Methodologies, objectives, and results

Over the past two decades, the importance of manufacturing on both a global and national scale has become evident. Industrial activities, often referred to as "manu-facere," play a significant role in collective well-being and contribute significantly to the global economy. According to the World Manufacturing Foundation, more than 70% of world trade is directly related to manufacturing, and over 60% of job positions are connected to this sector. Manufacturing, along with its related services, contributes approximately 40% to the growth of the global GDP. Italy, with its various manufacturing specializations, ranks among the top ten countries globally, closely following Germany.

However, it is essential to acknowledge the negative impacts of manufacturing on society, including global warming, air and water pollution, resource depletion, land degradation, and solid waste generation. To address these issues, there is a growing need for sustainable and circular manufacturing models, a concept recognized and addressed in Europe through initiatives like the European Industrial Emissions Directive and the Sustainable Consumption and Production Action Plan.

Emerging digital technologies, epitomized by the Industry 4.0 paradigm, offer the potential to facilitate more sustainable, resilient, and circular manufacturing processes, benefiting society as a whole. This transformation requires a shift in mindset, the creation of new solutions, and the cultivation of skills and competencies among individuals.

Unfortunately, even in advanced societies like Europe, there is a significant shortage of individuals with the necessary skills and competencies to drive this transition. In Italy, for instance, there is a severe "skill gap" in the manufacturing sector, with a lack of professionals equipped to support the industry's evolution.

To address this gap, the discussion explores the importance of designing effective Learning Activities and Learning Spaces for technical education. These spaces allow trainees to work with manufacturing facilities and new technologies, fostering active and innovative learning experiences. The concept of Teaching Factories (TFs) has gained prominence in recent years, providing realistic replicas of manufacturing processes that emphasize work-based and active learning. TFs contribute to the development of graduate employability, increased employment prospects, and enhanced educational experiences.

While many international universities have established TFs for manufacturing education, there are still relatively few examples in Italy. The proposal highlights two Italian universities, LIUC and POLIMI, as among the pioneers in this field. LIUC's TF, known as "i-FAB," serves as a Learning Space for students and practitioners to learn about lean production practices and Industry 4.0 technologies. The facility includes manual assembly and disassembly lines for foosball processing, implementing Lean principles such as safety, process stability, total quality, just-in-time, and continuous improvement. Various Industry 4.0 pillars are also integrated, including big data and analytics, simulation models, virtual reality, collaborative robots, automated guided vehicles, intelligent machines, and additive manufacturing for customization and tooling.

In summary, the importance of manufacturing in society is undeniable, but there is a need for a transition towards more sustainable and circular practices. Digital technologies, particularly within the Industry 4.0 framework, hold great promise in achieving this goal. However, addressing the skills gap and promoting effective technical education, such as through Teaching Factories, is crucial for a successful transformation in manufacturing.