Transforming engineering-focused STEM education to aligning current teaching practices with the “Industry 5.0” paradigm
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In the context of the rapidly intensifying challenges facing the global economy, engineering-focused STEM education is increasingly recognized as a structural factor of strategic, state-level significance, - one capable of exerting a decisive influence on the formation of a nation's industrial dynamics, productivity trajectories, and pathways of technological development. Within the revolutionary paradigm of Industry 5.0, whose defining feature is the imperative of complementarity between humans and machines (the digital domain), the modernization and strategic alignment of engineering education with contemporary industrial realities emerge as a fundamental prerequisite for ensuring national competitiveness. Accordingly, this study presents a comparative analysis of the effectiveness of educational and human-capital policies in leading industrial economies that underpin industrial advancement, alignment with global market demands, and the capacity for adaptive governance. In particular, paper examines the current challenges of engineering-focused STEM workforce preparation within Technical and Vocational Education and Training (TVET) systems, and substantiates the necessity of elevating cooperation between educational institutions and industrial enterprises to a new, more productive institutional level. Particular emphasis is placed on the transformation of university‑level engineering education, - specifically, on the rationale for its evolution from a neutral, academically autonomous subsystem into an instrument that actively supports national industrial and strategic development. To this end, the study recommends the integration of several key components into the educational process: the expansion of inclusive and diversified STEM pathways; the development of human capital equipped with digital and green technology competencies; the transformation of existing academic and laboratory infrastructures into applied R&D and innovation hubs; and the establishment and institutionalization of forward‑looking methodologies for anticipating shifts in engineering competency demands. Based on the foregoing, it has been concluded that the proposed modernized model of engineering-focused STEM education can serve as a crucial mechanism for virtually any country, acting not only as a guarantor of technological sovereignty and industrial autonomy, but also as a source of adaptive capabilities necessary for full integration into the emerging industrial landscape of “Industry 5.0.”
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