HYBRID SKILLS TRAINING IN TECHNICAL COURSES: BETWEEN ELECTRONICS, AUTOMATION AND PROGRAMMING

Abstract

The development of hybrid skills in technical education has become a strategic challenge in the face of Industry 4.0 demands, which require professionals capable of integrating knowledge in electronics, automation, and programming. This article aims to analyze, based on recent literature, how interdisciplinary pedagogical practices, combined with active methodologies and digital technologies, can foster the development of such competencies. The research is qualitative in nature and uses literature review to discuss advances and barriers in technical-professional education, considering experiences with IoT kits, remote platforms, and mechatronic projects. The results indicate that the integration of theory and practice, when mediated by qualified teachers and supported by accessible technological environments, significantly contributes to overcoming curricular fragmentation and promoting computational thinking, student autonomy, and creativity. It is concluded that the consolidation of hybrid competencies requires curricular reorganization, ongoing teacher training, and the enhancement of interdisciplinary projects focused on real-world problem solving.