An ISA95 Aligned Pedagogical Framework for Remote Process Automation in Chemical Engineering Education

• Piyapong Hunpinyo ^[1] ; Phavanee Narataruksa ^[1] ; Anawin Ampaipisut ^[1] ; Aknarin Nonbudsri ^[1] ; Chanchai Inthapattha ^[1] ; Chayut Chokkhanapitak ^[1] ; Kittinun Kanchanathanaseth ^[1] ; Nattapat Sangthong ^[1] ; Puri Petiraksakul ^[1] ; Apichart Meechai ^[2] ; Patcharapon Saranuttee ^[2] ; Atitaya Naknon ^[3]
  1. [1] King Mongkut’s University of Technology North Bangkok, Thailand
  2. [2] Phra Nakhon Energy Company, Thailand
  3. [3] Business Services Alliance Co., Thailand

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 103, Nº 3, 2026
• Idioma: inglés
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  • Industry 4.0 has revolutionized how pedagogical frameworks should seamlessly integrate with the rapid advancements of modern tools, creativity, and the innovative competencies of young scholars. A core responsibility of the Chemical Engineering curriculum at King Mongkut’s University of Technology North Bangkok (KMUTNB) is the continuous evaluation of Accreditation Board for Engineering and Technology (ABET) accreditation standards. In the new normal, emerging technologies such as the Industrial Internet of Things (IIoT), programmable logic controller (PLC), and edge/cloud connectivity have been integrated into chemical engineering unit operations. This unified and comprehensive approach aims to deliver a pedagogically sound and trustworthy learning experience for undergraduate students. Our initial effort materialized in the form of a modernized gas absorption skid, utilizing interactive learning with digital technology-driven frameworks to develop a smart, resilient pedagogical system aligned with the International Society of Automation (ISA95) framework. This skid leverages the automation pyramid, allowing students to become familiar with a range of technologies-including Hardware-in-Loop (HiL), Software-in-Loop (SiL), and views of things networking-that work together in both real-time monitoring and control across networked “things”. We believe that these innovative learning strategies will prepare students to be familiar with digital assets. A three-level modular hierarchy has been implemented to support digital data integration, managing processes and equipment for seamless communication across facilitator and learner sites. Each level contributes uniquely to student learning outcomes: (i) Level 0: introduction to field apparatus on the shop floor, (ii) Level 1: demonstration of ladder logic programming, configuration, and the integration of field devices with field controllers (e.g., PLC and Human-Machine Interface (HMI) systems) and be familiar with piping and instrumentation diagrams (P&IDs), and (iii) Level 2: utilization of remote computing resources for advanced data processing, storage, and analytics, enabling real-time monitoring and control from centralized locations. Eventually, student and alumni’s feedback highlighted a positive learning experience and underscored the value of continuous quality improvement (CQI) based on pre- and postcourse surveys and interviews.