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Background: Medical simulation is relevant for training medical personnel in the delivery of medical and trauma care, with benefits including quantitative evaluation and increased patient safety through reduced need to train on patients., Methods: This paper presents a prototype medical simulator focusing on ocular and craniofacial trauma (OCF), for training in management of facial and upper airway injuries. It consists of a physical, electromechanical representation of head and neck structures, including the mandible, maxillary region, neck, orbit and peri-orbital regions to replicate different craniofacial traumas. Actuation and hydraulic systems are designed to control animatronic features and flow of simulated blood, tears, and cerebrospinal fluid., Results: Experimentally validated, the OCF simulator achieves structural and functional characteristics as close as possible to those of a human body., Conclusions: The OCF Simulator can be used as a stand-alone active simulator, it can be transported and used to train surgeons in simulated real-life scenarios., Clinical Trial Registration: The authors declare that this statement is not applicable since no clinical tests have been performed., (© 2025 The Author(s). The International Journal of Medical Robotics and Computer Assisted Surgery published by John Wiley & Sons Ltd.)

Integrating remote Internet of Things (IoT) laboratories into project-based learning (PBL) in higher education institutions (HEIs) while exploiting the approach of technology-enhanced learning (TEL) is a challenging yet pivotal endeavor. Our proposed approach enables students to interact with an IoT-equipped lab locally and remotely, thereby bridging theoretical knowledge with practical application, creating a more immersive, adaptable, and effective learning experience. This study underscores the significance of combining hardware, software, and coding skills in PBL, emphasizing how IoTRemoteLab (the remote lab we developed) supports a customized educational experience that promotes innovation and safety. Moreover, we explore the potential of IoTRemoteLab as a TEL, facilitating and supporting the understanding and definition of the requirements of remote learning. Furthermore, we demonstrate how we incorporate generative artificial intelligence into IoTRemoteLab's settings, enabling personalized recommendations for students leveraging the lab locally or remotely. Our approach serves as a model for educators and researchers aiming to equip students with essential skills for the digital age while addressing broader issues related to access, engagement, and sustainability in HEIs. The practical findings following an in-class experiment reinforce the value of IoTRemoteLab and its features in preparing students for future technological demands and fostering a more inclusive, safe, and effective educational environment.