Students 4.0: Designing Learning Pathways in Evolving Energy Market by Embedding Sustainability Skills in Capstone Project

Research Paper Recommended citation: Abuishmais, I., Al-Zoubi, A., & Shahroury, F. (2025). Students 4.0: Designing Learning Pathways in Evolving Energy Market by Embedding Sustainability Skills in Capstone Project. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631818. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. STUDENTS 4.0: DESIGNING LEARNING PATHWAYS IN EVOLVING ENERGY MARKET BY EMBEDDING SUSTAINABILITY SKILLS IN CAPSTONE PROJECT Ibrahim Abuishmaisa, 1 , Abdallah Al-Zoubib, Fadi Shahrouryc a Electrical Engineering Department, Princess Sumaya University for Technology, Amman, Jordan. 0000-0002-7175-5596 b Communication Engineering Department, Princess Sumaya University for Technology, Amman, Jordan. 0000-0002-7267-0519 c Electrical Engineering Department, Princess Sumaya University for Technology, Amman, Jordan. 0000-0001-8502-3946 Conference Key Areas: Curriculum development and emerging curriculum models in engineering. Engineering skills, professional skills, and transversal skills Keywords: Students 4.0, Capstone projects, future skills, University 4.0, Experiential Learning. ABSTRACT The advent of Industry 4.0 profoundly transformed the global energy market and required a workforce with a modern technical and sustainability skill set that aligns with two goals of the United Nations Sustainable Development Goals (SDGs), 7 and 16. A new generation of students, trained to acquire a wide range of skills to participate actively in the future market, is referred to as Student 4.0. Capstone projects are an efficient tool to equip engineering students with several high-learning skills. An instructional design method of designing and executing a capstone project by electrical power and energy undergraduate students that encompasses conception, design, implementation, validation, and dissemination is proposed, targeting skills such as problem-solving, critical thinking, and interdisciplinary collaboration. Several projects were offered, and a case study involving the design of a solar-powered nanogrid for disaster zones demonstrated the practical application of the proposed framework. Assessment surveys that measured learning outcomes, career alignment, satisfaction levels, and the effectiveness of the design learning pathway showed improved attainment of targeted high-order skills with an increased satisfaction level of 17.5%. The proposed model may consequently effectively prepare students for the dynamic demands of the future energy market, promoting sustainability and innovation. 1 Corresponding Author : Ibrahim Abuishmais i.abuishma[email protected]o 1 INTRODUCTION The Fourth Industrial Revolution profoundly influenced the global economy as it caused irreversible changes and transformations to labor development, the production environment, the job markets, and the skills required by employees (Viswanathan & Telukdarie, 2022). Integrating artificial intelligence (AI) in various industries is already causing profound transformation in the nature and character of work (Lokesh et al., 2024). The Industry 4.0 workforce is now characterized by the ability to adapt to technological advances, high levels of digital literacy, and an emphasis on interpersonal and higher-order cognitive and interdisciplinary skills (Pontes et al., 2021). This reflects the dynamic nature of modern manufacturing and the integration of advanced technologies such as automation, artificial intelligence, the Internet of Things (IoT), blockchain, augmented reality, and 3D printing (Caratozzolo et al., 2024). To ensure the quality of workforce training in the context of Industry 4.0, it has become paramount for countries to predict future skills, as this will enable individuals and organizations to adapt to the rapidly changing industrial environment, remain competitive, and thrive. A novel method to predict new and future skills, a requirement using extensive data analysis protocol, has recently been introduced (Telukdarie, Munsamy, & Gaula, 2021). AI has been utilized to predict future technological shifts and the associated transversal and technological skills (Lokesh et al., 2024). Capstone projects may be utilized to prepare students in the final year of a bachelor's degree program in the Electrical Power and Energy Engineering (EPEE) program to cultivate high learning skills required in the energy market. This paper presents an instructional design approach of a capstone project for undergraduate students, focusing on achieving two of the United Nations Sustainable Development Goals (SDGs), mainly 7 and 16. The work continues the efforts made by Princess Sumaya University for Technology to realize the concept of Student 4.0 by providing students with a firsthand encounter with Industry 4.0 by using remote labs as an assessment technique to foster virtual collaboration, social intelligence, and communication skills(Al-Zoubi, San Cristobal, Shahroury, & Castro, 2023). 2 STUDENTS 4.0 CONCEPT The reality of Industry 4.0 thus requires university students and engineering graduates to foster both transversal and technical digital skills to develop a universal perspective and cultural awareness to become responsible and sustainable global citizens (García-García et al., 2023). The traditional education systems may need to be revised to provide the workforce with the new skills and competencies necessary in the age of Industry 4.0 (Liu, 2023). Harkins envisioned the future of university education as early as 2008 as a transformative shift towards innovation-producing education, embodying the new paradigm of Education 4.0 (Harkins, 2008). This paradigm emphasizes the continuous production of new knowledge and its application through advanced technologies. Universities will become hubs of creativity, where students are not just consumers of information but active creators and innovators. The learning environment will be highly interactive, leveraging digital tools and collaborative platforms to foster a culture of constant innovation. In the future, students must be adaptable, creative, and proficient in using emerging technologies. They will be expected to think systemically, conduct simulations, and thrive amidst change and uncertainty. Skills such as critical thinking, problem-solving, and innovation will be paramount. The job market will demand individuals who can produce and apply new knowledge, work collaboratively in diverse teams, and continuously adapt to evolving technological landscapes. This shift will require a strong foundation in liberal skills and the ability to leverage digital tools for knowledge production and innovation, introducing what may be termed Student 4.0. In addition, modern human-machine interface technologies, adaptive automation, and human cyber-physical systems enable “Operator 4.0," a new paradigm of intelligent and skilled engineers, to carry out cooperative work with robots and work aided by machines (Romero, Bernus, Noran, Stahre, & Fast-Berglund, 2016). Operator 4.0 has already been integrated into smart objects, factories, homes, and cities thanks to IoT ecosystems, with the oil and gas industry as one good example (Wanasinghe et al., 2021). Further foresight approaches are needed to project the capabilities future engineers will need to acquire. Furthermore, the future energy market is witnessing three significant shifts: decentralization, decarbonization, and digitalization (Fuchs, Rajasekharan, & Cali, 2024). Decentralizing renewable generation, such as solar and wind, allows for more efficient use of energy resources and empowers prosumers to produce and trade energy directly. This transition supports a more sustainable, efficient, and resilient energy system. calls for developing a new learning pathway that aligns with evolving energy market needs and demands. 3 CAPSTONE PROJECTS’ LEARNING PATHWAY FOR STUDENT 4.0 Capstone projects, usually offered in the final year, constitute an integral part of most bachelor's degree programs in electrical engineering worldwide. The course often aims to equip students with firsthand experience by designing and working on realworld problems, thus arming them with the knowledge and expertise to deal with practical engineering and technical issues. Capstone projects may also contribute significantly to realizing the concept of Student 4.0 by providing a practical, integrative learning experience that aligns with the skills and attributes required in the Industry 4.0 era. A recent study mapped out several soft skills from the capstone course to the desired requirements in various software industry roles. Thematic data analysis of students' reflections identified fifteen soft skill categories that the students mainly acknowledged after completing the course, providing a means to improve graduate students' soft skills to meet employers' needs and thus increase their employment prospects (Khakurel & Porras, 2020). Furthermore, software engineering capstone courses were recently enhanced by integrating local and external knowledge sources using an artificial intelligence Knowledge Assistant to provide context-aware recommendations, improving students’ learning experiences and project outcomes through a Kanban-based project tracking platform and generative models (Neyem et al., 2024). Capstone projects often require students to apply emerging technologies such as the Internet of Things, artificial intelligence, machine learning, and data analytics to solve real-world problems. This hands-on experience deepens one's understanding of these technologies and improves digital literacy. Additionally, students work on projects that require integrating software, such as programming, coding, and simulation tools, as well as hardware such as sensors and microcontrollers, which builds proficiency in both areas and is essential for the 4.0 learner. Additionally, Capstone projects address complex, open-ended problems that require students to think critically, analyze potential solutions, and make informed decisions. Projects often span multiple disciplines, requiring students to synthesize knowledge from different areas of electrical engineering and related fields, thereby improving their critical thinking skills. Students are also encouraged to design innovative solutions, often requiring them to think creatively and develop new methods or techniques that have not been done before. Transforming an idea into a working prototype usually encourages creativity and innovation, as students must address technical challenges and iteratively refine their designs. Capstone projects are team-based, requiring collaboration, tasksharing, and group management, reflecting real-world engineering practice. Students must present their work through reports, presentations, and demonstrations, honing their ability to communicate complex technical concepts to technical and non-technical audiences. Capstone projects often require students to learn new tools, techniques, or technologies independently, fostering a lifelong learning mindset and adaptability. Additionally, engaging in research, literature reviews, and experimentation teaches students to independently seek out and absorb new knowledge, a critical skill in a rapidly evolving technology landscape. Projects involving data privacy, security, and the social impact of technology encourage students to consider the ethical implications of their work. Some capstone projects address global challenges (e.g., sustainable energy and international health), helping students understand the broader impact of their work in a global context. Many capstone projects involve industry partners or realworld challenges, helping students understand professional expectations and oversee the project lifecycle. In this way, projects provide an immersive experience that helps students embody the qualities of “Student 4.0” by integrating technical skills with critical thinking, creativity, collaboration, and ethical awareness, all while preparing them to face the complexities of the modern engineering landscape. In the fifth year of the EPEE curriculum, students complete a two-semester capstone project focused on solving real-world problems within defined technical specifications and realistic constraints while meeting at least one recognized engineering standard. The project reinforces prior knowledge while developing problem-solving, teamwork, time management, and communication skills. As part of an ABET-accredited program, the project's learning outcomes align with ABET criteria (Tahmina & Kelley, 2024). Table 1 lists the learning outcomes of the capstone project and maps these outcomes to ABET’s student outcomes and relevant UN sustainable development goals. Preparing competitive students who can excel in the sustainability 4.0-focused energy market requires cultivating high-order learning skills. Hence, students must have customized learning pathways to foster these skills. The learning pathways may involve stimulus, design, and implementation phases. Each phase gives students several skills; for example, the stimulus phase equips students with cognitive skills, the ability to analyze complex problems, and the capacity to envision solutions based on market trends. At this phase, students also acquire personal skills, the capacity to adapt to new situations and handle multidisciplinary problems, social skills, and the ability to collaborate effectively within an interdisciplinary team. In the design stage, the skills targeted include a holistic problem-solving attitude, the capacity to weigh options in the presence of design tradeoffs, the capacity to generate new ideas, time management, and the ability to collaborate effectively within an interdisciplinary team. At this stage, students need to develop analytical skills such as data collection, analysis, testing new designs, intellectual skills like conducting research and state-ofthe-art reviews, and strong competence with digital tools and resources. In the implementation phase, students carry out activities that reflect learning by doing paradigm that include training on skills such as the capacity to weigh options in the presence of design tradeoffs, the capacity to generate new ideas, time management, the ability to collaborate effectively within an interdisciplinary team, data gathering, and analysis, information management testing and debugging new designs. Table 1. Mapping of Capstone Project Learning Outcomes with ABET Learning Outcomes and UN-SDG. Capstone Project Learning Outcomes Program Outcomes UN-SDG Develop an adopted design model using engineering tools. 2, 7 Implement a working prototype meeting design requirements and realistic constraints to solve a real-world engineering problem. 1, 6 7 Perform prototype testing and verification. 6 7 Validate a prototype based on pre-set design requirements and realistic constraints. 6 Analyse and discuss results and findings. 6, 7 7 Prepare technical written documentation for reporting purposes. 3 Deliver technical information through oral presentations and discussions. 3 Work as an active team member. 5 16 Recognize and address ethical issues related to the engineering profession. 4 16 Fig. 1 depicts the learning pathway implemented in this work. This pathway starts with a project offering that is prepared jointly by the student and the supervisor. The project offering contains a description of the problem the project aims to solve, along with the main requirements that should be satisfied by the end of the project. The first step requires the students to understand the problem and analyze its requirements. Literature reviews and exploring state-of-the-art technical solutions are conducted at this stage. The second stage encompasses the need to design a solution, which requires high-order analysis skills to analyze gathered data in the first stage and use it well to create a solution. Moreover, the students are asked to develop several design options to tackle the problem. The expected outcome is to build students' holistic problem-solving attitude and increase their capacity to generate new ideas. Students construct and assemble the designed system's components at the implementation stage. In addition, they start refining the design based on the availability of the components in the market to optimize performance and manufacturability. The fourth stage in the learning pathway is the operation stage, where testing of the built prototype is conducted. This stage aims to improve the design and make necessary modifications. In the validation stage, the student tests the prototype under different operational scenarios to study performance and validate the project's requirements. CONCEIVE & DESIGN ANALYISE IMPLEMENT OPERATE VALIDATE DISSEMINATE Fig. 1. The six-step learning pathway of the capstone project. The last step in this learning pathway is knowledge dissemination. Students realize this by writing a project report, documenting all design steps, and reporting results. Students also present their work orally before an examination committee and peer students. At this stage, skills like communication and presentation are fostered. Finally, students can present project findings and potential markets to the Entrepreneur in Residence program representatives at PSUT. This elevates students' entrepreneurial spirit and exposes them to local and regional markets. 4 RESULTS AND DISCUSSION To illustrate the learning pathways followed during the capstone execution, we applied this methodology to a capstone project focusing on providing a solution for energy shortage relief in the disaster zone. The project is entitled “Design of a Solar-powered Mobile Nano-grid to Provide Energy Relief in Disaster Zone.” In the initial stage of the project, students were asked to survey the basic energy needs in refugee camps in Jordan and estimate energy requirements in kWh per day. This step is followed by an attempt to envision a suitable solution for fulfilling these needs, considering state-ofthe-art solutions. During this stage, students develop the ability to analyze complex problems to suggest practical solutions. In addition, collecting and analyzing energy requirement data fosters the skill to work in an interdisciplinary team. The results during the learning pathway implementation, the data collection and analyses, the realized prototype, and the screenshot of the designed dashboard to monitor and validate system performance are shown in Fig. 2. This learning pathway was applied to four different capstone projects. Then, a survey was conducted to measure the effectiveness of the learning pathway model including student satisfaction, skill development, learning outcomes, confidence in practical skills, challenges faced, and suggestions for improvement. The questionnaire was administered to 28 graduated students from the EPEE program, specifically focusing on those whose capstone projects involved hardware design/prototyping, theoretical study through simulations, or software/algorithm development. The distribution of student satisfaction with the capstone project experience by focus, where 46.4% worked on hardware design/prototyping projects, 32.1% engaged in theoretical study through simulations, and 21.4% focused on software/algorithm development. This distribution facilitated a comparative analysis across project types, shedding light on the varying impact of project focus on skill acquisition, learning outcomes, and confidence in practical abilities. (a) (b) (c) Fig. 2. Results during the learning pathway implementation: (a) data collection and analyses, (b) realized prototype and (c) screenshot of the designed dashboard to monitor and validate system performance. Fig.3 illustrates students’ responses to the question, "I am satisfied with my overall capstone project experience," using a Likert scale ranging from "Strongly Agree" to "Strongly Disagree." Notably, students who completed hardware design/prototyping projects reported the highest satisfaction levels, with 69% indicating "Strongly Agree." This was followed by students involved in theoretical studies through simulations and software/algorithm development, with 33% in each group reporting "Strongly Agree." This trend suggests a potential relationship between project type and student satisfaction in the capstone experience, with hardware design/prototyping projects showing the highest satisfaction levels. An analysis of student responses regarding the alignment between their capstone project focus and their career interests, grouped by project type, reveals varying levels of perceived alignment. Students involved in hardware design/prototyping projects demonstrated the strongest alignment with their career interests, with 54% of total respondents indicating they "strongly agree" with the alignment and 23% agreeing. Another 23% remained neutral, as shown in Fig. 4. Alignment was less pronounced for students from other groups. These results suggest that students in hardware design/prototyping projects experienced the most significant alignment between their project focus and career interests, followed by those in theoretical study through simulations. In contrast, software/algorithm development project students reported lower alignment overall. Another critical measure involved assessing students' self-reported ability to prepare technical written documentation for reporting purposes, a skill highly emphasized by industry partners and companies. On a scale of 1 to 5 (where 5 is the highest rating), results indicate that hardware design/prototyping project students reported the most robust confidence in this area: 85% of total respondents rated their ability as 5. In comparison, 7.7% rated it as 4, and another 7.7% rated it as 3, as shown in Fig. 5. For software/algorithm development, 83% rated their ability as 5, while 17% rated it as 3. Among students in the theoretical study through simulations, 78% rated their ability as 5, 11% as 4, and 11% as 2. These findings emphasize that students engaged in hardware design/prototyping projects feel most prepared in terms of technical documentation skills, aligning well with the expressed needs of the industry for enhanced technical reporting abilities among graduates. Fig. 3. Student satisfaction with capstone project experience by focus. Fig. 4. Alignment of capstone project focus with career interests. The analysis of final project grades based on the primary focus of capstone projects reveals a notable influence of project type on student performance. Fig. 6 shows that 54% of students who focused on hardware design/prototyping achieved final grades above 90%, underscoring the positive impact of this project type on academic performance. For software/algorithm development students, 16% achieved above 90%. Interestingly, although no theoretical study through simulations students scored above 90%, all students in this group achieved grades above 80%. These results indicate that hardware design/prototyping projects tend to yield the highest grades, followed by software/algorithm development, with theoretical study through simulations producing consistently strong, if slightly lower, academic outcomes. The proposed learning pathway was applied to four capstone projects for fifth-year students. Although all projects share expected high-order learning outcomes, the level of achievement varies across projects. For future implementations, we recommend allocating extra time early in the semester for stakeholder needs assessment, clearly defining learning milestones for each project type, and emphasizing documentation and communication practices throughout the process. These practices can significantly enhance both learning outcomes and project deliverables. Fig. 5. Ability to prepare technical written documentation. Fig. 6. Impact of project focus on final grades. 5 CONCLUSIONS A novel six-step learning pathway for the capstone project for students in the electrical power and energy engineering program, designed to address the needs and requirements of the energy market in the Industry 4.0 era, is presented. Each instructional design step is focused on integrating sustainability and a set of high-order skills required for Sustainability 4.0, thus achieving the concept of Student 4.0, a graduate empowered by technical expertise and societal responsibility. The learning pathway mainly targets projects with hardware implementation, fulfilling the demand of the new energy market and aligning with UN SDGs 7, which calls for ensuring access to clean and affordable energy, and 16, which mainly aspires to promote peaceful and inclusive societies for sustainable development. The key outcomes of the proposed model include enhanced student satisfaction, with a notable 17.5% increase compared to traditional pathways, improved alignment of capstone projects with career aspirations, particularly for hardware-focused projects, and achievement of high-order learning outcomes, including critical thinking, collaboration, and sustainability awareness. Further developments to the model are underway, including a larger sample size and dataset, conducting new surveys, skill development analysis, deeper qualitative feedback analysis, and continuous monitoring of graduates' progress in the industry. The proposed instructional design pathway may set a benchmark for preparing engineers for the challenges of Industry 4.0 by fostering a culture of entrepreneurship, innovation, and sustainability.