Conference Agenda

Regular outdoor experiences benefit children’s cognitive, social, and physical development. Yet many forest and nature childcare groups lack suitable, legally compliant, inclusive shelters. Repurposed construction trailers were not designed for education and often fail to meet ergonomic, accessibility, safety, and hygiene requirements. This case study presents a sustainable, mobile, accessible trailer for 24 children and two caregivers that reduces ergonomic strain, enables participation, and aligns with relevant standards.

The methodology combines digital human modelling and simulation (ema Work Designer) with VR-supported walkthroughs. Analyses address anthropometry, reach and movement sequences, postures, and routing. Expert VR reviews assess usability and safety, their feedback iteratively informs about the optimisation. The design framework integrates accessibility (turning spaces, ramps, clear door widths, handrails, contrast/orientation), ergonomics (furniture dimensions, reach and work heights), occupational safety, and sustainability and circularity (low-emission materials, disassembly, ventilation, summer heat protection).

Results indicate reduced musculoskeletal load and improved workflows through ergonomic layout and flexible furnishings. Accessibility is achievable in tight volumes via consistent planning of movement areas and weatherproof entries with redundant egress. Early alignment of normative and legal requirements with modelling and VR validation increases legal certainty, supports public accessibility, social sustainability and avoids rework.

Agricultural engineering studies in Spain date back to 1855, and their curricula include a broad range of engineering disciplines. Historically, only minor differences existed between degree programmes across universities until the implementation of the EHEA in 2007. In 2009, the minimum requirements that any bachelor’s degree should satisfy to claim the professional competences in Spain were established.

Since then, numerous bachelor’s programmes have emerged. This work analyses the structure of bachelor’s degrees in Spain that qualify graduates for the profession of Agricultural Engineer. It reviews 36 programmes across 29 universities with particular attention to rural construction competencies. In addition, a comparative assessment is made of the existing syllabi for different construction courses.

Although all programmes comply with the minimum ECTS distribution, significant disparities exist in the allocation of compulsory or elective credits. Notable disparities have been identified in the number of credits devoted to construction and structural design subjects. Significant differences also exist between universities regarding specialisations. Agricultural and Livestock Holdings and Food Industries are prevalent, while Mechanization and Rural Constructions are the least common. Additionally, about one‑third of the programmes hold international accreditation (e.g. EURACE), and some universities offer dual degrees.

Abstract. New and emerging technologies, such as digitalisation and artificial intelligence, are transforming food and forest systems. At the same time, sustainability requirements, the green transition, and the embeddedness of research, development and innovation (RDI) activities are shaping how these systems envolve. At the University of Helsinki, technological education is currently included in degree programmes of agricultural, forest, and food sciences. The Agrotechnology study track of the MSc programme in Agricultural Sciences is an established study track focusing on essential technologies for future agricultural production and the environment. In autumn 2026, a new MSc programme, ”Master's Programme in Technologies for Sustainable Use of Renewable Resources” (SustTech) will be launched. The new programme integrates expertise in both agri-food and forest technology, alongside business knowledge and management. The programme has a strong focus on sustainability, innovation, artificial intelligence, and various technological and digital solutions within the sector of renewable natural resources. In this presentation, we evaluate the connection between the constantly changing operating environment and the skill requirements of working life and research to the learning goals of the SustTech programme, utilising the experiences from the Agrotechnology study track development over the last decades.

The digital transformation of agriculture together with the growing impacts of climate change require substantial innovation in higher education curricula in the field of Agricultural Engineering. Universities are increasingly expected to prepare graduates with interdisciplinary competencies that combine technological expertise, sustainability awareness, and the ability to operate within digitally enabled agricultural systems.

This paper presents the development of a joint bachelor program Smart Farming and Resilient Food Systems created within the INVEST European University Alliance. The program aims to address emerging environmental and societal challenges by integrating the expertise and educational capacities of multiple European universities while establishing a harmonized curriculum framework. Particular emphasis is placed on smart farming technologies in crop and animal production and data-driven decision-making approaches that support climate-resilient food production systems.

The program also incorporates innovative pedagogical approaches, including interdisciplinary project work, hands-on approach, living lab and close collaboration with stakeholders from the agri-food sector. These methods are designed to strengthen systems thinking and problem-solving skills in complex agricultural contexts.

The initiative demonstrates how collaborative curriculum development can contribute to modernizing agricultural engineering education in response to global sustainability and digitalization challenges.

Italian Agricultural Engineering faces a significant structural crisis due to its historical academic placement within agricultural rather than engineering departments, which limits its technical visibility and interdisciplinary synergy. To address this misalignment, this paper proposes the Contamination Lab (C-Lab) initiative as a transformative archetype to reconnect the sector with core engineering and technological disciplines. We analyze the pilot Agroforestry Engineering C-Lab at the University of Udine, where multidisciplinary student teams from engineering, agronomy, and computer science collaborated to solve real-world industrial challenges using Design Thinking. Quantitative analysis reveals that academic maturity and high performance in traditional exams are strong predictors of success in these open-innovation environments. While immediate industrial innovation readiness varied, participating companies highly valued the co-creation process and unique talent scouting opportunities provided by the lab. The study concludes that the C-Lab functions as an essential “disciplinary bridge”, i.e. a Cross-Sectoral Innovation Driver facilitating the transition toward Biosystems Engineering while offering a scalable model for other international contexts. Formalizing these initiatives within accredited study paths is crucial to bridging the current gap between academic training and the evolving demands of the agrifood-tech sector.

Outcomes of ERABEE-TN (Education and Research in Biosystems Engineering in Europe - A Thematic Network) project were the degree study programs in Agricultural and Biosystems Engineering (ABE) established by the Universities of 20 EU member and candidate states: Belgium, Czech Republic, Denmark, Estonia, France, Germany, Ireland, Italy, Latvia, Lithuania, Netherlands, Norway, Poland, Portugal, Romania, Slovak Republic, Slovenia, Sweden, Spain, Turkey. A survey on ABE BSc and MSc curricula offered by the HEIs of EU member and candidate states in the academic year 2025-2026 was conducted, in order to measure the study load of the subjects related to Agricultural Engineering and Applied Agricultural Engineering. The results of this survey show that the HEIs of the majority (e.g. Czech Republic, Estonia, Italy, Latvia, Lithuania, Netherlands, Poland, Portugal, Romania, Slovak Republic, Sweden, Turkey) of the above 20 EU member and candidate states offer ABE curricula, including subjects related to Agricultural Engineering and Applied Agricultural Engineering as at least 30% of the total ECTS (European Credit Transfer System) study load. Instead, the HEIs of some other countries (e.g. Denmark, Finland, France, Norway) offer curricula including subjects related to Agricultural Engineering and Applied Agricultural Engineering as less than 30% of the total ECTS study load.

Addressing global workforce shortages in agricultural engineering requires pedagogical models that build strong technical capability while remaining accessible to diverse learners. UWA’s Agricultural Technology microcredential and proposed Graduate Certificate in Agricultural Engineering Innovation respond to this need through a digitally enabled, practice focused learning framework aligned with emerging AgTech skill requirements. Central to this approach is the 4-module 12-point Agricultural Technology microcredential (300 hours of study), which integrates virtual, simulation based and hands on learning to develop foundational competencies in software, hardware, mechanical systems and systems integration. Multimodal digital delivery elements include virtual coding laboratories, interactive worksheets and scenario-based simulations to guide learners through applied tasks in computer vision, data handling and actuator control. Podcast interviews with industry leaders further enhance engagement and offer authentic contemporary AgTech practice insights. A final systems integration module enables learners to synthesise knowledge by designing and demonstrating a functional weed control system. Early evaluation findings from 76 participants show recruitment from diverse professional sectors alongside positive feedback regarding increased AgTech understanding and improved career opportunity awareness. These initiatives illustrate how digital learning, flexible micro pathways and industry integrated pedagogy can strengthen workforce capability in agricultural engineering and support broader capacity building in emerging technologies.