The circular economy (CE) is widely known as a way to implement and achieve sustainability, mainly due to its contribution towards the separation of biological and technical nutrients under cyclic industrial metabolism. The incorporation of the principles of the CE in the links of the value chain of the various sectors of the economy strives to ensure circularity, safety, and efficiency. The framework proposed is aligned with the goals of the 2030 Agenda for Sustainable Development regarding the orientation towards the mitigation and regeneration of the metabolic rift by considering a double perspective. Firstly, it strives to conceptualize the CE as a paradigm of sustainability. Its principles are established, and its techniques and tools are organized into two frameworks oriented towards causes (cradle to cradle) and effects (life cycle assessment), and these are structured under the three pillars of sustainability, for their projection within the proposed framework. Secondly, a framework is established to facilitate the implementation of the CE with the use of standards, which constitute the requirements, tools, and indicators to control each life cycle phase, and of key enabling technologies (KETs) that add circular value 4.0 to the socio-ecological transition.

Manufacturing systems under Industry 4.0, and their transition towards Industry 5.0, take into account the Quintuple Helix innovation model, associated with the sustainable development goals (SDGs) set by the UN and Horizon 2030, in which companies focus on operational efficiency in terms of the use and minimisation of resources for the protection of the environment. In this respect, the implementation of the circular economy model, which requires engineers to acquire appropriate competencies, enabling companies to establish this model at the manufacturing level. Moreover, competence has always been a priority for both the professional and the company. In this sense, connectivism has been called a learning theory for the digital era; this is the reason why a review of the state-of-the-art developments of this paradigm focused on engineering has been carried out. In this sense, the potential of the digital transformation in instruction to formulate an engineering model based on neuro-competences is of great interest, taking the connectivist paradigm as a methodological axis. To this end, a first bibliometric analysis has been carried out to identify the drivers on which to base the design of the neuro-competencies of the instructional engineering environment and the trend towards curriculum development under dual training models. The bibliographical research carried out on the connectivist paradigm has served to identify the trends followed to date in education within the subject area of engineering. These trends have not fully taken into account the leading role of the human factor within the socio-technical cyber-physical systems of sustainable manufacturing (SCSSM). The focus was more on the technology than on the adaptation of the uniqueness of the human factor and the tasks entrusted to him, which entails an additional complexity that needs to be addressed in both academic and professional contexts. In light of the foregoing, an improvement to the acquisition and management of competencies has been proposed to the academic, professional and dual engineering contexts. It is based on the transversal inclusion of the concept of neuro-competence applied to the competence engineering (CE) model, transforming it into the neuro-competence engineering (NCE) model. The foregoing provides a better match between the characteristics of the human factor and the uniqueness of the tasks performed by the engineer, incorporating activity theory (AT), the law of variety required (LVR), the connectivist paradigm and neuroscience as a transversal driver of innovation through fractality. This proposal enables a ubiquitous and sustainable learning model throughout the entire academic and professional life cycle of the engineer, placing it sustainably at the heart of the instructional and professional cyber-physical socio-technical system, thus complying with the SDGs set by the UN and Horizon 2030.

This paper proposes the use of the Lego^® Serious Play^® (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017–2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of “gamification” dynamics with Lego^® Serious Play^®. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.

The incorporation of new technologies and materials, as well as the rapid evolution of products, makes it necessary to guide the product design and development process from bio-inspired perspectives that promote a circular economy. Among the proposals based on a bio-inspired solution is the framework called the Genomic Model of Eco-innovation and Eco-design, which integrates the Cradle-to-Cradle paradigm, material and substance flow analysis, along with all aspects present in the life cycle analysis of products. In this work, innovation is carried out through the integration of genetic algorithms as a methodological tool for optimizing the modular product design in the definition of the genotype within the aforementioned framework. Through a systematic approach, it analyzes how the modular reconfiguration of products, based on circular design principles and genetic optimization, can contribute to a significant reduction in resource use and waste generation. The proposed methodology is applied to a practical case based on the redesign of a small household appliance, demonstrating its potential to facilitate the implementation of circular economy strategies in the early stages of the product design and development process for studying product modularity, with the aims of improving its design and reducing its impact.

This study proposes an audit model to modernize artisanal manufacturing companies and facilitate their transition to Industry 4.0. Based on Lean Manufacturing, Lean Thinking, and Lean Management principles, the model enhances operational efficiency and competitiveness while considering the resource constraints of Small and Medium-Sized Enterprises (SMEs). It provides a structured approach to identifying key improvement areas and guiding digital transformation. The research follows a four-phase methodology: (1) a company assessment questionnaire to diagnose the current state, (2) a method matrix to analyze improvement strategies, (3) a dimension map to structure key transformation areas, and (4) prioritization of improvement dimensions to define a tailored action plan. A case study in an SME validated its applicability. Findings show that the model helps identify critical improvement factors and implement targeted Lean interventions, enhancing Industry 4.0 readiness. It enables a progressive adoption of digital enablers while optimizing traditional manufacturing processes. The originality of this study lies in its integrated auditing framework, structured around four dimensions and twelve key factors. It introduces a 48-question assessment tool, methods matrices, and prioritization mechanisms. Additionally, it defines four strategic development stages—Readiness, Start-up, In-transition, and Advanced—providing a roadmap for continuous improvement in SMEs.

This paper provides a methodological proposal for the design and development process of a remotely operated vehicle (ROV). The design core and product design specifications (PDS) of Pugh’s Total Design model are considered, with a focus on the early stages of the product design and development process. A modularization of the functional groups of an ROV is proposed, focusing attention on the sensor system. The main concepts regarding ROVs are presented, Pugh’s Total Design model is explained, justifying the application interest in technological projects, a methodological proposal adapted to ROV projects is provided, based on Pugh’s Total Design model, with special interest in the early stages of the new product development process (NPD), the suitability of applying our own model of industrial design engineering in an ROV system is analyzed, and the contribution of this study is evaluated, proposing future work and lines of research.