effort seeks to align the identified professional profiles with

In today’s rapidly evolving industrial landscape, the integration of advanced technologies and digitalization has given rise to what is commonly referred to as Industry 4.0. This paradigm shift brings with it a demand for a new set of skills and competences, posing challenges for vocational education and training (VET) institutions tasked with preparing students for

Main Objectives The months ahead will be crucial for the development of WP2 “DiTwin Modules”: we will be facing a busy time but we are positive about the successful results we will achieve. These are the main activities forseen by WP2: Elaboration of the DiTwin Competence Framework: based on the common competences highlighted in the

The DiTwin kick-off meeting was held in Pesaro (Italy) on 30-31 January 2024 hosted by Learnable as coordinator.The main goal of the project is to improve the effectiveness and inclusiveness of VET curricula for the achievement of competencies needed by Industry 4.0. The project intends to bridge the gap between the facilities and machinery of