As part of a special visit to the Faculty of Engineering, Dr. Imre Horváth, Professor Emeritus at Delft University of Technology, delivered a series of thought-provoking lectures on the rapid evolution of cyber-physical systems and their growing influence on everyday life and industrial applications. We sat down with him to discuss the future of technological innovation, the expanding role of artificial intelligence, and how engineering education must evolve to keep pace.
Cyber-physical systems have undergone remarkable transformations and are increasingly embedded in our lives—from industrial automation to smart homes. How do you envision their development over the next decade?
We're witnessing a convergence of multiple scientific disciplines in developing these systems, making them more complex, intelligent, and socially aware. The hype surrounding artificial intelligence is not just a trend—it serves as a vital catalyst, helping to enhance the problem-solving capabilities of cyber-physical systems. These systems will soon possess decision-making and reasoning abilities and will become deeply integrated into daily life, adapting to individual needs in areas such as healthcare, mobility, and personal well-being.
How prepared are industry and society to integrate these systems into daily life and work environments?
We're not looking at a sudden, disruptive shift but a gradual integration process. Industry is largely prepared—companies are continually developing new technologies, increasing automation, and delegating decision-making tasks to intelligent algorithms. Society, however, presents a more complex picture. While some will quickly adapt to these fast-emerging technologies, others may lag or be left out entirely—potentially leading to greater social tensions or inequality. That's why education has a critical role: it must prepare developers, end-users, and the general public for the profound technological and social changes ahead.
Are there technologies we currently consider science fiction that you believe could become reality in the next 10–20 years?
Absolutely. Human-machine collaboration is entering new territory with the advent of self-learning and self-repairing systems. One of the most exciting directions is the creation of intelligent, autonomous systems capable of solving complex real-world problems. A current limitation of AI technologies is their lack of physical embodiment—they exist mainly as software running on digital platforms. But this is changing. Active research is being conducted in fields like humanoid robotics and soft robotics. We already have sensor devices, implants, and neural control technologies that enhance human capabilities, compensate for disabilities, and enable synergistic collaboration. This takes us straight into the conceptual domain of cyborgs.
"Cyborg" comes from "cybernetic organism" and refers to entities where human organs are mergedwith physical actuators—hardware, software, and cyber components. How do we categorize them today?
Currently, we distinguish three main categories:
1. Augmented humans are enhanced with implants or prosthetics that extend their natural capabilities.
2. Coexistent robotic cyborgs, which learn human behaviors and can provide autonomous assistance in daily activities—for example, elder care.
3. Agent-type cyborgs perform personalized tasks, make predictive decisions, and handle administrative functions—such as ordering products based on user interaction.
What challenges does this rapid pace of innovation pose for education?
If AI starts solving the most intellectually demanding problems for us, there's a risk that people may become less engaged in critical or creative thinking. Education, therefore, must go beyond simple knowledge transfer. It must teach students how to collaborate with these advanced systems and encourage intuitive thinking that transcends machine capabilities.
What is the secret behind Delft University of Technology's success in this field? And what could Hungary emphasize more?
At Delft, we put strong emphasis on out-of-the-box thinking. Open discussions and debates are frequent, and everyone's perspective is given consideration. Faculty are encouraged to participate actively, and students are expected to absorb knowledge, critically evaluate it, and develop innovative solutions. We also teach interdisciplinary themes rather than isolated subjects, and the curriculum is regularly revised to meet rapidly changing societal needs.
What advice would you give to young people considering a career in engineering?
Three things come to mind:
1. Think holistically – Don't just focus on individual parts of a problem; understand the bigger picture and the connections between systems.
2. Embrace modern technology – Learn to understand, accept, and work with it.
3. Engage in dialogue – Solving significant technological challenges requires open, critical, and informed societal discussion. These skills must be cultivated from an early age.
Where do you see Hungarian engineering education excelling?
While I don't claim a complete view of the system, I've observed a high level of innovation and openness, particularly in the field of mechatronics. That's one reason I joined the Mechatronics Subcommittee of the Hungarian Academy of Sciences—to contribute through my design, systems thinking, and knowledge integration expertise.
Hungarian universities must produce professionals like the ones I've met at the Faculty of Engineering in Debrecen—ambitious, forward-thinking, critically minded, and open to innovation. I'm convinced that stepping onto the international stage is vital. To do so, we must consciously cultivate competencies, expand professional networks, and foster long-term international collaborations. Events like the IEE 2025 Conference, hosted by the Faculty, are excellent platforms for this. As a workshop tutor and keynote speaker, I addressed the role of cyber-physical systems, the cognitive, legal, and ethical dimensions of AI, and the transformative mindset required in modern engineering education.
If you had to highlight one professional achievement, what would it be?
Personally, I take incredible pride in establishing myself professionally at Delft. In terms of intellectual contribution, I would point to my work on symperasmology—a proposed framework for understanding and utilizing synthetic knowledge generated by intelligent systems. I hope to further develop this area, and perhaps, one day, it will be the field I'm most remembered for.