International Scientific Journals
of Scientific Technical Union of Mechanical Engineering "Industry 4.0"

The basic prerequisite for trouble-free assembly of moving structures is that the assembled structure has as many degrees of freedom as its function requires. In practice, we often encounter cases of statically overdetermined pairs. Designers often use them to increase the rigidity of products. This article describes a way to mitigate the consequences of problematic assembly in sliding pairs, which are often statically overdetermined. The article also addresses an important problem in assembly, which is repeated assembly accuracy, especially when designing assembly lines and automated and robotic systems.

The transition toward distance and blended learning in engineering education has exposed a persistent gap in the delivery of practically oriented courses, particularly in the field of CNC programming, where hands on interaction with machine tools is traditionally considered essential for developing professional competence. This paper addresses the lack of practical training in CNC programming within distance and blended learning formats and presents a proposed solution based on the establishment of a dedicated classroom equipped with CNC milling routers and online camera access, supplemented by multimedia teaching tools and a web portal for remote interaction and assessment. The proposed approach is positioned relative to three established families of methods for supporting practical CNC education, CNC simulation software, extended reality (XR) environments, and router based teaching machines for CAM courses with the aim of identifying the relative advantages and limitations of each approach in terms of educational value, cost, scalability, and fidelity to real machining conditions. Particular attention is given to the integration of multi layer automated evaluation mechanisms that support objective, efficient, and immediate feedback on student performance in CNC programming tasks. The presented concept is explicitly framed as a design stage proposal and contributes to the modernization of higher education in computer aided manufacturing technologies, providing a structured basis for subsequent pilot implementations and empirical evaluation in technically oriented study programs.

University-level instruction in technically oriented subjects requires effective and illustrative tools for visualizing complex manufacturing processes. Academic staff in engineering disciplines generally possess solid knowledge and experience in using CAD systems for geometric modeling, which are a core component of modern technical education. However, the use of graphical systems for creating animations remains underutilized in many curricula. This paper presents an approach that builds on existing CAD models, created in widely used engineering software (e.g., SolidWorks or Inventor), and transforms them into professional multimedia teaching aids using the opensource software Blender. Using the example of cold drawing of seamless tubes, the complete process is demonstrated — from model creation and export to the animation of material deformation. Once a 3D model has been developed, only a small step is required to create a visually compelling and pedagogically valuable animation. Such multimedia outputs enhance the educational process, make the learning experience more attractive and engaging for students, and facilitate deeper understanding of complex technological phenomena. The article concludes with methodological recommendations for university educators on how to effectively integrate multimedia tools into engineering education with minimal additional effort.