Building a curriculum for ICPS-oriented professionals generates teaching and learning challenges in a multidisciplinary and cultural engineering setting. The challenges to understand the digital transformation migrating traditional industrial eco-systems into ICPS are hard to grasp not only for experts and practitioners but even more for students. A wide range of skills, knowledge, and competencies is required to understand, deal with, and even more, build up such ICPS. Since it is an evolving field, its knowledge base is constantly evolving and therefore changing. As a consequence, lecturers in this field have to constantly update their knowledge base.
To configure an entire curriculum on Industrial Cyber-Physical Systems, it needs to be designed with its didactical, social, technological and business implications in mind, including the structural, functional and organizational interdependencies between the cyber and the physical aspects, as well as the integration of the human in the eco-system. This interdependence is more evident if the “Digitalization process” is formally performed following a standardized Industrial Digitalization Framework. In this context, we describe in this chapter a bachelor level curriculum based on the recommendations from the Institute of Apprenticeships & Technical Education (UK), then a master level curriculum using the RAMI 4.0 specifications as a formal basis for teaching and learning ICPS.