A Pedagogical Framework Proposal for Next-Generation Power System Protection Education: A Case Study on Digital Twin integration at the Federal University of Itajubá in Brazil

Protection education based on the integration of Project-Based Learning (PBL) and Digital

Twin technology. Motivated by persistent gaps between traditional university training and the practical demands of modern Protection, Automation and Control (PAC) engineering, the proposed approach aims to enhance students’ technical competence, motivation, and readiness for professional practice.

The framework combines active learning principles, continuous learning, and selected project management concepts to structure student activities around realistic engineering projects. A

Digital Twin of a protection and substation environment is employed to enable hands-on interaction with numerical relays, protection functions, configuration tools, and operational scenarios that closely resemble industrial practice. Flipped classroom elements support this approach by shifting theoretical content acquisition to individual study, allowing in-class time to be devoted to problem solving, design decisions, and technical discussions.

The framework was implemented and evaluated through a formally registered extension course developed at the Federal University of Itajubá (UNIFEI), involving senior undergraduate electrical engineering students. Educational outcomes were assessed using both quantitative and qualitative methods. Quantitatively, the academic performance of students who completed the course was compared with that of peers who did not, based on grades obtained in the undergraduate Power System Protection discipline. Students who participated in the course achieved higher average scores in both individual assessments and final grades, indicating a positive association between the proposed framework and academic performance.

Qualitative evidence was collected through structured questionnaires administered before and after the course, using a five-point Likert scale to assess motivation, self-perceived competence, engagement, and professional preparedness. The results reveal a significant increase in students’ confidence in interpreting protection diagrams, applying protection concepts in practical scenarios, and using digital tools. Motivation to work on collaborative projects and interest in pursuing careers in power system protection also increased substantially. Students reported that the Digital Twin environment and project-based activities were key factors in facilitating learning and bridging the gap between theory and practice.

Overall, the results demonstrate that the proposed Digital Twin–supported pedagogical framework effectively enhances both measurable academic outcomes and broader educational dimensions such as motivation, engagement, and perceived professional readiness. The findings support the use of Digital Twins as powerful educational tools in Power System Protection, particularly in contexts where access to physical laboratories is limited. The paper concludes that this approach represents a promising direction for modernizing protection engineering education and lays the foundation for future extensions to automation, control, and communication-focused courses.