Bridging theory and practice in Vocational Education
The THOR project was developed at the Higher Vocational College Škofja Loka in Slovenia as part of the European VACIDE (Vocational Action Competence in Digital Eenvironments) initiative. The project addressed the need for practical, interdisciplinary learning in vocational education, providing students with hands-on experience that mimics real-world engineering challenges. It involved a student team designing and manufacturing a six-axis robotic arm over the course of several years. The objectives were as follows:
- Student-led development: To create a complete cycle from initial concept to final production within an educational setting.
- Technical skills: A requirement that at least 30% of parts be produced using computer numerical control (CNC) or traditional machining to ensure students understand material behaviour and tolerances.
- Skill integration: To merge mechanical engineering and digital design with “soft” skills such as project management.
- Educational materials: To produce a functional robotic system and a full engineering dossier to serve as a permanent teaching tool for future cohorts.
Results and impact
The project delivered tangible results that bridge theory in practice, notably the creation of a fully functional six-axis robotic arm, supported by a complete engineering dossier. Students worked through an interactive design process, gaining hands-on expertise in advanced manufacturing techniques while also developing transversal skills in English, collaborative problem-solving, and digital project management. Formalised in a diploma thesis and now integrated as a permanent teaching tool, THOR stands as a scalable model within the European VACIDE initiative, offering vocational institutions a proven pathway to align curricula with Industry 4.0 requirements.
Lessons learned
The THOR project provided several key insights into modern vocational education:
- Effective pedagogy: student-led project-based learning proves highly effective for developing technical competences by assigning each student full responsibility for a specific subsystem, resulting in a sense of problem ownership.
- Technical synergy: merging traditional CNC machining with 3D printing gave students essential practical experience regarding material behaviour.
- Power of reflection: transitioning from a complex prototype to a refined second version underscores the value of testing, reflection, and redesign in the engineering process.
- Digital adaptation: the COVID-19 pandemic necessitated the adoption of remote collaboration strategies. The team was taught to use ICT tools enabling them to integrate complex subsystems remotely.
- Professional resilience: successfully navigating these constraints allowed students to get hands-on experience in digital project management, preparing them for the complexities of Industry 4.0.
Learn more
Find more information on the THOR project via the VACIDE website.
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