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Alongside the DiTwin digital platform, which already offers interactive modules for students, the DiTwin Handbook is now available: a practical guide designed for teachers, trainers, and school leaders. The handbook complements the platform and makes it even easier to integrate Digital Twins into teaching. These virtual replicas of objects, machines, or processes allow simulation, experimentation, and learning in immersive and safe environments, transforming vocational training into a dynamic experience closely connected to real industrial practices. What’s inside the DiTwin Handbook Why it’s useful The DiTwin Handbook is more than just a companion to the platform—it’s a tool to truly innovate teaching. It helps to:

Alongside the training course, the 3rd Transnational Project Meeting (TPM) of the DiTwin project took place in Malaga, bringing together the European partners involved in the consortium. The meeting was held over two sessions, on July 15th and 16th, at the School of Industrial Engineering of the University of Malaga. During the TPM, the partners addressed several key topics crucial to the successful progress of the project: The meeting provided an important opportunity to strengthen project coordination, consolidate synergies among the partners, and collaboratively plan future phases. In particular, discussions focused on the preparation of the DiTwin Handbook, which is set to become a key guiding tool for the adoption of Digital Twins in vocational education and training. Informal moments, such as the official dinner on July 17th, were also an important opportunity to strengthen relationships among participants and foster a relaxed and constructive atmosphere of collaboration. In a warm and friendly setting, attendees had the chance to get to know each other better outside the formal working context, facilitating intercultural exchange among representatives from different European countries.

From July 14 to 18, 2025, the Transnational Training Course of the European DiTwin project took place in Malaga, hosted by the Spanish partners from the University of Malaga and Malaga TechPark. It was an intensive five-day training program involving partners from Italy, Spain, Ireland, Greece, and Poland, aimed at deepening knowledge of Digital Twin technologies applied to technical and vocational education. The course opened on Monday, July 14, with an inaugural ceremony at the Rectorate of the University of Malaga, followed by institutional presentations and a guided tour of the historic building. Throughout the week, participants attended theoretical sessions and hands-on workshops at the School of Industrial Engineering. Key topics included: The training activities were enriched by roundtable discussions and moments of exchange between partners and educators—such as the July 17 session dedicated to the topic “Utility of Digital Twins in Education”—as well as by the discussion of the DiTwin Handbook, the operational manual currently under development. The week concluded with a visit to the UMA Robotics Laboratory, where participants had the opportunity to observe real-world applications of the technologies explored during the course, further strengthening the connection between theory and practice.

Imagine a boundless laboratory where future engineers design, test, and refine complex processes with a single click. Educational digital twins bring this concept into the classroom: virtual replicas that combine simulation, virtual reality, and remote connection to real equipment. A student can mix chemicals in a virtual chemistry lab, route traces on a circuit board, or program a robotic arm—all in a safe environment with no time or cost constraints. With a pair of VR classes, the experience becomes fully immersive, and from anywhere, the student can send their code to a physical robot to verify its real-world performance. This approach not only reduces risks and expenses but also fosters creativity and confidence, preparing the next generation for the hyperconnected industry of the future. The Simulation-Based Digital Twin as a Teaching support With an educational digital twin, students dive into a virtual environment where simulation allows them to interact with and modify real processes without limits or danger. In a chemistry lab, for instance, simulation lets them drag and drop reagents, adjust proportions, and watch the reaction evolve in real time, repeating experiments as often as desired at no extra cost. In engineering, circuit board design simulation enables students to trace connections, select components, and run thermal and electrical stress tests on the virtual model—all with a single click, instantly spotting faulty solder joints or potential short circuits before moving to physical production. Immersive Digital Twins An additional step in the evolution of educational digital twins is the integration of an immersive environment that enhances the feeling of being beside real equipment. Through high-fidelity 3D representations and virtual reality glasses, students can “walk” around the machine, inspect its parts, and interact as if in a physical lab. For example, when programming a robotic cell, the student can design the arm’s motion sequence, view it from the operator’s perspective, and verify in real time whether the path is safe and efficient. Similarly, simulating a production line allows students to navigate each station virtually, ensure tools are properly calibrated, and correct any part misalignment or collision. This immersive approach not only aids spatial understanding and decision-making but also builds confidence: if the program fails, they see it immediately; if it succeeds, they can view it from every angle before applying it in the real world. Thus, combining simulation and VR transforms learning into a safe, engaging experience, bridging the gap between theory and practice. Cyber-Physical Systems: The Remote Lab for Teaching The final stage in teaching with educational digital twins is the remote lab, where the virtual model connects directly to the physical system to operate together. Returning to the robotic cell example: after designing and validating the motion sequence in simulation, the student can send their program to the real robot in the lab—even if they are on the other side of campus or in a different city.  This setup unlocks access to high-cost equipment that most teaching centers would otherwise lack. Students get a “real lab” experience without needing to be physically present, learn to handle latency and safety aspects of remote control, and verify in real time whether their code runs correctly in the real world. Moreover, the remote lab offers greater scheduling flexibility and optimizes resource usage: multiple students can take turns testing their solutions while the robot automatically executes each programmed task. Conclusions By integrating real-time simulation, immersive virtual environments, and remote-access capabilities, educational digital twins break down geographical and financial barriers to high-end equipment. This democratization of technology empowers students everywhere to gain hands-on experience with cutting-edge systems—from robotic cells and automated production lines to complex laboratory setups—without the constraints of physical presence or prohibitive costs.  As they design, test, and refine virtual replicas before deploying code and configurations on real hardware, learners develop critical skills in system modeling, troubleshooting, and safety protocols. Ultimately, this holistic approach cultivates a generation of engineers who are not only technically proficient but also adept at working in distributed, cyber-physical contexts—precisely the competencies required to drive innovation in today’s hyperconnected industries.

After months of intense collaboration between partners, the DiTwin project is reaching a crucial milestone. The collective efforts invested so far have laid a solid foundation, allowing the project to consolidate the results achieved and take another decisive step towards its final goal. By harnessing the potential of Digital Twin technology, DiTwin is shaping new educational methodologies that bridge the gap between innovation and practical application in the vocational education and training (VET) sector. The focus over the coming months will shift to implementing the DiTwin modules. This phase is a unique opportunity for participants to apply Digital Twin technology in real-world scenarios and explore its technical and pedagogical potential. The implementation will provide valuable insights into how this innovative approach can enhance experiential learning, making education more immersive, dynamic, and aligned with the evolving needs of Industry 4.0. In addition, the partnership is working on the implementation of WP3, “DiTwin Backpack”, a dedicated initiative designed to support teachers in acquiring the knowledge, skills, and competences needed to implement, lead, and evaluate practical and experiential learning through Digital Twin-based activities. These are the main activities foreseen by WP3: With these key activities, the DiTwin project is not only advancing in its technological implementation but also fostering a strong community of educators ready to embrace the future of digital learning. As the project moves forward, the partnership remains committed to ensuring that Digital Twin technology becomes an accessible and practical tool for teachers and learners alike, driving innovation in education across Europe. Stay tuned for more updates!

On Wednesday, March 12, the Spanish Multiplier Event of the European DiTwin project took place in Málaga, during Transfiere 2025 — the largest European forum for R&D and innovation in Southern Europe — which gathered more than 4,500 professionals from over 1,500 companies and institutions. The event, organized by Málaga TechPark and the University of Málaga, brought together 50 participants, mainly VET teachers, headmasters, academic lecturers, and representatives of international organizations. The session began with presentations by Sonia Palomo (Málaga TechPark) and Víctor Muñoz (University of Málaga), who introduced the DiTwin project and highlighted its role in fostering digital innovation in vocational education and training. Attendees also had the opportunity to take part in a hands-on demonstration at the Málaga TechPark stand, where they explored the robot developed by the University of Málaga as part of the project and experienced first-hand how Digital Twin technology can be integrated into teaching environments. DiTwin’s presence at such a large international innovation event reinforced its position as a reference initiative for the digital transformation of education and helped strengthen connections with industry and education stakeholders. The insights and contacts gathered during the event will contribute to further refining the DiTwin modules and supporting their adoption in vocational training across Europe. The Project continues to move forward in its mission to equip teachers and students with the digital skills required by Industry 4.0.

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 industries, ready-to-use modules, practical guides, and accessible software tools, ideally open-source or low-cost. In conclusion, the focus groups for the DiTwin project have been key in identifying what teachers need and improving educational resources. The next step is to update the DiTwin Handbook based on the feedback received and organize teacher training sessions. With this initiative, Digital Twins will become an essential tool in preparing vocational students for the digital skills the future job market will demand.    

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 UKEN, who introduced the concept of Digital Twin technology. Dr. hab. Krzysztof Gurba, a professor at UKEN, also delivered a presentation outlining the DiTwin project’s concept, assumptions, expected outcomes, and current progress. At the conclusion of the event, participants had the opportunity to network and engage with project contributors. The first presentation, focused on explaining what Digital Twin technology is, was delivered by second-year journalism students from UKEN: Kinga Tokarczyk and Mikołaj Kawa. During their talk, they defined a Digital Twin as “a virtual copy of a real object, system, or process.” The students further elaborated on the applications of Digital Twin technology in various fields: They also highlighted the benefits of Digital Twin technology, which include: However, they also acknowledged the challenges associated with its implementation: Dr. hab. Krzysztof Gurba, Prof. UKEN, delivered the second presentation, focusing on the DiTwin project’s relevance to vocational education. He explained how Digital Twin technology can revolutionize education. Prof. Gurba emphasized that the project aims to prepare young people for the challenges of Industry 4.0 and 5.0 by leveraging modern technologies as educational tools. He highlighted the international collaboration behind the project, which includes partners such as Learnable (Italy), Digital Smart (Italy), Innovation Frontiers (Greece), Training Vision (Ireland), Malaga TechPark (Spain), Universidad de Malaga (Spain), and the University of the National Education Commission in Kraków (Poland). The project’s outputs include: Prof. Gurba explained that the project focuses on three key areas: 3D printing, robotics, and process automation. The platform developed as part of the project will offer: To conclude, Prof. Gurba announced upcoming pilot tests and a demonstration event for the system. He invited teachers, institutional partners, foundations, and training organizations to collaborate in developing the teacher handbook. He also announced a focus study scheduled for January 2025.

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 skills required for Industry 4.0.  2. Specialized Training Modules: Developed for three critical professional profiles:     – Additive Manufacturing Technician     – Robot Machines Technician     – Automation Technician for Industry 4.0  The meeting included practical demonstrations showcasing the use of Digital Twins to simulate industrial machinery and integrate them with real-world devices.  The DiTwin Modules The primary goal of the DiTwin modules is to equip students with the skills necessary to thrive in Industry 4.0 using Digital Twins, digital replicas of physical systems connected to educational laboratories. This innovative approach provides an immersive and hands-on learning experience.  Target Professional Profiles The training pathways are tailored to meet the demands of three key roles:  – Additive Manufacturing Technician: Specializing in 3D printing technologies and additive design.  – Automation Technician: Focused on industrial automation and machine programming.  – Robot Machines Technician: Proficient in robotics programming and maintenance.  Key Features of the DiTwin Approach – Simulation-Based Training: Allowing students to practice safely in virtual environments.  – Digital-Physical Integration: Connecting virtual and real machines to provide practical, hands-on training.  This educational approach creates a synergy between theory and practice, preparing future technicians to meet the challenges of an increasingly digitalized and interconnected industrial world. 

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 KRAKOWIE – PL, ETN Training Vision Ireland – IRL, and Innovation Frontiers IKE – GR) from five countries (Italy, Poland, Spain, Greece, and Ireland) will attend the two-day meeting, with at least two staff members per organisation. The upcoming project meeting will provide an in-depth review of the progress and next steps for the DiTwin project. The agenda will cover the following key topics: To learn more about the project’s advancements, you can follow our Facebook or LinkedIn pages.