The 21^st century has witnessed a number of incredible changes ranging from the way of life and the technologies that emerged. Currently, we have entered a new paradigm shift called industry 4.0 where science fictions have become science facts, and technology fusion is the main driver. Therefore, ensuring that any advancement in technology reach and benefit all is the ideal opportunity for everyone. In this paper, disruptive technologies of industry 4.0 have been explored and quantified in terms of the number of their appearances in literature. This research mainly aimed at identifying industry 4.0 key technologies which have been ill-defined by previous researchers and to enlighten the required skills of industry 4.0. Comprehensive literature survey covering the field of engineering, production, and management from both academia and business was done from publication databases: Google scholar, ScienceDirect, Scopus, Sage, Taylor & Francis and Emerald insight. The results of the study show that 35 disruptive technologies were quantified and 13 key technologies: Internet of things, Big data, 3D printing, Cloud computing, Autonomous robots, Virtual and augmented reality, Cyber physical system, Artificial intelligence, Smart sensors, Simulation, Nanotechnology, Drones and Biotechnology were identified. Moreover, both technical and personal skills to be imparted into the human workforce for industry 4.0 were identified. The study reveals the need to investigate the capabilities and the readiness of some developing countries in adapting industry 4.0 in terms of the changes in the education systems and industrial manufacturing settings. In addition, the study proposes the need to address the ways for integration of industry 4.0 concepts into the current education system.

In this paper, a multirotor UAV platform based on the PX4 ecosystem was discussed, which in combination with the MATLAB Simulink programming environment enables utilization in various aspects of mechatronic engineering education. Extensive testing of the UAV platform control module was performed, in order to enable implementation in engineering education. In the design phase of the educational platform, take-off-the-shelf components were selected and tested, and airframe parts were manufactured using rapid prototyping technologies. The proposed educational platform with four rotors was presented and tested. The learning outcomes of the undergraduate mechatronics professional study program according to the Croatian Qualifications Framework and related to the considered platform are shown. A preliminary framework of laboratory exercises for the field of mechatronic systems control is investigated.

. In this paper, we introduce a series of definitions of generalized affine functions for vector-valued functions. We prove that our generalized affine functions have some similar properties with generalized convex functions. We present examples to show that our generalized affinenesses are different from one another, and also provide an example to show that our definition of presubaffinelikeness is non-trivial; presubaffinelikeness is the weakest generalized affineness introduced in this article. We work with optimization problems that are defined and taking values in linear topological spaces. We devote to the study of constraint qualifications, and derive some optimality conditions as well as a strong duality theorem. Our optimization problems have inequality constraints, equality constrains and abstract constraints; our inequality constraints are generalized convex functions and equality constraints are generalized affine functions.