SUGISAKAMASANORI

Journal of Advances in Artificial Life Robotics
Vol. 4(4); March (2024), pp. 222–229
ON LINE ISSN 2435-8061; ISSN-L 2435-8061
https://alife-robotics.org/jallr.html

International Journal

Advances in Artificial Life Robotics
ICAROB series
Editor-in-Chief
Masanori Sugisaka
Co-Editor-in-Chief
Takao Ito

ISSN 2435-8061
Publisher Masanori Sugisaka(Global Register of Publishes)
regstrated in Jan, 25, 1996
Handadai Higashi 2-8-4, Oita, 870-1108, Japan

Research Article

Bridging the Gap Between Industry 4.0 (IR 4.0) and an
Undergraduate Industrial Automation and Robotics Degree
Program to meet the Robotic Road Map of a Developing Nation
M. K. A. Ahamed Khan1, Mastaneh Mokayef1, Ridzuan, A1, MHD Amen Summakieh1, Sew Sun Tiang1, Wei Hong Lim1,
M. Suresh2
UCSI University, Faculty of Engineering, Taman Connaught, 56000 Malaysia
Department of Electrical and Electronics Engineering, Murugappa Polytechnic College, Chennai, Tamil Nadu, India

1
2

ARTICLE INFO
Article History
Received 23 November 2023
Accepted 16 August 2024
Keywords
Industrial automation
Robotics
Curriculum development
Undergraduate
Control
Drone
Roadmap
Economy

ABSTRACTThe advent of Industry 4.0 (IR 4.0) has completely changed the landscape of many manufacturing
and industrial sectors through the proper integration of modern digital technologies such as thecomputer science, Internet of Things (IoT), artificial intelligence (AI), robotics, automation, cyber
physical systems, cybersecurity, data mining and data analytics. This tremendous change
necessitates a paradigm shift in many of the educational programs, especially in one of the corepillars of IR 4.0 which is called Robotics and Automation program to equip the future workforce
with relevant skills and advanced knowledge. This paper explores how to bridge the gap between
an undergraduate Industrial Automation and Robotics degree program with the current
educational curricula and the demands of IR 4.0 to meet the Robotic Road Map of a developing
nation.
© 2022 The Author. Published by Sugisaka Masanori at ALife Robotics Corporation Ltd.
This is an open access article distributed under the CC BY-NC 4.0 license(http://creativecommons.org/licenses/by-nc/4.0/).

and automation engineering that comes along withadvanced laboratories. During robotic building
techniques it’s very important to implement machine
intelligence and decision-making concepts. Many degreelevel courses in Artificial Intelligence rely on theseconcepts [2], [3].

1. Introduction
The Robotics is an interdisciplinary course that integrates
mechanical, electrical and electronics engineering,
computer science, cognitive science, design, simulation,
construction, and operation of robots. It also
encompasses relevant robotic fields such as computer andmachine vision, control, and automation systems as well
as all types of robots and its technologies, including but
not limited to humanoid, co-bots, robotic arm andmanipulators, mobile robots, drones, tele – operated andsoft robots. In order to have a single course that can havemulti-disciplinary combination of various fields ofengineering, automation and robotics is the most ideal
course which can be offered to the engineering students
in the degree level. Many institutions, taking the robotdesigning course at the Stanford, MIT and Cambridge
University [1], start offering various courses in robotics

In any developing nation, in order to bridge the gap
between IR 4.0 and Industrial automation and robotic
degree program, it is important to follow the key steps
that will guide one through the complete process.
•

Understand IR 4.0 Principles – this covers the
key areas like Interconnectivity - means the useof Internet of Things (IoT) to connect devices
and systems, Information transparency,
Utilization of AI and machine learning to assist
in decision-making and problem-solving,

Corresponding author’s E-mail: Mohamedkhan@ucsiuniversity.edu.my, URL: https://www.ucsiuniversity.edu.my/

222

•
•
•
•
•
•

•
•
•
•
•

empower systems to make decisions
autonomously.
Focus on the goals, requirements and the key
performance indicators of Automation andRobotic programs.
Evaluate the current infrastructure, technologies,
and processes.
Develop a road map that includes timelines,
resource allocation and budget considerations.
Introduce the correct technologies like IoT,
robotic systems, AI, cloud computing andmachine learning.
Design and prototype projects using simulation
tools to test, model and optimize the processes.
Combine physical systems with digitaltechnologies
and
make
sure
good
communication between humans, systems, andmachines.
Provide good compatibility between devices
and systems using protocols and standards
Provide robust cybersecurity measures toprotect data
Train and upskill the workforce and encouragecontinuous learning
Monitor and optimize the robotics systems
Encourage innovation and stay updated with thelatest trends in IR4.0

their essential requirements that makes regular demandsof undergraduate preparation [6], [7], [8] students
educational paths changes, also sometimes due to thechanges and demands in the trade which depends on the
fast-changing technologies, it is no easy to understand theproper educational pattern. Engineering students musthave a strong base in fundamental concepts which gives
them a better understanding of the entire program, for if
a program is too specialized, the range of opportunities
available for graduates will be compromised. While
investigating the gap between new program and IR 4.0 it
became clear that close ties to the subject areas associatedwith machine learning and artificial intelligence, wide
variety of advanced transducers, interfaces was critical isessential. Also the meetings (both group and individual)with representatives drawn from various robotics andautomation Industries and industrial advisory boards.
Both the professionals from industry and academic has
been asked to identify the gap between educational needs(industrial automation and robotics) based on the large
and clearly identified trends among industries and themain pillars of Industry revolution 4.0. The second
method involved is the exploration of the talentdevelopment focusing on the following factors:•

For socio – economic advancement, robotics is the key
driving and enabling technologies that addresses the
major challenges involving Industry revolution 4.0, riseof the innovation- led knowledge intensive economy andthe arrival of mega trends such as rabid urbanization,social change, technological breakthrough, climatechange and economic power shift.
In today’s fast changing world, technologies advancesat break through speeds. Almost in all the applications theapplication of Robotics and AI is evident. The industrial
robot has reshaped the entire manufacturing landscapethrough years performing duties unsuitable for humans.
In 2025 the drone industry could be worth of $250 billion.
The virtual and augmented reality technology could be
worth of $ 150 billion in 2024.

•
•
•
•
•
•
•
•
•
•

2. Planning process••

Though many efforts were taken by various authors
considering the different problems looking in to thepresent and future in different disciplines of education [4],[5]. It is understood that there is no one bridge the gap
between IR 4.0 and the Industrial robotics and automation
program. Looking into the regional employment demand
it is not only vital to pay consideration to the graduate
study needs, but also to bridge the gap between IR 4.0
and the program. It is important to practice careful
discernment regarding the fast trends in technologicalchanges happening today. As an industry in order to meet

Number of Students in technical, STEM
related studies
Number of Technical and vocational schools
Skilled required for robotics technicians
Certificate and training programs
Robotics in school and higher secondary
school curriculum
Robotic competitions
Number of polytechnic colleges offering
robotic related courses
Research funding both national, international
and industry
Facilities and equipment’s for robotic research
Research publications
Higher learning institutions offering post
graduate studies in the area of robotics andautomation
Commercialization and innovation
High quality text books written by eminent
scholars, top tier engineering journals, wellequipped technical libraries in universities.

A roadmap which shows the future development andneeds of a developing nation must be generated at the endof the planning period. This also must be in line with the
new curriculum. The extreme environments and theirrespective control systems needs careful analysis ofcomputer science, automation, IOT, and data storage.
223

These topics traditionally constitute the core of the IR 4.0[9], [10].

and industry consultancy. By continuously gathering andanalyzing feedback from various stakeholders, theprogram can adapt and evolve to meet the ever-changing
demands of the IR 4.0 landscape.

A multifaceted evolution approach is essential tocompare the effectiveness of a robotic program in relationto IR 4.0. This involves both assessing the curriculum of
the planned robotic degree program also the hands-on
learning opportunities [11], [12]. More importanceshould also begiven for examining faculty expertise,research collaboration with industry, graduate success,
Table 1 Proposed Subject Distribution of IART to meet the demand of IR4.0
NO

CATEOGORY

1Core Technical subjects

SUBJECTSHC%

Automation Technology

10

7.63

Robotics

7

5.34

Mechatronics

4

3.05

Manufacturing systems

8

6.10

Data science and analytics

2

1.52

30

22.90

Lab work and simulation

30

22.90

Industry projects andinternship

30

22.90

Workshops and seminars

4

3.05

Communication
skillsTeamwork andleadership
Problem solving
and criticalthinking

6

4.58

•
•
•

•
2

Interdisciplinary Subjects

3

Practical and hands on
training•••
4

Soft skills and development

Information
Technology
Artificial
Intelligence andMachine Learning
Sustainable andGreenTechnologies
Project
Management andBusiness

TOTAL CREDITS
HOURS

131

3. The development of Bachelor of Engineering
Technology programme to bridge the gap.

HCT

%

29

22.12

2

1.52

30

22.90

64

50.85

6

4.58

131

100%

considered in this section during their four-year study.
Student takes a minimum of 131 credit hours for theentire semesters. From Table 1 it can also be seen that thecore technical subjects are composed of 23.64%,
interdisciplinary subjects 22.90%, practical and hands-on
training 50.85% and soft skills and development 4.58%.

The development of Bachelor of Engineering
Technology Programme in Industrial Automation andRobotics Technology to bridge the gap with IR4.0 will be
224

The total credits hours are 131. Interdisciplinary subjects
should come from other faculties like computer scienceand management. Practical and hands-on training can be
carried out in the laboratories and the industries involved
in offering inter training for the students. Soft skills anddevelopment can be taken care by the language andgeneral subject department. Various subjects are offeredin different semesters from year 1 to year 4. Subjects
offered in semester 1 is shown in Table 2.
Credit hours of the entire coursework (over 8 semesters)
is divided among four general categories of classes. The
four areas are core technical subjects, interdisciplinary
subjects, practical and hands on training, soft skills anddevelopment as shown in Table 1, where HC is the hours
credit and HCT is the credit hours total.

Table 2 Subjects of 1st Semester
No

Code

Subjects

1
2
3

IAUT 3412
EDR 3012
ELE 3112

4
5
6
7
8

SAM 3012
CIT 1002
ELP 1004
MAT 3112
SAD 3012

Fundamentals of Automation
Basic Engineering Drawing
Introduction to Electrical
Introduction to Safety
Management
Circuit Theory 1
Electrical Power
Basic Mathematics
Static and Dynamics

CreditHours

No. of Hours
Per Week

LEC

3
2
2

2
3
3

1
2
1

1
3
3
3
3
20

3
2
3
3
3
22

2
3
3
1
1
14

From Table 2, it can see that the subjects offered in semester
1 are ‘Fundamentals of Automation’, Basic Engineering
Drawing, Introduction to Electrical, Safety Management,•

Circuit Theory 1, Electrical power, ‘Basic Mathematics’and ‘Statics and Dynamics’. Considering one of thesubjects ‘Electrical power’, it is a 3 credits hours subject
where 3 hours are considered as main contact hours
between students and lecturer and 2 hours for practical. All
together 54 hours is given for this subject. Lecturers andstudents were engaged with 396 hours of contact.

•••

Analyzing the topics inside different subjects isimportant. Considering this matter, a typical higher-levelsubject which is usually offered in year 3 or 4 is discussed
below. The title of the subject is known as ‘Control
System’. 3-credit hours is given for this core subject. The
core objective is to provide students with broad knowledge
on mathematical modelling of various systems likeelectrical, mechanical, hydraulic and pneumatic, also thedesign concept of Control systems. This control system
subject has a three-hour lab session combined with two andhalf hours of lecture and tutorials per week. Both thetutorials and lecture classes are focused on feedback
control systems fundamentals, while the laboratory portion
teaches ‘hands on’ simulation techniques to study bothtime and frequency domain of the first order and second
order systems. The course offers classical design, thatcovers system stability and stability analysis, design ofcompensators. Text books are available in the library
resources. Recommended Text books are authored by
Ogata K and Kuo B.C [6] or Franklin G F [7].

•
•

TD

P
2
2

1.5
1.5
3

2

4

No of Hours
Per Sem
54
54
54
36
54
54
45
45
396

transfer functions, State-space representation.
Block diagrams, block diagram reductions.
Signal flow graph. Distributed parameter system.
Dynamical systems time response: Model
solution obtaining.
Stability: Analysis of stability using different
methods.
Control feedback: Fundamentals of control
feedback systems. Error correction using
different controllers.
Controller design: Using plot technique, steps in
obtaining various plots. Controller design,
controllability and observability.
Analysis in frequency and time domain
Compensators.

4. Data Collection
To close the gap between IR 4.0 and the offered Program
it is important to collect the student data to compare andanalyses various aspects of the individual student
performance and engagement. This can be achieved by the
workflow example listed below.
• Data Collection: Collect semester grades,
competition results, attendance records, andfeedback surveys.
• Data Organization: Create a spreadsheet
categorizing data by student, demographic, andperformance metrics.
•
Data Analysis: Use Excel to calculate average
grades, attendance rates, and identify correlations(e.g., higher attendance correlates with better
performance).

The course contents are listed below:• Mathematical Modelling. This part deals withwriting differential equations of various systems,
225

Results are given based on the report submission. From theabove information it’s clear that the Robotic degree
program designed meets the need of IR 4.0.

Implementation: Based on the analysis,
introduce coding workshops for students
struggling with programming.
• Monitoring: Track the performance of students
who attended the workshops to measure
improvement.
An example of the data collected from a university offering
a four-year Degree program in Industrial Automation androbotics that needs to close the gap with IR 4.0 is listed anddivided into many sections, i.e., the first section shows
student complete profile which details the intake of thestudent and completion of the degree program, student
performance in the second section and in the third section
student employment is discussed.
•

The age group of batch January 2021 and batch January2022 is shown in Table 4.
Table 4 Age GroupAge
IntakeJanuary
2021
IntakeJanuary2022

4.1 The profile of the student

Table 3 Profile of the student
M

F

TOTAL

January 2021

50

28

78

January 2022

39

6

45

Final Semester

M

F

TOTAL

January 2021

44

24

68

January 2022

35

6

41

Number of students completed with
Pass

M

F

TOTAL

Intake January 2021

40

21

61

Intake January 2022

32

4

36

Fail to complete the degree

M

F

TOTAL

January 2021

4

3

7

January 2022

3

2

5

28

27

26

25

24

23

22

21

tal

6

7

3

20

12

11

13

6

78

2

1

9

6

5

4

6

12

45

From Table 4, the students age group those who enrolled
in first semester of the year 2021 and 2022 varies from 21
to 28 years. The initial enrolment is 78 and 45 for the firstand second batch. The higher age group is the reflection of
the students having some Industrial experience.

Profile of student that shows the student intake andgraduation is given in Table 5.

Intake of the yearTo

4.2 Student performance
The final semester results for the batch January 2021 andJanuary 2022 is shown in Table 5.
Table 5 Final Semester Results
Category
Intake January
2021
January 2022

DN
BK
PK1
PK2
GK
INCO

DN

BK

12
14

49
22

Total
61
36

>3.6
2.00-3.59<2.00 1st time
<2.00 2nd time
<1.00 or <2.00 3rd time
Incomplete
semesterTable 5 shows the overall student performance in two
different intakes, in January 2021, 12 students come inthe class DN and 49 students come in BK class. Total
number of students passed is 61.
In January 2022, 14 students come in DN class and 22
students come in BK. Total number of students passed is36.
The final CGPA results for the batch January 2021 andbatch January 2022 is shown in the Table 6.

From Table 3, for the January 2021 batch 44 students
registered for the final semester, out of which 40 manage
to get the graduation and 4 fail to graduate. For the batch
January 2022 out of 35 students, 32 manage to get thegraduation, 3 fail. Overall 80 percent of the students
managed to get more than 70% marks in core technicalsubjects and scored 72% in Inter disciplinary subjects,
scored 100% in practical and hands on training. In the
category- soft skills and development overall all thestudents managed to pass and achieve good results morethan 90%. This is mainly because of the lab facilities andthe training conducted for the students to enhance the skill.

Table 6, shows the final semester results. For January 2021,
CGPA of 12 students falls in the range 2.00 to 2.50, 26
students come in 2.50 to 3.00 range, 11 students 3.00 to226

3.59 and finally 12 students rated above 3.6 CGPA. Total
passed is 61.
CGP
A
Batch
January
2021
Batch
January2022

Table 6 Final Semester Results<2.00

2.002.50

2.503.00

3.03.59

>3.
6

Tota
l

12

26

11

12

61

6

10

6

14

36

4 months after completing their degree, whereas 30-50%
of the students were employed from the second batch
which graduated in January 2022. Students are also
employed in middle east and African countries and as
well as medium, large scale and small-scale industries.
Amongst the companies that are attached with are
Schneider electric, KUKA, Omron, Siemens, Intel,
Proton, ABB, to name a few. From the time of the firstbatch graduation it is more than six months since thispaper was presented. As stated above, although 80% ofthem have found employment within this period, themajority of graduates will find employment over time.

In batch January 2022, 6 students have their CGPA
ranging from 2.00 to 2.50 and 10 students have from 2.50
to 3.00, 6 students ranging from 3.0 – 3.59 and 14 students
got more than 3.6. Total passed is 36.

5. Impact of IR4.0 on Malaysia industrial growth
The implementation of bridging the gap between Industry
4.0 (IR 4.0) and the robotic and automation educational
engineering program has significantly benefited adeveloping nation like Malaysia's industrial growth,
mainly in the manufacturing sector. The benefits include
enhanced productivity, increased innovation capacity,
higher job creation, and improved resource utilization.

The trend of GPA for the batch January 2021 is shown in
the Table 7.
Table 7 GPA ProgressSem 2021/2

BK
40

PK1
1

GK
0

INCO
0

Total
42

Sem 2022/1
Sem 2022/2

32
35

3
2

0
0

0
0

35
37

Sem 2023/1
Sem 2023/2

29
42

1
0

0
0

0
0

30
42

Sem 2024/1

28

0

0

0

28

1.

2.

The progress of GPA is shown in Table 7, it can be seenthat for the batch January 2021 [Sem 2021/2] out of total
42 students, 40 got BK,1 got PK1, 0 got GK and 0 doesn’tcomplete the semester. In Sem 2022/1, 32 students comeunder BK and 3 come under PK1. In Sem 2022/2, 35 comeunder BK. In Sem 2023/1, 29 classified under BK. In Sem
2023/2, 42 falls under BK. In Sem 2024/1, 28 classified
under BK.
Systematic comparison / analysis of the student data helps
not only to identify and improve the strengths andweaknesses in the robotic program but also helps to close
the gap between the program and IR 4.0. Overall, thishelps to make informed decisions to enhance its quality
and effectiveness.

3.

4.

4.3 Student Employment
The students after their graduation of IART degree
program, majority of them were employed in various
manufacturing and automation industries. Some they
managed to get employment in multinational Industries,
Oil refineries, food industries also in the areas of electricaland electronic companies. In the first batch, 50-80% of
students
were able to find employment within
5

5.

227

Productivity
andEfficiency:
The
implementation of IR 4.0 technologies, such as
robotics, automation, drones, AI, and IoT, has led
to higher efficiency and productivity in
manufacturing
processes.
By
digitizing
traditional manufacturing systems, companies
can streamline operations, reduce costs, andincrease output.
Economic Impact: The manufacturing sectors
contribution to the Malaysian economy issignificantly increased by the implementation of
IR 4.0. It aims to increase the overall productivity
per person by 30% by 2035, also the economic
contribution from manufacturing sector also
shown tremendous growth and improve
Malaysia's ranking on the Global Innovation
Index from 35 to within the top 30.
High-Skilled Workforce: In order to support
advanced manufacturing technologies and tosustain economic growth a shift in enhancing theskills of the workforce is essential. This will resultin increasing the high skilled workers from 19 to
36 % by 2025 in Malaysia.
Innovation and Competitiveness: The IR 4.0
improved digital infrastructure, accessible data,
and funding support for research anddevelopment. Helped Malaysia to produce highquality products and services to remain on a
global scale competitiveness.
Support for SMEs: SMEs improve theirproductivity and integrate into the high-tech
manufacturing ecosystem with the support from
Ministry of International Trade and Industry(MITI).

Overall, the strategic implementation of IR 4.0 is
positioning Malaysia as a significant player in smart
manufacturing and high-tech industries, driving economic
growth and innovation across the country.

education kit” 2015 Procedia computer science, volume 76,
page 21-26, Elsevier.
12. W Faizura W Tarmizi, I Elamyazuthi, N Perumal, Ku
Nuhanim, MKA Ahamed Khan, S Parasuraman, AV
Nandedkar “ A Particle Swarm Optimization-PID controller of
a DC Servomotor for multi-fingered robot hand” 2016 2nd IEEE
International Symposium on Robotics and Manufacturing
Automation-IEEE Xplore page 1-6.

6. Conclusion
This paper has discussed the steps involved in bridging
the gap between IR 4.0 and an Industrial automation androbotics undergraduate engineering program. It also
gives the insight of curriculum development to narrow
the gap by considering the feedback from the industry
experts. To conclude the whole process significantly
helped a developing nation like Malaysia to build their
Robotic Road map to achieve economic growth andremain sustainable to meet the global challenges.

Authors Introduction
Dr. M. K. A. Ahamed Khan
He got his Power Electronics andDrives diploma from Germany, anda Diploma in Drives and Controls
from Korea. He obtained his PhD in
Robotics and Controls in the UnitedStates also his (PEng) USA and(CEng) in UK. He is a Senior
member in IEEE also IEEE RAS
Malaysia chapter past chairman. His
area of research is robotics and controls. He has won many
awards and published many papers in reputed journals andconference proceedings.

Acknowledgements
Our sincere appreciation goes to all the university
faculty members involved and also all the Industry
experts involved in Automation and Robotics
Technology and IR 4.0 for their valuable guidance andencouragement.

Dr. Mastaneh Mokayef
She obtained her PhD from UTM,
Malaysia in the area of wirelesscommunication. Currently attached
to UCSI and works as an AssistantProfessor in the Faculty ofEngineering. Her key research focus
is in the field of Antenna design andcellulur networks. She also holds
Chartered Engineer (C.Eng.) fromthe U.K and Young Scientists Global
distinguished Award from IEEE IAS.

References
1. Martin, F., Oberoi, P., Sargent, R., “The 6.270
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education by using virtual laboratory platform based industrial
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11. I Elamvazuthi Jeffery Law, Yedpal Singh, MKA Ahamed
Khan, S Parasuraman, M Balaji, M Chandrasekaran“Development of autonomous tennis ball retriever robot

Ts Amar Ridzuan Bin Abd Hamid
He is a lecturer in the faculty ofEngineering at UCSI, Malaysia andholds his ME degree from UPM,
Malaysia also a Diploma in post
graduate studies
from UCSI,
University.

Mr. MHD Amen Summakieh
He obtained his M.Eng.Sc. degreefrom MMU Malaysia. His researchinterests include antennas design andcellular networks.

228

Dr. Sew Sun Tiang

Dr. Wei Hong Lim

She received her PhD in Electricaland Electronic Engineering from
USM Malaysia. Her research areas
areantennadesignandcommunication networks and works
as an Assistant professor at UCSI,
Malaysia.

He
received
his
PhD
in
Computational Intelligence from
USM Malaysia. His areas ofresearchare optimization andartificial intelligence. Currently heworks as an Associate proessor at
UCSI, Malaysia.

Mr. M. Suresh

He completed his two Post
graduate degrees in Industrial
Engineering
and
Power
Electronics and Drives fromAnna University, Chennai,
India. He is a Life member in
ISTE, India. Currently he is the
HeadofElectricalandElectronics
Engineering
Department, Murugappa Polytech College, Chennai,
India. His research areas are Power electronics,
robotics and drives. He has guided more than 50
students projects and published more than 10
research papers. He has teaching experience of morethan 33 years.

229