The rapid and relentless pace of technological advancement over recent years has had a profound impact on the realm of education. This dynamic transformation has paved the way for a host of new possibilities and innovations that are reshaping the educational landscape. One of the most noteworthy developments within this technological revolution is the advent of virtual and augmented realities. These immersive technologies have become pivotal in shaping the evolution of educational tools and systems across universities worldwide. For examples of this phenomenon, one can refer to recent works such as Sandyk et al. (2023) and Kontio et al. (2023). The "JENII project" is an example of initiative in the sphere of immersive education, which is being spearheaded by the Arts et Metiers Institute of Technology. This project is set on a course to revolutionize engineering education by designing a suite of immersive and interactive digital twins. While Engineering Learning Workplaces are not physically present, the immersion enabled by the technology, when coupled with a machine's digital twin, closely replicates the genuine interaction an engineering student would encounter in an industrial environment. Thus, within the framework of the Conceive-Design-Implement-Operate (CDIO) approach, these immersive digital twins are envisioned as virtual counterparts to the workplaces described in Standard 6. However, immersive digital twins are not static; instead, they offer the prospect of continuous optimization to provide engineering students with a dynamic learning experience. A important attribute of these digital twins is their potential to catalyze Active Learning, a fundamental component of CDIO (Standard 8). They offer students unfettered access to a set of realistic exercises, during both classroom sessions and independent study. These exercises are meticulously designed to simulate actions that students would undertake on actual machines, fostering a hands-on learning environment. What sets these digital twins apart is their ability to allow students to repeat exercises as many times as needed, replicating real-world scenarios. This affords a unique opportunity for students to refine their skills and gain mastery over complex engineering tasks.
