Information magazine of the Department of Industrial Engineering
Università di Trento
Information magazine of the Department of Industrial Engineering
Università di Trento
Flexibility, soft skills, and student-centered education: the DII opens a collective reflection on teaching
With the participation of faculty members, student representatives, professionals, and the Trentino economic system, the Department of Industrial Engineering (DII) has launched an open and concrete reflection on teaching—its challenges and its promises. This was done through a full day dedicated entirely to education—not as a self-congratulatory event, but as a space for listening, discussion, and rethinking.
The driving force behind the initiative was a shared belief: universities must go beyond merely transmitting knowledge—they must guide students toward a professional future that meets both their expectations and the demands of the production system.
After the opening remarks by the Department Director, Prof. Alessandro Pegoretti, Prof. Daniele Fontanelli, Delegate for Teaching, outlined the current educational offerings. While enrolled students express a good level of satisfaction, significant issues have emerged—particularly in master’s programs: declining enrollment and challenges to sustainability.
Ongoing initiatives include a revision of the Mechatronics Engineering program, a reconsideration of the hourly workload per credit, and a strengthening of innovative teaching methods.
In his talk, Prof. Massimiliano Barolo, professor at the University of Padua and expert in innovative teaching, emphasized that industrial engineering can no longer rely solely on the transmission of formulas. Today, students must be equipped to solve real-world problems, work in teams, and handle uncertainty and complexity. Interdisciplinary labs, real projects, and collaborative experiences are the way forward.
However, innovation is not only about changing content. The Vice-Rector for Teaching at the University of Trento, Prof. Paola Venuti, strongly emphasized the need to create human, motivational learning environments. The university, she said, must also respond to psychological distress by offering tools to navigate, feel welcomed, and regain confidence.
Bringing the voice of the economic world were:
While solid technical skills remain essential, the true differentiators today are soft skills: statistics, data analysis, goal-oriented work, and effective communication. The recurring sentiment: “We no longer look for just technicians, but for people who can navigate complexity.”
Actively involved in the day, students expressed appreciation for the bachelor’s program and the organization of tutoring services. However, the transition to the master’s program is seen as critical: pathways are often perceived as too theoretical, insufficiently connected to the real world, with a clear need for greater specialization and practicality.
Departmental data confirms this: many students choose not to continue at the University of Trento after the third year. The reasons? Rigid study plans, admission barriers (credits, minimum GPA, English level), and education perceived as too abstract.
A telling example: declining interest in robotics and electronics in the Mechatronics degree, possibly due to excessive rigidity in the curriculum.
The Department of Industrial Engineering is in a unique position: it offers only one bachelor’s program—an unusual choice at the national level, and distinct from DICAM and DISI tracks. Moreover, the department needs to improve its communication approach. In an increasingly competitive academic environment, it’s no longer enough to say what is offered—we must start with the audience: what are high school students’ expectations? What do out-of-province students need? These are the people we must learn to speak to.
Curriculum restructuring and teaching innovation must also become more central. As a first step, an internal survey among faculty is planned to map existing innovative teaching practices in order to recognize and disseminate them.
The day concluded with a clear message: the challenges identified must now lead to concrete actions. If the future of engineering begins in the classroom, it’s time to design those classrooms around their occupants—with flexibility, openness, empathy, and competence. Most importantly, with a shared and forward-looking vision.
