In the teaching-learning process, the best strategies are always sought to ensure long-term learning success for students. For the Cyber-Physical Systems Design course, activities have been created that expose students to highly realistic scenarios. This course involves students proposing a transformation from a traditional workstation design to a Workstation 4.0, integrating Industry 4.0 elements to increase productivity, quality, and efficiency. It is important that ethic and sustainability considerations will be included in the workstation proposal. To achieve these objectives, students are exposed to four learning scenarios that we have identified as positively impacting the acquisition of competencies and skills necessary for an industrial engineer.

The first scenario is a guided industrial visit to a company that has implemented Industry 4.0 technology, where students can observe the operation of cobots, cloud data transmission, automation, etc. The second scenario involves the use of specialized software for workstation design, such as Factory CAD for virtual workspace representation, Jack simulation for evaluating ergonomic aspects of the operator, and RULA (Rapid Upper Limb Assessment), REBA (Rapid Entire Body Assessmen), and OWAS (Ovako Working Analysis System) assessing the operator's postural load.

The third environment is hands-on experience in physical laboratories where students can interact with Industry 4.0 technology. This takes place in our physical lab, one of which is called CP LAB (Cyber physical Laboratory) of Festo Company Learning Experience, consisting of four workstations. Here, students have direct interaction using the FESTO Didactic AR application on their mobile devices to access cloud-based information and visualize some parameters of the workstation using augmented reality. This includes 4.0 technology, RFID (Radio Frequency), IoT (Internet of Things), allowing students to familiarize themselves with automation. The second physical laboratory, called MOSTLA (meaning "tomorrow"), houses emerging educational technologies such as Augmented Reality, Virtual Reality, 3D Printing, and Blockchain. In this lab, students experience these technologies firsthand.

Finally, the fourth learning environment is the physical prototyping of the workstation, where students collaboratively recreate the workstation. They designed the workplace using simulation software. They integrate the technology experienced in the labs by constructing parts using 3D printing, programming with Arduino, and including sensors to simulate a real workstation.

The four learning environments were evaluated to determine which have the most significant impact on learning. Including advantages and limitations of all of the scenarios. The students rated the impact that each of the four learning tools had with an average greater than 83/100.

These results contribute to continuing to use these learning tools to achieve experiential experiences in students beyond traditional teaching.

Keywords: Technology, education, industrial engineering, learning tools.