Remote laboratories are essential in addressing access and quality challenges in technical education. They enable students from various locations to engage with real equipment, overcome geographic and economic constraints, and provide solutions during crises, such as pandemics, when in-person learning is limited. As a key element of Education 4.0, remote labs promote technical skill development, enhance engineering education, and support diverse learning approaches. This study presents a remote laboratory based on Field Programmable Gate Arrays (FPGAs), developed using a waterfall methodology integrating IoT and Cloud Computing technologies to facilitate close interaction between hardware and software. The lab focuses on controlling DC, servo, and stepper motors, allowing students to apply theoretical concepts such as digital signals, pulse-width modulation (PWM), and data representation in bits in a practical setting. The testing phase involved 50 robotics and mechatronics engineering students who participated in hands-on sessions for one month, followed by a structured survey evaluating their experience, interaction, and the educational relevance of the platform. The survey shows high student satisfaction, highlighting the platform’s strengths and identifying areas for improvement. The results also underscore the system’s potential to significantly enhance the educational experience in remote environments, aligning with the United Nations Sustainable Development Goals (SDGs).

Boosting by the world’s context, several efforts have been maiden toward the digital transformation of Education. Technology-based active learning has become pivotal in pursuing a more flexible education system. This work presents the development of an Educational Mechatronics (EM) training system based on computer vision that performs as a positioning system for mobile robots in the 2D plane. The results show that the obtained precision, exactitude, and resolution of the EM training system are suitable for robotics applications comprising position, velocity, and acceleration variables. Moreover, an instructional design aligned with the EM conceptual framework, using the EM training system and a LEGO mobile robot, is presented to construct the mechatronic concept: line segment.

The accurate measurement of solar radiation is essential for applications in agriculture, renewable energy, and environmental monitoring. Traditional pyranometers provide high-precision readings but are often costly and inaccessible for large-scale deployment. This study explores the feasibility of using low-cost ambient light sensors combined with statistical and machine learning models based on linear, random forest, and support vector regressions to estimate solar irradiance. To achieve this, an Internet of Things-based system was developed, integrating the light sensors with cloud storage and processing capabilities. A dedicated solar radiation sensor (Davis 6450) served as a reference, and results were validated against meteorological API data. Experimental validation demonstrated a strong correlation between sensor-measured illuminance and solar irradiance using the random forest model, achieving a coefficient of determination (R²) of 0.9922, a root mean squared error (RMSE) of 44.46 W/m², and a mean absolute error (MAE) of 27.12 W/m². These results suggest that low-cost light sensors, when combined with data-driven models, offer a viable and scalable solution for solar radiation monitoring, particularly in resource-limited regions.

The remote monitoring of vital signs and healthcare provision has become an urgent necessity due to the impact of the COVID-19 pandemic on the world. Blood oxygen level, heart rate, and body temperature data are crucial for managing the disease and ensuring timely medical care. This study proposes a low-cost wearable device employing non-contact sensors to monitor, process, and visualize critical variables, focusing on body temperature measurement as a key health indicator. The wearable device developed offers a non-invasive and continuous method to gather wrist and forehead temperature data. However, since there is a discrepancy between wrist and actual forehead temperature, this study incorporates statistical methods and machine learning to estimate the core forehead temperature from the wrist. This research collects 2130 samples from 30 volunteers, and both the statistical least squares method and machine learning via linear regression are applied to analyze these data. It is observed that all models achieve a significant fit, but the third-degree polynomial model stands out in both approaches. It achieves an R² value of 0.9769 in the statistical analysis and 0.9791 in machine learning.

Engineering education benefits from the application of modern technology, allowing students to learn essential Science, Technology, Engineering, and Mathematics (STEM) related concepts through hands-on experiences. Robotic kits have been used as an innovative tool in some educational fields, being readily accepted and adopted. However, most of the time, such kits’ knowledge level requires understanding basic concepts that are not always appropriate for the student. A critical concept in engineering is the Cartesian Coordinate System (CCS), an essential tool for every engineering, from graphing functions to data analysis in robotics and control applications and beyond. This paper presents the design and implementation of a novel Two-Dimensional Cartesian Coordinate System Educational Toolkit (2D-CACSET) to teach the two-dimensional representations as the first step to construct spatial thinking. This innovative educational toolkit is based on real-time location systems using Ultra-Wide Band technology. It comprises a workbench, four Anchors pinpointing $X+$, $X-$, $Y+$, $Y-$ axes, seven Tags representing points in the plane, one listener connected to a PC collecting the position of the Tags, and a Graphical User Interface displaying these positions. The Educational Mechatronics Conceptual Framework (EMCF) enables constructing knowledge in concrete, graphic, and abstract levels. Hence, the students acquire this knowledge to apply it further down their career path. For this paper, three instructional designs were designed using the 2D-CACSET and the EMCF to learn about coordinate axes, quadrants, and a point in the CCS.

The educational sector has made extraordinary efforts to neutralize the impact of the pandemic caused by COVID-19, forcing teachers, scholars, and academic personnel to change the way education is delivered by developing creative and technological solutions to improve the landscape for education. The Internet of Things (IoT) is crucial for the educational transition to digital and virtual environments. This paper presents the integration of IoT technology in the Two-Dimensional Cartesian Coordinate System Educational Toolkit (2D-CACSET), to transform it into MEIoT 2D-CACSET; which includes educational mechatronics and the IoT. The Educational Mechatronics Conceptual Framework (EMCF) is extended to consider the virtual environment, enabling knowledge construction in virtual concrete, virtual graphic, and virtual abstract levels. Hence, the students acquire this knowledge from a remote location to apply it further down their career path. Three instructional designs are designed for this work using the MEIoT 2D-CACSET to learn about coordinate axes, quadrants, and a point in the 2D Coordinate Cartesian System. This work is intended to provide an IoT educational technology to offer an adequate response to the educational system’s current context.