Background and Purpose: The aim of this paper is to present the influence of Industry 4.0 on the development of the new simulation modelling paradigm, embodied by the Digital Twin concept, and examine the adoption of the new paradigm via a multiple case study involving real-life R&D cases involving academia and industry. Design: We introduce the Industry 4.0 paradigm, presents its background, current state of development and its influence on the development of the simulation modelling paradigm. Further, we present the multiple case study methodology and examine several research and development projects involving automated industrial process modelling, presented in recent scientific publications and conclude with lessons learned. Results: We present the research problems and main results from five individual cases of adoption of the new simulation modelling paradigm. Main lesson learned is that while the new simulation modelling paradigm is being adopted by big companies and SMEs, there are significant differences depending on company size in problems that they face, and the methodologies and technologies they use to overcome the issues. Conclusion: While the examined cases indicate the acceptance of the new simulation modelling paradigm in the industrial and scientific communities, its adoption in academic environment requires close cooperation with industry partners and diversification of knowledge of researchers in order to build integrated, multi-level models of cyber-physical systems. As shown by the presented cases, lack of tools is not a problem, as the current generation of general purpose simulation modelling tools offers adequate integration options.

Izvleček Namen: V članku predstavljamo in celoti objavljamo validiran test informacijske pismenosti (IP) v visokem šolstvu v slovenskem jeziku. Glavni namen raziskave je bil razvoj novega merskega instrumenta, ki omogoča vrednotenje IP študentov, prepoznavanje razlik v glavnih sklopih vsebin po merilih in kazalcih IP, ter preverjanje kognitivnih stopenj – znanja, razumevanja in uporabe vsebin IP-ja. Metodologija/pristop: Po analizi meril in kazalcev IP-ja v visokem šolstvu smo izdelali zbirko 80 vprašanj ter jih kategorizirali glede na merila IP-ja in Bloomove kognitivne stopnje. V test smo vključili štirideset vprašanj s po štirimi odgovori izbirnega tipa. Po validaciji testa v več skupinah študentov smo v končno raziskavo zajeli 987 študentov univerzitetnih in višješolskih študijev. Za statistične izračune smo uporabili SPSS ver. 22. Rezultati: Novi test za vrednotenje IP-ja vsebuje 40 vprašanj, ki so kategorizirana glede na vsebino in kognitivne stopnje IP-ja. Potrdili smo zanesljivost (Cronbachov alfa 0,715) in diskriminantno moč testa (Fergusonov delta 0,946), izdelali opisne statistike celotnega testa (povprečni dosežek 67 %), analizo pravilnosti po posameznih vprašanjih, analizo dosežkov po posameznih merilih IP-ja ter analizo dosežkov po Bloomovih kognitivnih stopnjah. Omejitve raziskave: Za vrednotenje podrobnih vsebin IP-ja bi test moral vsebovati večje število vprašanj, za preverjanje najvišjih kognitivnih ravni pa uporabne naloge odprtega tipa. Izvirnost/uporabnost raziskave: Nov merski instrument za vrednotenje IP-ja študentov v slovenskem jeziku je prosto dostopen vsem zainteresiranim raziskovalcem in pedagogom. Ključne besede: informacijska pismenost, merila, kognitivne stopnje, test, študenti, visoko šolstvo