Industrial Robotics and Adaptive Control Systems in STEM Education: Systematic Review of Technology Transfer from Industry to Classroom and Competency Development Framework

The Fourth Industrial Revolution reshapes manufacturing and workforce demands, yet a persistent gap remains between industry needs and engineering education. While proficiency in industrial robotics, adaptive control, and automation becomes critical, traditional education struggles to bridge the theory–practice divide. This systematic review examines technology transfer from factory to classroom to develop authentic Industry 4.0 competencies. Following PRISMA 2020 guidelines, we synthesized 52 empirical studies (2019–2025) focusing on technology complexity, pedagogical approaches, and learning outcomes. Random-effects meta-analysis of 12 representative studies reveals large positive effects: Hedges’ g of 0.786 (95% CI: 0.726–0.846, p < 0.001) with homogeneous effects (I2 = 0.00%, p = 0.464), indicating robust generalizability. However, critical gaps emerged: only 7.7% employ actual industrial manipulators versus educational kits, adaptive control pedagogy remains limited, and fault-tolerant systems teaching receives minimal attention. Technology complexity analysis reveals clear progression from educational kits through semi-industrial platforms to industrial systems, with significant differential effects on transferable skills (r = 0.68, p < 0.001). This study proposes the ARC Framework integrating technology taxonomy, competency progression, pedagogical strategies, and assessment rubrics. Cost–effectiveness analysis demonstrates remote labs optimize impact-per-investment ratios ($45 vs. $280 per student), providing an evidence-based framework for technology transfer in engineering education.