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6 Conclusion to be taken after the Delphi

From the analysis of the questionnaires, it was found that the training and teaching in digital
and green manufacturing is seen as an urgent need, despite involving an effort both personal
and financial, on the part of companies. Given the lack of time for reskilling courses should be
given in a hybrid way, both online and presential and with short duration. When given physically,
most of the “workers” agreed that the training should be given inside the company, that is work-
based learning, with the involvement of teachers/trainers coming from training provider centres
or other institutions or universities, companies, in its design and delivery. If the courses are given
online, they can be given through platforms such as Microsoft teams and zoom, or using social
networks, to transmit/spread simple, important, and appealing contents, such as LinkedIn,
Facebook and even WhatsApp.

There are various challenges on teaching digital manufacturing through the use of technology in
education and training, being required, several skills for effective participation in the digital
manufacturing, green manufacturing, society and economy: 1 Basic functional digital skill enable
an individual to access and engage with digital technologies (including foundational skills to
operate and connect, visual literacy and psychomotor skills). 2 Generic digital skills enable an
individual to use digital technologies in meaningful and beneficial ways (including information
and data literacy, communication and collaboration, and skills for digital content creation). 3
Higher-level skills enable an individual to use digital technologies to empower and transform
(including the advanced skills, namely process simulation, process control.). Of course, that
these contents will vary according to the level of the trainees (white or blue worker, graduate,
or non-graduate) ranging from simulated. For white workers are online communications,
process simulation and digital publishing and managing files tool, while for the blue workers are
digital fabrication, simulation tools and digital logistics equipment tools. Nevertheless, the
results are quite similar for all competencies which sustains the hypothesis that all competencies
are necessary in the Digital Manufacturing industry.

In the area of digital and green manufacturing education, training and upskilling must be focused
on both improving the quality and the mode of teaching and allowing a continuous update and
share of information and of good practices in an area which is suffering rapid and continuous
changes. It is also important to enhance access to qualifications through micro credits, allowing
a more flexible and permeable systems and enabling the validation of non-formal (by micro-
learning) and informal learning; Micro-Learning system should facilitate the delivery of high-
quality teaching and must include as well learning outcomes, contact-time and autonomous
work and an assessment where microcredits can be obtained through the completion of each
microunit.

Digital transformation is one of the major trends that is affecting the economy and society. This
brings the transformation of business activities/functions; processes; models; ecosystems; asset
management; organisational culture; ecosystem and partnership models; as well as customer,
worker and partner approaches. As for the digital transformation of the EU industry, its
importance is highlighted under the digitisation of EU industry strategy and the established
digital innovation hubs under the digitising European industry initiative [4, 5].

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