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The integration of practical, laboratory‐based training in STEM education is of paramount importance. However, traditional methods may prove inadequate in addressing the evolving demands of Industry 4.0. The CrossLab project represents a transformative approach, whereby a modular, interdisciplinary, and cross‐institutional digital laboratory environment is created. This initiative enhances the flexibility, scalability, and collaborative potential of laboratory experiences, thereby equipping students with essential skills in digital literacy, data analysis, and interdisciplinary collaboration. The CrossLab framework represents a novel approach that effectively integrates traditional and digital methods, thereby preparing students for the complexities of Industry 4.0. [ABSTRACT FROM AUTHOR]

The rapid technological advances of Industry 4.0 require Science, Technology, Engineering, Mathematics (STEM) education to adapt and meet the needs of an increasingly digital workforce. However, institutions face significant obstacles in updating their lab spaces due to the significant investment of time and resources required. This article presents innovative approaches that aim to reconcile these conflicting goals. Flexible laboratory configuration approaches are described that can be implemented in diverse learning scenarios to optimize the sustainable use of resources in an educational context. The results suggest that, with strategic planning, adaptable STEM laboratory configurations are beneficial for education in the context of Industry 4.0. [ABSTRACT FROM AUTHOR]

Laboratory courses are key to science, technology, engineering, and mathematics (STEM) programs in higher education, but often lack the flexibility for distance learning and inclusiveness for all students. To address these challenges, TU Bergakademie Freiberg introduced remote laboratories not only for international degree programs and the "Disti4Study" application, which provides interactive visualization of industrial thermal separation processes. This paper focuses on the development and didactic challenges associated with the "Continuous Distillation Laboratory". It illustrates how rethinking the technical and didactic frameworks of traditional laboratories can align with new learning objectives, such as those related to Industry 4.0, including the Internet of Things and data management. [ABSTRACT FROM AUTHOR]

Considerable evidence links the "Big Five" personality traits (neuroticism, extroversion, conscientiousness, agreeableness, and openness) with depression. However, potential mediating and moderating factors are less well understood. We utilized data from a cross-sectional survey of 3065 German-speaking adults from the D-A-CH region to estimate multivariable-adjusted odds ratios and 95% confidence intervalsbetween personality traits and lifetime prevalence of depression (overall and stratified by sex and age). We further explored proportions mediated by psychosocial factors optimism, empathy, perspective-taking, work–life balance, and interpersonal trust. High levels of neuroticism were associated with more than two-fold higher odds of depression, whereas higher levels of conscientiousness were associated with approximately 30% lower odds of depression. The association with neuroticism persisted in all investigated subgroups; apparently, stronger associations for females and participants aged ≥60 years did not correspond to statistically significant interactions. Overall and across all strata, the association of neuroticism with depression appeared to be mediated in part by the considered psychosocial factors; optimism explained the largest proportion of the association. Our results provide empirical evidence for the dynamic predisposition model. Further investigations of these relationships are warranted in longitudinal data with more precise outcome assessments. [ABSTRACT FROM AUTHOR]