This paper presents the outcomes of integrating a game-based learning (GBL) methodology into engineering ethics education at a Japanese middle school. A GBL instructional resource was developed to enhance engineering competencies, including ethical awareness, and was implemented through a carefully designed lesson. Pre- and post-class surveys revealed statistically significant improvements in students’ career awareness, well-being perspectives, and perceptions of engineering competencies. Principal component analysis indicated a shift from a basic ethical understanding to a broader perspective that emphasizes teamwork, diversity, and social contribution. These findings align with previous research in higher education, suggesting that GBL is also effective for younger learners. Despite limitations such as small sample size and short-term intervention, this study provides valuable insights into the potential of early-stage engineering ethics education using game-based methodologies.

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The integration of AI and robotics technologies has increased the demand for engineers with skills in both fields. This study presents the development and evaluation of beginner-friendly programming materials for the interdisciplinary Robo-BE program at Nihon University. The curriculum guides students through building a sorting robot using Raspberry Pi and EV3, with machine learning-based image classification. It aims to teach basic programming and expose students to real-world AI implementation. The materials were used in 2023 and 2024 classes with second-year students. Pre- and post-surveys measuring programming self-efficacy showed significant improvement. The results indicate that the instructional materials effectively support skill acquisition and enhance student confidence while providing experience with real-world AI challenges.

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The National Skills Competition in Japan aims to foster highly skilled young technicians through rigorous training and national-level contests. However, most of these skilled workers remain in-house within their companies after retirement from the competition, with limited external engagement. This study conducted a questionnaire survey of former competitors, revealing that nearly 70％ expressed a willingness to contribute to skill transfer and youth training, while few are currently involved in such roles. Based on the findings, this paper proposes a system for utilizing these individuals as part-time instructors or technical assistants in vocational schools and engineering colleges. Such a system could address the current shortage of practical training personnel and maximize national investment in human capital.

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This paper reports on the development and evaluation of a Game-Based Learning (GBL) activity for engineering ethics education. The card game Monozukurinri (ethics in engineering creation and practice) was developed with a game designer and social welfare organizations. This paper outlines the game’s objectives and design. A pilot study, including surveys conducted at multiple institutions, indicated positive evaluations of the game’s duration, enjoyability, and educational value. Participants also reported positive perceptions regarding enjoyment, relationships with others, and altruism. Although exploratory in nature, this study represents one of the first detailed reports on the development process of an educational game for engineering ethics in Japan, marking an important initial step toward aligning Japanese research with international progress in this field.

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The information environment and information education surrounding young people are changing significantly due to the daily use of ICT devices and information education. This study investigated the information literacy and ICT device usage of incoming university students, explored factors for improving information literacy acquisition and proposed effective methods. It was found that humanities students mainly use smartphones and feel less confident with PC operations, the necessity of PC skills is recognized more by humanities students than by science students, and more by girls than boys. It is important to increase internal motivation, and to create an external environment in which PC must be used on a daily, long-term, and repeated.

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The present paper describes the outline of Kure kosen’s Roboncon activities which make much account of student’s initiative. The authors have changed their way of thinking on Robocon activities from conventionally teacher-led activity to newly student-led one to develop their autonomy, responsibility, and teamwork. We have specifically supported Robocon activities from three perspectives of “Various Robocon experiences”, “Creative power based on wide visions”, and “Improvement of their technical ability and safety education”. As a result, the educational circumstance of our Robocon activities has been improved in such a way that students can initiatively engage in their activities and teachers can concentrate their efforts on preparing environments to develop students’ initiative.

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We devised and implemented class contents to cultivate students’ expressive and presentation skills, and analyzed the students’sense of growth and satisfaction after the class through a questionnaire survey. After giving the students tips on how to create a presentation sheet layout, the author practiced the operation of Adobe Photoshop and Illustrator based on the original teaching materials created by us. As a result, 81% to 97% of the students felt that their skills, including Illustrator and Photoshop, had improved in the questionnaire conducted at the last session of the class, suggesting that a high educational effect was achieved.

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We developed a new teaching material focusing on ultraviolet (UV) light as part of a physics education initiative. The material introduces the topic using familiar items such as sunscreen, UV light sources, and banknotes to help students observe and confirm the UV-blocking effect. In addition, students created zinc oxide using a spray method and examined its effectiveness in blocking UV light. The aim of this material is to facilitate visual and experiential understanding of UV properties and their blocking mechanisms. This teaching material was utilized in a hands-on workshop for high school students, which was well received. The workshop provided students with experiential learning about the characteristics of ultraviolet light, and the results suggest that it may contribute to fostering interest and motivation toward the future selection of science-related academic paths.

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The Faculty of Engineering at the University of Yamanashi has been reorganized from seven departments into one in 2024. The renewed Faculty of Engineering aims to cultivate interdisciplinary engineering talent and established the “General Engineering Class” for the first-year students. Students not only have the flexibility to select and decide their specialization at the end of their first year, but also benefit from a comprehensive and varied curriculum in the class. This paper introduces the initiatives of the class in its first year and analyzes trends in students’specialized course selections and educational effects based on questionnaire results.

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A year-long project-based learning (PBL) course called “Advanced Practice for Development Process” is offered to third-grade students at the Department of Mechanical Engineering, Osaka Institute of Technology. In this course, small teams of five to six students work together through every stage of the development process－including problem identification, design, fabrication, refinement, and final presentation. This course is one of the highlights of the department’s curriculum. By taking part in these hands-on projects, students can develop practical skills essential for the workplace, such as communication, teamwork, leadership, and coordination abilities often referred to as “generic skills” with fundamental competencies for working professionals. This paper presents an overview of this PBL course, including its structure, implementation, evaluation methods, and educational outcomes.

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In this paper, the fabrication of test specimens of high-strength bolted friction joint and the slip resistance tests conducted as part of a steel structure fabrication practicum at the Polytechnic University of Japan were described. Four types of joint surface conditions were examined: red rust, polished, mill scale, and painted. The slip strength and slip coefficient of each specimen were determined through experiments. As a result, the test specimens with red rust surfaces showed the highest strength and a high average slip coefficient of over 0.6. Even though the specimens were fabricated by beginner students, the results demonstrated good reproducibility, indicating through these experiments that the red rust surface is the most suitable for actual construction applications.

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In today’s society, where not only specialized expertise but also the ability to demonstrate convergent knowledge is increasingly required, it is imperative to reconsider the role of undergraduate education. A clear division still exists between liberal arts courses and specialized education. In engineering education in particular, the cumulative structure of the curriculum and the predominance of compulsory courses place strong emphasis on foundational specialization, often relegating liberal arts to the periphery of undergraduate learning. As a result, current programs cannot be regarded as sufficient for cultivating integrated or convergent knowledge. This paper first reexamines the contemporary significance of liberal arts and reviews the capabilities that engineering education should nurture. It highlights two common challenges : the development of generic (transferable) skills that enable the cycle of jihatsu-jitoku and jitoku-jihatsu (self-motivated learning and self-acquired realization), and the cultivation of competencies for mutual understanding with others. Finally, it argues that undergraduate education should be restructured to harmoniously integrate liberal arts with foundational engineering education under the concept of the cycle of jihatsu-jitoku/jitoku-jihatsu, thereby creating a framework that aims at the true cultivation of convergent knowledge.

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Correction and Apology
　The following error appeared on page 31 of the July issue (Volume 73, Issue 4) of Journal of JSEE. We hereby correct the error and apologize for any inconvenience caused to our readers.

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