**1. Introduction**

Technology is advancing at an extremely rapid pace, transforming societies, and reformulating all areas of education in the majority of the world, especially in the engineering field. Around a decade ago, the concept of "Industry 4.0" was proposed to summarize a set of industrial technologies from the fourth industrial revolution, linked to interconnected smart technologies, and evolving from the third (or digital) industrial revolution [1, 2]. Almost in parallel, the concept of "Society 5.0", in short: *a human-centered society that balances economic advancement with the resolution of social problems by a system that highly integrates cyberspace and physical space*, was proposed in Japan [3]. "Industry 5.0," the current

industrial revolution, has been also recently proposed [4, 5], and is a consequence of applying the technologies from Industry 4.0, and their diverse successors, to the Society 5.0 paradigm.

"Education 5.0" also benefits from these contemporary technological resources and aims at constructing Society 5.0, solving problems through value creation and quality education worldwide [6], in connection with the Sustainable Development Goals and the Agenda 2030 [7, 8]. Education 5.0 is bound to affect all educational levels and areas. In the engineering realm, the shift to innovative scenarios, which promote a continuously evolving engineering education, capable of adapting to these non-stop technological revolutions, is of special relevance.

Accordingly, the concept of "Engineering Education 5.0" has been also just proposed as an educational paradigm [9]. In short: *Engineering Education 5.0 transcends the development and application of technology and enters the realm of ethics and humanism, as key aspects of for a new generation of engineers. Ideally, engineers educated in this novel educational paradigm should be capable of leading and mentoring the approach to technological singularity, which has been defined as a future point in time at which technological growth becomes uncontrollable and irreversible leading to unpredictable impact on human civilization, while ensuring human rights and focusing on the construction of a more sustainable and equitable global society*.

Taking into consideration recent engineering education transformations with international impacts, like the Conceive, Design, Implement, Operate (CDIO) initiative [10], it is necessary to put forward the relevance of problem- and projectbased learning methodologies (PBL), which recreate the real professional life of engineers and train students for solving real-world challenges. Indeed, projectbased learning has helped to reformulate engineering education over the last decades, as it has been increasingly applied worldwide, as a fundamental methodology for shifting to student-centered engineering programmes.

To enlighten the transition from Industry 4.0 to Society 5.0, and from Engineering Education 4.0 to Engineering Education 5.0, project-based learning (PBL) methodologies should also evolve:

In terms of focus and topics selected for the PBL experiences, it is necessary to put forward the relevance of global challenges and to nurture a compromise for sustainability and ethical behaviour, while bringing students as close as possible to real multifaceted engineering problems. As regards connections with other educational methodologies, PBL and service learning (SL) are clearly bound to hybridization and may benefit from innovative approaches, like the use of flipped classroom, the promotion of gamification or the support of online resources and e-/b-/m-learning tools and methods. Complete PBL experiences will also synergize with and contribute to open-source engineering movements, like the "makers" movement, and will benefit from open software and hardware tools for increased educational equity.

Towards a successful construction of "Engineering Education 5.0", this chapter analyses and discusses trends in PBL methodologies, in connection with these new industrial and educational paradigms. Besides, basic guidelines for synergically implementing PBL experiences within engineering programmes oriented to Society 5.0 and pursuing a global promotion of students' professional outcomes are also presented. Finally, several types of innovative PBL are described, numerous topics for implementation, covering most engineering specialties and professional roles, are presented, and useful supporting resources for professors and students are summarized. The gathered proposals are based on the author's personal experience and views, on inspiring discussions with colleagues and a systematic search within the literature, as regards modern engineering education.

*Engineering Education 5.0: Strategies for a Successful Transformative Project-Based Learning DOI: http://dx.doi.org/10.5772/intechopen.102844*
