Digital competences of the industrial engineer in industry 4.0 a systematic vision

Quintero, Walter Rosas

doi:10.1590/0103-6513.20220028

Walter Rosas Quintero ^* * arosasq@unasam.edu.pe

Universidad Nacional Santiago Antunez de Mayolo, Escuela de Ingeniería Industrial, Facultad de Ingeniería de Industrias Alimentarias, Huaraz, Peru

http://orcid.org/0000-0002-6068-3996

* arosasq@unasam.edu.pe

Topic	Criteria	Attribute	Description
Industry 4.0	1	Integration systems	They allow the integration of operational technologies with information and communication technologies. They connect machines with machines (M2M), devices with products, and integrate the production unit's different areas, impacting its internal management.
	2	Autonomous machines and systems (robots)	Smart machines that automate tasks that were previously restricted solely to the human domain. The aim is to increase collaborative robotics to move towards smart factories where all company areas can work in a connected manner and with a high level of automation in tasks.
	3	Internet of things (IoT)	It allows multidirectional communication between machines, people, and products, facilitating decision-making based on the information that technology collects from its environment.
	4	Additive manufacturing	It allows parts to be manufactured from the superposition of layers of different materials, taking a previous design as a reference, without molds, directly from a virtual model.
	5	Big data and big data analysis	It refers to data characterized by volume (large amount), speed (at which it is generated, accessed, processed, and analyzed), and a variety of structured and unstructured data. This data can be reported by machines and equipment, sensors, cameras, microphones, mobile phones, production software and can come from various sources, such as companies, suppliers, customers, and social networks.
	6	Cloud Computing	It offers storage, access, and use of computer services online. It can be expressed at three levels, depending on the service provided: infrastructure as a service, platform as a service, and software as a service.
	7	Simulation of virtual environments	It allows to adjust and virtually represents the joint operation of machines, processes, and people in real-time before being put into operation, preventing breakdowns, saving time, and evaluating the final result in a controlled environment.
	8	Artificial intelligence	It is based on the development of algorithms that allow computers to process data at an unusual speed (a task that previously required several computers and people), also achieving machine learning.
	9	Cybersecurity	The evolution towards an smart industry and the growing integration of value chain actors through the internet, cloud computing, and digital platforms make it necessary to develop cybersecurity mechanisms in industrial environments.
	10	Augmented reality	It allows complementing the real environment with digital objects. These systems combine simulation, modeling, and virtualization allowing new formulas for product design and process organization, providing flexibility and speed in the production chain.
Digital Skills	1	Information and data literacy	Articulate information needs, locate and retrieve data and digital content. Judge the relevance of the source and its content. To store, manage and organize digital data, information, and content.
	2	Communication & Collaboration	Interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. Participate in society through public and private digital services and participatory citizenship. Manage your own identity and digital reputation.
	3	Digital content creation	To create and edit digital content To enhance and integrate information and content into an existing body of knowledge while understanding how copyright and licenses should be applied. Know how to give understandable instructions for a computer system.
	4	Safety	To protect devices, content, personal data, and privacy in digital environments. Protect physical and psychological health, and learn about digital technologies for social well-being and social inclusion. Learn about the environmental impact of digital technologies and their use.
	5	Troubleshooting	Identify needs and problems and solve conceptual problems and problematic situations in digital environments. Use digital tools to innovate processes and products. To keep up to date with digital evolution.
Industrial Engineer Profile	1	Engineering knowledge	Apply knowledge of mathematics, natural sciences, engineering fundamentals, and an engineering specialization, respectively, to solve complex engineering problems.
	2	Analysis of the problem	Identify, formulate, conduct literature research, analyze complex engineering problems and reach informed conclusions using the first principles of mathematics, the natural sciences, and the engineering sciences.
	3	Design / Development of Solutions	Design solutions to complex engineering problems and design systems, components, or processes to meet specific needs with appropriate public, cultural, social, environmental health, and safety considerations.
	4	Research	Carry out investigations of complex engineering problems using inquiry-based knowledge and research methods, including the design of experiments, the analysis and interpretation of data, and the synthesis of the information to provide valid conclusions.
	5	Use of modern tools	Create, select, and apply the appropriate modern engineering and IT techniques, resources, and tools, including prediction and modeling, to complex engineering problems, understanding the constraints.
	6	The engineer and the society	Apply to reason informed by the contextual knowledge to assess social, health, safety, legal, and cultural issues and consequent responsibilities relevant to professional engineering practice and solutions to complex engineering problems.
	7	Environment & Sustainability	Understand and evaluate the sustainability and impact of professional engineering work in solving complex engineering problems in social and environmental contexts.
	8	Ethics	Apply ethical principles and commit to professional ethics and the responsibilities and standards of engineering practice.
	9	Individual work and on team	Function effectively as an individual and as a member or leader in diverse teams and multidisciplinary settings.
	10	Communication	Communicate effectively about complex engineering activities with the engineering community and society at large, such as understanding and writing effective reports and design documentation, making effective presentations, and giving and receiving clear instructions.
	11	Project and finance management	Demonstrate knowledge and understanding of engineering management principles and economic decision-making and apply them to one's work to manage projects in multidisciplinary environments as a member and leader of a team.
	12	Lifelong learning	Recognize the need for and have the readiness and ability to engage in independent and lifelong learning in the broader context of technological change.

Topic / Description	Population	Intervention	Outcom
Topic / Description	The role of the Industrial Engineer	Digital Skills or Competences	Labor Insertion in the Organizations of the 21st Century
Topic 1	“Industrial Engineer”	“Competencies”	“Industry 4.0”
Topic 2	“Engineer”	“Digital Skills”	“Smart industry”
Topic 3	“Professionals”	“skills”	“Smart organizations”

Database	Search terms	2016	2017	2018	2019	2020	2021	Total
Scopus	TITLE-ABS-KEY ((“ Industrial Engineer” O ” Engineer” O ” Professionals”) Y (“ Competencies” O ” Digital Skills” O “skills”) Y (“ Industry 4.0” O “smart industry” O ” smart organizations” “)) Y (LIMIT-TO (PUBYEAR, 2022) O LIMIT-TO (PUBYEAR, 2021) O LIMITADO A (PUBYEAR, 2020) O LÍMITE DE (PUBYEAR, 2019) O LÍMITE DE (PUBYEAR, 2018) O LÍMITE DE (PUBYEAR, 2017) O LÍMITE DE (PUBYEAR, 2016)) Y (LÍMITE DE (DOCTYPE, “ar”))	0	6	3	10	41	33	93
Scielo	(“Industrial Engineer” or “Engineer” or “Professionals”) AND (“Competencies” or “Digital Skills” or “skills”) AND (“Industry 4.0” or “smart industry” or “smart organizations”)	0	0	0	0	3	0	3
Redalyc	“(“Industrial Engineer” or “Engineer” or “Professionals”) AND (“Competencies” or “Digital Skills” or “skills”) AND (“Industry 4.0” or “smart industry” or “smart organizations”)”	1	1	5	63	12	3	28
Science Direct	(“Industrial Engineer” or “Engineer” or “Professionals”) AND (“Competencies” or “Digital Skills” or “skills”)	0	0	1	0	1	2	4
Science Direct	^* Se excluye AND (“Industry 4.0” or “smart industry” or “smart organizations”)”	0	0	1	0	1	2	4
EBSCO	(“Industrial Engineer” or “Engineer” or “Professionals”) AND (“Competencies” or “Digital Skills” or “skills”) AND (“Industry 4.0” or “smart industry” or “smart organizations”) Limiters - Publication Date: 20160101-20221231 Magnifiers - Search also within the full text of articles; Apply equivalent subjects Search modes - Find all my search terms	43	125	306	620	1033	1201	3328
		44	132	315	636	1090	1239	3456

Items	Writers	Year	Title	Journal	Country	Others (DOI)
1	Baena, F., Guarin, A., Mora, J., Sauza, J., & Retat, S.	2017	Learning factory: The path to industry 4.0.	Procedia Manufacturing, 9, 73-80.	Italy	10.1016/j.promfg.2017.04.022
2	Basir, Noordin, Oh Chai Lian, Ja’afar Muhd Salmizi, y Hamid Shaharin.	2019	Assessment Of Outcome-Based Integrated Design Project.	Journal of Technology & Science Education 9(1):77-77-84.	Malaysia	10.3926/jotse.541.
3	Becerra, L. Y.	2020	Tecnologías de la información y las Comunicaciones en la era de la cuarta revolución industrial: Tendencias Tecnológicas y desafíos en la educación en Ingeniería.	Entre Ciencia e Ingeniería 14(28):76-76-81.	Colombia	10.31908/19098367.2057.
4	Bischof-dos-Santos, C., & de Oliveira, E.	2020	Production engineering competencies in the industry 4.0 context: Perspectives on the brazilian labor market.	Production, 30, 1-10.	Brazil	10.1590/01036513.20190145
5	Brezeanu, Tania-Mihaela, Y Elisabeth Lazarou.	2020	Alignment Between Engineering Curriculum And Skills Development For Industry 4.0.	eLearning & Software for Education 2:328-328-34.	Rumania	10.12753/2066-026X-20-127.
6	Chikasha, P. N., K. Ramdass, K. Mokgohloa, y R. W. Maladzhi.	2020	Aligning Industrial Engineering Education With Industry Through Atomic Curriculum Manipulation.	South African Journal of Industrial Engineering 31(4):92-92-103.	South Africa	10.7166/31-4-2393.
7	Eppes, T. A., Milanovic, I., Jamshidi, R., & Shetty, D.	2021	Engineering curriculum in support of industry 4.0. International Journal of Online and Biomedical Engineering, 17(1), 4-16.	10.3991/ijoe.v17i01.17937	United States	10.3991/ijoe.v17i01.17937
8	Fareri, S., Fantoni, G., Chiarello, F., Coli, E., & Binda, A.	2020	Estimating industry 4.0 impact on job profiles and skills using text mining.		Italy	10.1016/j.compind.2020.103222
9	Goecks, L. S., Santos, A. A. dos, & Korzenowski, A. L	2020	Decision-making trends in quality management: a literature review about Industry 4.0	Production, 2020,30	Brazil	10.1590/0103-6513.20190086
10	González, Isaías, y Antonio José Calderón.	2018	Development of Final Projects in Engineering Degrees around an Industry 4.0-Oriented Flexible Manufacturing System: Preliminary Outcomes and Some Initial Considerations.	Mathematics (2227-7390) 6(12):214-214-214.	Spain	10.3390/educsci8040214.
11	Gonz323ález-Hernández, I. J., & Granillo-Macías, R. (	2020	Competences of industrial engineers in industry 4.0.	Revista Electrónica De Investigación Educativa, 22	México	10.24320/REDIE.2020.22.E30.2750
12	Gumparthi, S.	2020	Industry 4.0 evolutions - technical education for sustainable social development. International Journal of Advanced	Science and Technology, 29(3 Special Issue), 770-778. Retrieved from www.scopus.com	Thailand
13	Hernandez-de-Menendez, Marcela, Carlos A. Escobar Díaz, y Ruben Morales-Menendez.	2020	Engineering education for smart 4.0 technology: a review.	International Journal on Interactive Design & Manufacturing 14(3):789-789-803.	México	10.1007/s12008-020-00672-x.
14	İsa Gerekli, Tarık Ziyad Çelik, İbrahim Bozkurt	2021	Industry 4.0 and Smart Production	TEM Journal. Volume 10, Issue 2, Pages 799‐805, ISSN 2217‐8309,	Germany	10.18421/TEM102-37
15	Kammerl, Rudolf; Dertinger, Andreas	2019	Competencies in a digital world: Approaches to an empirical operationalization of the KMK competency model.	Medien & Erziehung	Germany	https://web.p.ebscohost.com/ehost/detail/detail?vid=0&sid=48bca41e-50d8-4c39-ab24-162b8f4e195d%40redis&bdata=JkF1dGhUeXBlPWlwLHNzbyZsYW5nPWVzJnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=asn&AN=136079578
16	Katarzyna Piwowar-Sulej	2021	Human resources development as an element of sustainable HRM – with the focus on production engineers.	Journal of Cleaner Production, 278	Poland	10.1016/j.jclepro.2020.124008
17	Maisiri, W., van Dyk, L., & Coetzee, R.	2021	Development of an industry 4.0 competency maturity model. SAIEE Africa Research	Journal, 112(4), 189-197. Retrieved from www.scopus.com	South Africa	https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=9580772
18	Motyl, B., Baronio, G., Uberti, S., Speranza, D., & Filippi, S.	2017	How will change the future engineers’ skills in the industry 4.0 framework? A questionnaire survey.	Procedia Manufacturing, 11, 1501-1509.	Italy	10.1016/j.promfg.2017.07.282
19	Muszyńska-Łanowy, M.	2021	Technical and soft competencies in teaching architecture in the context of industry 4.0.	World Transactions on Engineering and Technology Education, 19(2), 203-208. Retrieved from www.scopus.com	Poland	http://www.wiete.com.au/journals/WTE&TE/Pages/Vol.19,%20No.%202%20(2021)/08-Muszynska-Lanowy-M.pdf
20	Sackey, S. M., & Bester, A.	2016	Industrial engineering curriculum in industry 4.0 in a south african context.	South African Journal of Industrial Engineering, 27(4), 101-114.	South Africa	10.7166/27-4-1579
21	Salah, Bashir, Sajjad Khan, Muawia Ramadan, y Nikola Gjeldum.	2020	Integrating the Concept of Industry 4.0 by Teaching Methodology in Industrial Engineering Curriculum.	Processes 8(9):1007-1007-1007.	Saudi Arabia	10.3390/pr8091007.
22	Schaupp, Simon Diab, Ramón	2020	From the smart factory to the self-organisation of capital: 'Industrie 4.0' as the cybernetisation of production	Ephemera: Theory & Politics in Organization	Germany	https://web.p.ebscohost.com/ehost/detail/detail?vid=0&sid=a1f3afd3-68f3-4b6c-8c5d-acf5e41bde0a%40redis&bdata=JkF1dGhUeXBlPWlwLHNzbyZsYW5nPWVzJnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=149028146&db=asn
23	Sedelmaier, Yvonne, y Dieter Landes.	2017	How Can We Find Out What Makes a Good Requirements Engineer in the Age of Digitalization?	International Journal of Engineering Pedagogy 7(3):147-147-64.	Germany	10.3991 / ijep.v7i3.7424
24	Souza, R. G., Quelhas, O., Marchisotti, G., Neto, J., Anholon, R., & Marinho, C. A.	2020	Production engineering curriculum in industry 4.0 in a brazilian context. South African	Journal of Industrial Engineering, 31(4), 136-150.	Brazil	10.7166/31-4-2033
25	Tan, H. -., Ivander, Oktarina, R., Reynaldo, V., & Sharina, C.	2020	Conceptual development of learning factory for industrial engineering education in indonesia context as an enabler of students' competencies in industry 4.0 era.	Paper presented at the IOP Conference Series: Earth and Environmental Science,, 426(1)	Indonesia	10.1088/1755-1315/426/1/012123 Retrieved from www.scopus.com
26	Thirunavukarasu, Gokul, Siva Chandrasekaran, Varsha Subhash Betageri, y John Long.	2020	Assessing Learners’ Perceptions of Graduate Employability.	Sustainability (2071-1050) 12(2):460-460-460.	Australia	10.3390/su12020460.
27	Tihinen, Maarit, Ari Pikkarainen, y Jukka Joutsenvaara.	2021	Digital Manufacturing Challenges Education—SmartLab Concept as a Concrete Example in Tackling These Challenges.	Future Internet 13(8):192-192-192.	Finland	10.3390/fi13080192.
28	Torok, L.	2020	Industry 4.0 from a few aspects, in particular in respect of the decision making of the management/Will the new industrial revolution change the traditional management functions?/.	International Review of Applied Sciences and Engineering, 11(2), 140-146.	Hungary	:10.1556/1848.2020.20020
29	Vodovozov, Valery, Zoja Raud, y Eduard Petlenkov.	2021	Challenges of Active Learning in a View of Integrated Engineering Education.	Education Sciences 11(2):43-43-43.	Estonia	10.3390/educsci11020043.
30	Zeidan, S., & Bishnoi, M. M.	2020	An effective framework for bridging the gap between industry and academia.	International Journal on Emerging Technologies, 11(3), 454-461. Retrieved from www.scopus.com	United States	https://www.researchgate.net/publication/341830407_An_Effective_Framework_for_Bridging_the_Gap_between_Industry_and_Academia

Topic	Definition	References
Industry 4.0	Integration of information and communications technology with industrial advances to develop digital factories will transform production processes making them more efficient, green, and flexible.	Basir et al. (2019)Basir, N., Lian, O. C., & Shaharin, H. (2019). Assessment of outcome-based integrated design project. Journal of Technology & Science Education, 9(1), 77-84. http://dx.doi.org/10.3926/jotse.541. http://dx.doi.org/10.3926/jotse.541... ; Chikasha et al. (2020)Chikasha, P. N., Ramdass, K., Mokgokloa, K., & Maladzhi, R. W. (2020). Aligning industrial engineering education with industry through atomic curriculum manipulation. South African Journal of Industrial Engineering, 31(4), 92-103. http://dx.doi.org/10.7166/31-4-2393. http://dx.doi.org/10.7166/31-4-2393... ; Hernandez-de-Menendez et al. (2020)Hernandez-de-Menendez, M., Escobar Díaz, C. A., & Morales-Menendez, R. (2020). Engineering education for smart 4.0 technology: a review. International Journal on Interactive Design & Manufacturing, 14(3), 789-803. http://dx.doi.org/10.1007/s12008-020-00672-x. http://dx.doi.org/10.1007/s12008-020-006... ; Salah et al. (2020)Salah, B., Khan, S., Ramadan, M., & Gjeldum, N. (2020). Integrating the concept of industry 4.0 by teaching methodology in industrial engineering curriculum. Processes (Basel, Switzerland), 8(9), 1007. http://dx.doi.org/10.3390/pr8091007. http://dx.doi.org/10.3390/pr8091007... ; Vodovozov et al. (2021)Vodovozov, V., Raud, Z., & Petlenkov, E. (2021). Challenges of active learning in a view of integrated engineering education. Education in Science, 11(2), 43. http://dx.doi.org/10.3390/educsci11020043. http://dx.doi.org/10.3390/educsci1102004... ; Garcia-Moran et al. (2021)Garcia-Moran, E., Esqueda, D., Jesus Solis-Cordova, J. D., Villagomez, L., Morano, H., & Ramirez, R. (2021). Industry 4.0 competencies as the core of online engineering laboratories. Journal of Design and Technology Education, 26(3), 20-51.; Bischof-dos-Santos & Oliveira (2020)Bischof-dos-Santos, C., & Oliveira, E. (2020). Production engineering competencies in the industry 4.0 context: perspectives on the brazilian labor market. Production, 30, e20190145. http://dx.doi.org/10.1590/0103-6513.20190145. http://dx.doi.org/10.1590/0103-6513.2019... ; Fareri et al. (2020)Fareri, S., Fantoni, G., Chiarello, F., Coli, E., & Binda, A. (2020). Estimating industry 4.0 impact on job profiles and skills using text mining. Computers in Industry, 118, 103222. http://dx.doi.org/10.1016/j.compind.2020.103222. http://dx.doi.org/10.1016/j.compind.2020... ; Maisiri et al. (2019)Maisiri, W., Darwish, H., & van Dyk, L. (2019). An investigation of industry 4.0 skills requirements. South African Journal of Industrial Engineering, 30(3). http://dx.doi.org/10.7166/30-3-2230. http://dx.doi.org/10.7166/30-3-2230... ; Motyl et al. (2017)Motyl, B., Baronio, G., Uberti, S., Speranza, D., & Filippi, S. (2017). How will change the future engineers’ skills in the industry 4.0 framework? A questionnaire survey. Procedia Manufacturing, 11, 1501-1509. http://dx.doi.org/10.1016/j.promfg.2017.07.282. http://dx.doi.org/10.1016/j.promfg.2017.... ; (Török (2020)Török, L. (2020). Industry 4.0 from a few aspects, in particular in respect of the decision making of the management: will the new industrial revolution change the traditional management functions? Revista Internacional de Ciencias Aplicadas e Ingeniería, 11(2), 140-146.; Goecks et al. (2020)Goecks, L. S., Santos, A. A., & Korzenowski, A. L. (2020). Decision-making trends in quality management: a literature review about Industry 4.0. Production, 30, e20190086. http://dx.doi.org/10.1590/0103-6513.20190086. http://dx.doi.org/10.1590/0103-6513.2019... ; Madakam et al. (2019)Madakam, S., Holmukhe, R., & Jaiswal, D. (2019). The future digital work force: Robotic Process Automation (RPA). Journal of Information Systems and Technology Management, 16, 1-17. http://dx.doi.org/10.4301/S1807-1775201916001. http://dx.doi.org/10.4301/S1807-17752019... ; Mena-Vargas et al. (2019) ;Mena-Vargas, Y. A., Millán-Rojas, E. E., & Sánchez-Castillo, V. (2019). Application of augmented reality as a means of interdisciplinary learning. Sciences et Techniques (Paris), 24(3), 479-489. http://dx.doi.org/10.22517/23447214.21371. http://dx.doi.org/10.22517/23447214.2137... Eppes et al. (2021)Eppes, T. A., Milanovic, I., Jamshidi, R., & Shetty, D. (2021). Engineering curriculum in support of industry 4.0. International Journal of Online and Biomedical Engineering, 17(1), 4-16. http://dx.org/10.3991/ijoe.v17i01.17937; Kammerl & Dertinger, (2019)Kammerl, R., & Dertinger, A. (2019). Kompetenzen in einer digitalen Welt: Ansätze einer empirischen Operationalisierung des KMK- Kompetenzmodells. Medien & Erziehung, 63(2), 50-56.
Digital Competences	The ability to adopt and use new or existing information technology to critically analyze, select and evaluate digital information to investigate and solve work-related problems and develop a collaborative body of knowledge.	Sedelmaier & Landes (2017)Sedelmaier, Y., & Landes, D. (2017). How can we find out what makes a good requirements engineer in the age of digitalization? International Journal of Engineering Pedagogy, 7(3), 147-164. http://dx.doi.org/10.3991/ijep.v7i3.7424. http://dx.doi.org/10.3991/ijep.v7i3.7424... ; Tihinen et al. (2021)Tihinen, M., Pikkarainen, A., & Joutsenvaara, J. (2021). Digital manufacturing challenges education: SmartLab concept as a concrete example in tackling these challenges. Future Internet, 13(8), 192. http://dx.doi.org/10.3390/fi13080192. http://dx.doi.org/10.3390/fi13080192... ; Vodovozov et al. (2021)Vodovozov, V., Raud, Z., & Petlenkov, E. (2021). Challenges of active learning in a view of integrated engineering education. Education in Science, 11(2), 43. http://dx.doi.org/10.3390/educsci11020043. http://dx.doi.org/10.3390/educsci1102004... ; Pittich et al. (2020)Pittich, D., Tenberg, R., & Lensing, K. (2020). Learning factories for complex competence acquisition. European Journal of Engineering Education, 45(2), 196-213. http://dx.doi.org/10.1080/03043797.2019.1567691. http://dx.doi.org/10.1080/03043797.2019.... ; Bischof-dos-Santos & Oliveira (2020)Bischof-dos-Santos, C., & Oliveira, E. (2020). Production engineering competencies in the industry 4.0 context: perspectives on the brazilian labor market. Production, 30, e20190145. http://dx.doi.org/10.1590/0103-6513.20190145. http://dx.doi.org/10.1590/0103-6513.2019... ; Maisiri et al. (2021)Maisiri, W., van Dyk, L., & Coetzee, R. (2021). Development of an industry 4.0 competency maturity model. SAIEE Africa Research Journal, 112(4), 189-197.; Muszyńska-Łanowy (2021)Muszyńska-Łanowy, M. (2021). Technical and soft competencies in teaching architecture in the context of industry 4.0. World Transactions on Engineering and Technology Education, 19(2), 203-208.; Souza et al. (2020)Souza, R. G., Quelhas, O., Marchisotti, G., Neto, J., Anholon, R., & Marinho, C. A. (2020). Production engineering curriculum in industry 4.0 in a Brazilian context. South African Journal of Industrial Engineering, 31(4), 136-150. http://dx.doi.org/10.7166/31-4-2033. http://dx.doi.org/10.7166/31-4-2033... ; Zeidan & Bishno (2020)Zeidan, S., & Bishno, M. (2020). An effective framework for bridging the gap between industry and academia. International Journal on Emerging Technologies, 11(3), 454-461.; Bischof-dos-Santos & Oliveira (2020); Brezeanu & Lazarou, (2020)Bischof-dos-Santos, C., & Oliveira, E. (2020). Production engineering competencies in the industry 4.0 context: perspectives on the brazilian labor market. Production, 30, e20190145. http://dx.doi.org/10.1590/0103-6513.20190145. http://dx.doi.org/10.1590/0103-6513.2019...
Industrial Engineer	The professional profile of the Industrial Engineer constitutes the frame of reference for professional performance; it is expressed in terms of labor competencies and allows us to identify if the professional is qualified to successfully function in industry 4.0 by designing, implementing, improving, and optimizing processes. Complexes of an integrated system consisting in people, money, knowledge, information, equipment, energy, and materials.	Basir et al. (2019)Basir, N., Lian, O. C., & Shaharin, H. (2019). Assessment of outcome-based integrated design project. Journal of Technology & Science Education, 9(1), 77-84. http://dx.doi.org/10.3926/jotse.541. http://dx.doi.org/10.3926/jotse.541... ; Becerra (2020)Becerra, L. Y. (2020). Tecnologías de la información y las comunicaciones en la era de la cuarta revolución industrial: tendencias tecnológicas y desafíos en la educación en ingeniería. Entre Ciencia e Ingeniería, 14(28), 76-81. http://dx.doi.org/10.31908/19098367.2057. http://dx.doi.org/10.31908/19098367.2057... ; Chikasha et al. (2020)Chikasha, P. N., Ramdass, K., Mokgokloa, K., & Maladzhi, R. W. (2020). Aligning industrial engineering education with industry through atomic curriculum manipulation. South African Journal of Industrial Engineering, 31(4), 92-103. http://dx.doi.org/10.7166/31-4-2393. http://dx.doi.org/10.7166/31-4-2393... ; González & Calderón (2018)González, I., & Calderón, A. J. (2018). Development of final projects in engineering degrees around an industry 4.0-oriented flexible manufacturing system: preliminary outcomes and some initial considerations. Education in Science, 8(4), 214. http://dx.doi.org/10.3390/educsci8040214. http://dx.doi.org/10.3390/educsci8040214... ; Salah et al. (2020)Salah, B., Khan, S., Ramadan, M., & Gjeldum, N. (2020). Integrating the concept of industry 4.0 by teaching methodology in industrial engineering curriculum. Processes (Basel, Switzerland), 8(9), 1007. http://dx.doi.org/10.3390/pr8091007. http://dx.doi.org/10.3390/pr8091007... ; González-Hernández & Granillo-Macías (2020)González-Hernández, I. J., & Granillo-Macías, R. (2020). Competencias del ingeniero industrial en la Industria 4.0. Revista Electrónica de Investigación Educativa, 22, 1-14. http://dx.doi.org/10.24320/redie.2020.22.e30.2750. http://dx.doi.org/10.24320/redie.2020.22... ; Sackey & Bester (2016)Sackey, S. M., & Bester, A. (2016). Industrial engineering curriculum in industry 4.0 in a south african context. South African Journal of Industrial Engineering, 27(4), 101-114. http://dx.doi.org/10.7166/27-4-1579. http://dx.doi.org/10.7166/27-4-1579... ; Tan et al. (2020)Tan, H. S., Oktarina, R., Reynaldo, V., & Sharina, C. (2020). Conceptual development of learning factory for industrial engineering education in Indonesia context as an enabler of students’ competencies in industry 4.0 era. In IOP Conference Series: Earth and Environmental Science (Vol. 426, No. 1, pp. 012123). Bristol: IOP Publishing http://dx.doi.org/10.1088/1755-1315/426/1/012123. http://dx.doi.org/10.1088/1755-1315/426/... ; Piwowar-Sulej (2021);Piwowar-Sulej, K. (2021). Human resources development as an element of sustainable HRM – with the focus on production engineers. Journal of Cleaner Production, 278, 124008. http://dx.doi.org/10.1016/j.jclepro.2020.124008. PMid:32901179. http://dx.doi.org/10.1016/j.jclepro.2020... Baena et al., (2017)Baena, F., Guarin, A., Mora, J., Sauza, J., & Retat, S. (2017). Learning factory: the path to industry 4.0. Procedia Manufacturing, 9, 73-80. http://dx.doi.org/10.1016/j.promfg.2017.04.022. http://dx.doi.org/10.1016/j.promfg.2017.... ; Gumparthi (2020)Gumparthi, S. (2020). Industry 4.0 evolutions - technical education for sustainable social development. International Journal of Advanced Science and Technology, 29(3), 770-778.; Török (2020)Török, L. (2020). Industry 4.0 from a few aspects, in particular in respect of the decision making of the management: will the new industrial revolution change the traditional management functions? Revista Internacional de Ciencias Aplicadas e Ingeniería, 11(2), 140-146.

Sort	Dimension	*Description*
Basic Digital Competencies	Information and Data Management	Understands and effectively uses devices and systems typical of Technologies.
		Browse, search, filter, compare and validate the information.
		Collect, process, store, and share information across multiple devices, apps, and cloud services.
	Communicative & Collaborative	Interact through technologies.
		Share information and content.
		Use social networks and communicate through ICT.
		Manage their digital identity.
		It is inserted into digital citizenship.
		This can communicate with others and collaborate using tag codes.
		Develop strategies to uncover inappropriate behaviors.
	Digital security	This can protect yourself and others from threats and possible dangers online.
	Digital security	It has strategies for protecting personal data, health, and the environment.
Digital Transversal Competencies	Solving complex problems with the application of digital resources.	Solve complex engineering problems with modern technology tools.
		Identifies technological needs and responses.
		Use technology creatively and innovatively.
	Collaborative work in virtual and multidisciplinary environments	Proactively participate in Virtual Learning Environments, social networks, and spaces for academic collaboration.
		Maintains a positive attitude to collaborate, carry out projects and build learning collaboratively with digital tools.
	Critical Technological Thinking	Distinguishes and uses different search tools according to the type and format of the information: text, image, numerical data, maps, audiovisual and audio.
		Build, classify and organize information according to schemes or genre.
		Identifies and recognizes the appropriate time to incorporate digital tools and resources into learning.
		Identifies gaps in your digital competence.
	Digital Content Creation	Develop, integrate, rework, work and publish, effectively, digital content as representations of knowledge.
		Uses diverse digital media to represent knowledge (text, audio, video, graphics, images, etc.)
		Uses tools for the collective production of knowledge in educational tasks and projects.
		It can use office packages (or other applications related to study and work) and edit and create advanced content.
	Digital Responsibility	Know, understand, and attend to the rules of Copyright and reproduction licenses.
		Avoid health risks related to the use of technology in terms of threats to physical integrity and psychological well-being.
		Considers the impact of technologies on the environment.

[1] * arosasq@unasam.edu.pe

Brasil

Brasil

Digital competences of the industrial engineer in industry 4.0 a systematic vision

Abstract

Paper aims

Originality

Research method

Main findings

Implications for theory and practice