In a landscape of continuous digital transformation, mechanical engineers and designers must adapt to new computer-aided design (CAD) and product lifecycle management (PLM) environments. These transitions demand more than just mastering new tools; they entail substantial changes to design methodologies, collaborative practices, and daily engineering routines. For experienced professionals, whose expertise is often rooted in legacy systems and established workflows, this change represents a substantial cognitive and operational challenge, especially when embedded within ongoing project work and distributed teams.

To address these challenges, the company ARTECH has developed a hybrid training model designed to support the upskilling of experienced engineering staff during software migration. This combines structured live instruction with autonomous digital learning modules to balance pedagogical depth with operational flexibility. Rather than providing generic tool instruction, the model incorporates technical learning into real industrial use cases.

Training is delivered in a blended format, combining synchronous, trainer-led sessions with asynchronous, self-paced modules. This structure encourages a daily routine of guided learning, followed by personal consolidation. Sessions are conducted entirely online via conferencing platforms that support interactive demonstrations, discussions, and real-time Q&As. This format supports the post-pandemic reality of remote and hybrid working, enabling learners from different sites, often with different products and roles, to join from their regular workstations.

The synchronous sessions emphasize active and experiential learning. They use demonstrations and guided exercises with an inductive approach to connect new concepts with learners’ prior experience. This approach includes references to the legacy systems being replaced. The asynchronous phase takes place on a dedicated self-learning platform provided by the software vendor. Learners are given curated links to instructional videos, downloadable part files, step-by-step tutorials, and quizzes with automated feedback. These quizzes reinforce learning and help identify misunderstandings in real time. Trainers are available throughout the asynchronous sessions to provide support while maintaining learner autonomy.

According to feedback from participants and managers, there were high levels of engagement, increased autonomy, and improved readiness to use the software in daily work. The format accommodated varying skill levels and professional needs. Trainer observations confirmed the model’s flexibility and its ability to incorporate feedback iteratively across cohorts. Some challenges, such as digital fatigue and varying baseline knowledge, were addressed through adjustments to the pace and supplemental materials.

The model is grounded in experiential learning and active pedagogy. It has proven effective not only for CAD/PLM migration but also as a transferable strategy for technology adoption in industrial engineering. Its modular, learner-centered structure can be easily adapted to other software systems, continuous training programs, and international contexts. By combining a pedagogical structure with practical relevance, this approach transforms technical change into a meaningful opportunity for professional skill development and organizational growth.

Keywords: Blended Learning, Software Migration, Computer-Aided Design (CAD), Product Lifecycle Management (PLM), Experiential Learning, Professional Upskilling.