Integration of educational robotics and the internet of things into panamanian higher education for industry 4.0
DOI:
https://doi.org/10.66707/ms.v2i1.254Keywords:
artificial intelligence, cybernetics, information technology, information sciences, roboticsAbstract
Universities face the challenge of positioning themselves as strategic agents for national development in the face of the technological demands of Industry 4.0. The objective of this article is to propose a strategy for integrating educational robotics and the Internet of Things (IoT) into Technology and Computer Science programs in Panamanian higher education, through laboratory practices focused on building connected systems. The methodology is a qualitative, documentary study based on a systematic review of scientific literature, technical manuals, and institutional reports, with inclusion criteria related to educational relevance, technological accessibility, and applicability in university laboratories between 2015 and 2025. Among the results, the analysis identified a gap between the predominant theoretical training and the technical skills required by automated production environments, especially in the design of embedded systems, communication between devices, and cloud data management. It was also determined that low-cost platforms, such as Arduino, Micro:bit or ESP32, along with accessible cloud services, allow the implementation of progressive practices without the need for complex industrial infrastructure. It is concluded that integrating robotics and IoT as a core educational focus strengthens algorithmic thinking, code debugging, and the applied understanding of distributed architectures, fostering the development of professionals capable of designing technological solutions for Industry 4.0. Furthermore, it is recommended that this initiative be institutionalized through teacher training programs, technology investment policies, and interdisciplinary projects that promote sustainable educational innovation.
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