The task of engineering education today is the same as it was 80 years ago: to prepare students to meet the high competency requirements of competitive industrial companies in the labour market worldwide. During and after World War II (WWII), scientific and industrial activities focused on atomic and radar technologies presented a serious engineering challenge. In recent days, the development of Cyber-Physical Systems (CPS) applications has given the most exciting engineering systems design opportunities that tightly integrate physical processes with artificial intelligence (AI) supported computational algorithms, networked sensors, and synchronously operating actuators. They leverage sophisticated algorithms and real-time data analysis to monitor and control physical processes, creating a seamless interaction between the digital and physical worlds. Given the success of state-of-the-art engineering R&D in the XXI century requires understanding paradigm-driven disciplines, such as AI-supported solutions, the exploitation of synthetic systems knowledge, and the synergy among different engineering activities carried out with motivated domestic and international students of technical courses.

The Axiom Space 21-day space flight of Shubhanshu Shukla, Peggy Whitson, Sławosz Uznański-Wiśniewski, and Tibor Kupa, Hungary's second astronaut, has attracted considerable public interest, drawing attention to the importance of engineering innovation and education related to space, the Moon and beyond. The synergy indicated in the title focuses on engineering and scientific endeavours CPS related to space exploration, particularly the Moon, where the related R&D&I industrial and university activities have decisive importance in today's world. Furthermore, the presentation draws attention to fundamental engineering educational tasks that reduce losses, reflections, and distortions in the applications of various radars, 3D sensors, and microwave equipment of CPSs. Draws attention to the most accurate measurement methods known are based on the principles of interferometry, microwave holography, and polarimetry, which are connected to Moon radar measurements conducted 80 years ago. Therefore, they deserve special attention in electrical engineering and mechatronics hard skills education.

Using today's terminology, Hungarian education combines centrally required and pragmatically feasible challenge-based training methods. Within this context, the influence of the unique Hungarian language environment on engineering thinking, which differs from all other European languages, is also important at the international level. The Hungarian linguistic environment builds "top-down," in contrast to, for example, Italian and French, and, due to its comprehensive nature, it has characteristics that stimulate technical thinking.

Kunó Klebelsberg had a fundamental impact on the standard of engineering education in Hungary when he issued a highly advanced education requirement such as in the 1920s. His vision extended beyond the elite, aiming to educate the entire population and develop the education system to ensure the survival and growth of the Hungarian nation. During this period, teaching differential and integral calculus became a standard mathematical requirement even in secondary schools.

Thanks to these factors, the Hungarian electronics industry was among the world's leaders between the two world wars and engineers, scientists trained in Hungarian education became worldwide known, such as nuclear energy physicist Leo Szilárd and Edward Teller and see Figure 2 for radar technology relations. Although the use of nuclear energy also requires a great deal of engineering knowledge related to electromagnetism, sensor technologies, the study focuses on activities related to lunar radar measurements and CPS application-related connections.