## 2 Scientific Background. Related Works  
Based on scientific literature, the following findings based on the development of remote laboratories in the field of engineering education deserve special attention. In 2014 the Institute of Information Engineering, Automation, and Mathematics, STU, in Bratislava [11], presented a remote laboratory to be used in process control courses. The remote experience allows interaction with three thermal plants, a magnetic levitation plant, and a hydraulic tank system. The same year, the Chiba Institute of Technology [12], implemented a remote laboratory that controls by pulse-width modulation (PWM) a direct current (DC) motor and measures the voltage of a single-phase alternator. The student needs only a web browser to access the remote laboratory, and it is available to be run in laptop, smartphone, or tablet. A more ambitious project was carried out by the University of Padova in 2015 in collaboration with industry [13]. They implemented a remote refrigeration laboratory running under the LabVIEW(r) environment, and the real physical plant was located at an industrial site. The real physical plant has a vapor compression cycle (VCC), and the system has four main components: evaporator, compressor, condenser, and expansion device. In an attempt to join education and inclusion, ITMO University of Saint Petersburg implemented a remote laboratory which allowed students with special education needs to gain knowledge in electrical engineering and electronics, control theory and systems identification [14]. In that work, the developed laboratory setup included DC motor monitoring and control. Students accessed the remote lab using LabVIEW(r) remote panels through a common web browser. More recently, in 2020, Slovak University of Technology in Bratislava described a remote laboratory in the area of control engineering [15]. This remote laboratory consists of three tank-based plants and applies the principles of nonlinear systems. The user interface is based on MATLAB(r), the obtained data are transmitted to the client via WebSockets, and students access the remote lab via Modular Object-Oriented Dynamic Learning Environment (Moodle) (from Australia). All above-described remote laboratories have been developed by single universities, without any other participating entity, except in the case of [PERSON] et al. (2015) [13] which included industrial collaboration. The first example of remote laboratory network found in the scientific literature is [PERSON] et al. (2020) [16], where the Spanish National University for Distance Education (UNED), the German Jordanian University, and the Princess Sumaya University for Technology (PSUT) implemented a cooperative remote laboratories network. The network is built over four remote laboratories based on renewable energies: a wind and photovoltaics power trainer, where students learn the characteristics of solar photovoltaic panels and wind power generators (windmill, electric fan, solar photovoltaic panel, anemometer, temperature sensor, and load box). Students access via Moodle as a learning management system (LMS) to interact with the remote laboratory. More recently, Northern Illinois University and the University of Illinois at Chicago developed in 2022 a virtual laboratory that controls a microgrid with renewable energy sources [17]. The laboratory simulations are performed in MATLAB/Simulink and LabVIEW(r). The virtual laboratory is composed of different experimental devices: a solar tracking system, a wind turbine, and an energy storage system. Also in 2022, a remote laboratory based on an experimental robotics course was implemented using digital twin (DT) technology, IoT technology, and the adopted analysis, design, development, implementation, and evaluation (ADDIE) teaching method. The physical plant includes an ABB IRB120 robot, and students use RobotStudio software to program and debug the robot [18].