Training in Digital Energy: Insights, Methodologies and Solutions

These changes affect not only the education of future engineers but also the retraining of experienced specialists, making traditional educational approaches increasingly insufficient.

This paper presents the results of comprehensive research and practical implementation aimed at developing an integrated training model for specialists working with digital substations.

The study is based on long-term practical experience in training protection, automation, and control specialists, combined with a systematic analysis of current educational practices. Over a fifteen-year period, training activities were conducted for engineers and technical specialists from multiple regions, including Eastern Europe, North America, and other international markets. In parallel, a research study was carried out involving the analysis of 112 educational programs, as well as surveys of academic staff and representatives of power companies operating digital substations.

The results demonstrate a persistent gap between industry requirements and the competencies formed through existing educational programs. The majority of graduates lack practical skills relevant to digital substations, while a significant share of active professionals also require additional training. This situation leads to extended adaptation periods for new employees and increased training costs for utilities. The research identified key contributing factors, including insufficient integration of digital substation technologies into curricula, limited practical training, lack of timely content updates, and inadequate preparation of teaching staff for emerging technologies. Based on these findings, the paper proposes a comprehensive, practice-oriented training model that integrates structured educational programs, modern laboratory infrastructure, systematic teacher training, and digital learning tools. Particular attention is given to combining face-toface and remote learning formats, including the use of online educational platforms and remote access to real laboratory equipment.

The proposed model was validated through pilot implementations in different educational contexts, demonstrating its effectiveness and adaptability. The results indicate that the approach can be applied across various levels of professional education and adapted to different national and institutional frameworks. The presented findings contribute to the development of sustainable training systems capable of supporting the global digital transformation of the power sector.