## 9 Conclusions  
This work presents a remote laboratory for motor control using the Basys 3 FPGA, a Raspberry Pi 5, a cloud management system, and a web platform. It enables students to upload and execute digital hardware designs from a distance. Through the platform, students can manage a DC motor, a servo motor, and a stepper motor and monitor their performance in real time via live streaming using the YouTube API. While the current emphasis is on motor control, the lab system can be expanded to accommodate other FPGA applications and tailored to different kinds of uses, thereby providing greater flexibility and remote learning opportunities. The research's structure and findings present an integral focus that combines technical development and empirical evaluation. The research hypotheses are implicitly approached by comparing the students' experiences and the remote lab's operative success, as seen in the survey analysis and result discussions. The practical analysis is aligned with the research's aims and objectives, which enable us to determine whether remote laboratories have a value with a significance that is equal to or complementary to in-site labs, promoting accessibility and ability acquisition, especially in the context of Education 4.0. The lab was initially created for use at the Autonomous University of Zacatecas in Mexico. However, its vision is to have a global impact by providing equitable access to technical learning resources and overcoming geographic and economic barriers. It incorporates emerging technologies like IoT and Cloud Computing to ensure an interactive and accessible educational experience. To validate the concept, a one-month pilot test was conducted with students with a bachelor's degree in robotics and mechatronics at the same university, and it focused on PLDs. Although it was designed for a bachelor's degree, the lab can be adapted to other subjects and programs, and it can even be used in high school-level institutions, not exclusively universities, enabling the platform for more institutions. A survey was conducted to evaluate student satisfaction with the platform, allowing us to gauge their likelihood of recommending it and gather their opinions. The feedback we received indicated a high overall satisfaction level and identified improvement areas. Participants generally agreed that the user experience on the platform needs optimization, particularly in terms of navigation, interface, and accessibility. This feedback is essential for guiding future updates and improvements to ensure that the platform not only meets current expectations but also adapts to the evolving needs of students. Additionally, we plan to develop more laboratories operating on the same platform that align with student recommendations. This expansion will provide a wider range of learning options and deliver a more comprehensive and accessible educational experience. Also, the efforts in this development were focused on digital signal applications, but remote labs have the potential to transform most engineering in-site labs into remote labs. In addition, adopting remote labs for teaching practical classes allows students to manage their time since they can practice 24/7 from anywhere they demand. Moreover, institutions have the opportunity to transform in-person teaching carriers into online teaching carriers without the lack of practical lab learning. Conceptualization, H.A.G.-O. and M.E.M.-R; methodology, S.I.-D. and M.E.M.-R.; software, F.G.-V., V.I.R.-A., and S.I.-D.; validation, S.I.-D., J.A.N.-P., and V.I.R.-A. ; formal analysis, H.A.G.-O., R.C.-M., and M.E.M.-R.; investigation, S.I.-D., F.G.-V., and G.O.-V.; resources, G.O.-V. and R.C.-M.; data curation, J.A.N.-P. and V.I.R.-A. ; writing-original draft preparation, H.A.G.-O. and F.G.-V.; writing-review and editing, H.A.G.-O., F.G.-V., and L.O.S.-S.; visualization, J.A.N.-P. and L.O.S.-S.; supervision, M.E.M.-R. and L.O.S.-S.; project administration, H.A.G.-O.