Preliminary Results of the Evaluation of INSPIRA, a Training of Trainers and Andragogical Proposal for Industry 5.0 Academic Article in Scopus uri icon

abstract

  • This study preliminary evaluates the effectiveness of INSPIRA (Inspiration, Nourishment, Significance, Practice, Integration, Real Challenges, and Advice), an andragogic model developed by the Vice-Rectory of Continuing Education (VCE) at Tecnologico de Monterrey in Mexico to enhance facilitator competencies within the evolving framework of Industry 5.0. Implemented in 2016, INSPIRA aims to improve the skills of continuous education (CE) facilitators; however, its impact has not been assessed from their perspective until now. In the first stage, we explain how a training of trainers (ToT) program can impact Industry 5.0. Afterward, we describe previous ToT programs and their characteristics. Next, we describe the INSPIRA program and present preliminary results of its assessment. This research involved 158 facilitators in a survey and 16 in focus groups. Findings reveal that while INSPIRA effectively enhances knowledge application and teaching, it faces challenges in addressing 'Real Challenges' and 'Advice,' potentially due to diverse organizational contexts. The study also notes that while INSPIRA contributes to facilitator competency, it could better address aspects of work satisfaction. Feedback indicated a need for more tailored workshops and coordinator support. Facilitators value the structure and clarity INSPIRA brings to teaching, suggesting further customization for different program formats (online vs. in-person) and evidence of INSPIRA's organizational impact. Quantitative analysis showed that 60% of facilitators believe INSPIRA positively affects teaching dynamism and content clarity. This study emphasizes the importance of aligning educational strategies with Industry 5.0's human-centric and resilient training needs, recommending INSPIRA enhancements to meet facilitators' and organizations' evolving requirements in continuous education. © 2025 IEEE.

publication date

  • January 1, 2025