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dc.contributor.authorŘeřicha, Tomáš
dc.contributor.authorNavrátil, Jiří
dc.contributor.authorSteiner, František
dc.contributor.authorTupa, Jiří
dc.date.accessioned2022-12-05T11:00:18Z-
dc.date.available2022-12-05T11:00:18Z-
dc.date.issued2022
dc.identifier.citationŘEŘICHA, T. NAVRÁTIL, J. STEINER, F. TUPA, J. Educational methods for Industry 4.0. In Proceedings of the 2022 International Conference on Diagnostics in Electrical Engineering (Diagnostika) : CDEE 2022. Pilsen: University of West Bohemia in Pilsen, 2022. s. nestránkováno. ISBN: 978-1-66548-082-6cs
dc.identifier.isbn978-1-66548-082-6
dc.identifier.uri2-s2.0-85141407990
dc.identifier.urihttp://hdl.handle.net/11025/50540
dc.format4 s.cs
dc.format.mimetypeapplication/pdf
dc.language.isoenen
dc.publisherUniversity of West Bohemia in Pilsenen
dc.relation.ispartofseriesProceedings of the 2022 International Conference on Diagnostics in Electrical Engineering (Diagnostika) : CDEE 2022en
dc.rights© IEEEen
dc.titleEducational methods for Industry 4.0en
dc.typekonferenční příspěvekcs
dc.typeConferenceObjecten
dc.rights.accessopenAccessen
dc.type.versionpublishedVersionen
dc.description.abstract-translatedIndustry worldwide is facing new challenges, particularly the implementation of new technologies, climate change and currently the pandemic of the disease caused by the new coronavirus COVID-19. For the industry to be competitive, it must make technological changes. These changes are based on the concept of Industry 4.0. The changes brought about by implementing the Industry 4.0 concept and the related digitization of the economy have implications for the functioning of markets, industries, and other sectors. Significant impacts can be expected on the labor market when the demand for specific professions changes and new competencies will be required for employees. The fundamental question is how specifically these requirements can be implemented in current education conditions, specifically in the university environment. As part of practical training, it is unrealistic to demonstrate new ways of operation management on an extensive product line. It is very effective to use various forms of small-scale models. These models behave practically the same as in actual operation, and students can try out different production states, problem-solving and subsequent optimization. This article describes how we solve this problem in our university.en
dc.subject.translatedIndustry 4.0en
dc.subject.translatededucationen
dc.subject.translateddigitizationen
dc.subject.translatedimplementingen
dc.subject.translatedpractical trainingen
dc.subject.translatedproblem solvingen
dc.identifier.doi10.1109/Diagnostika55131.2022.9905099
dc.type.statusPeer-revieweden
dc.identifier.obd43937052
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