The Tokyo Institute of Technology's Global Scientists and Engineers Program (GSEP) has been offering a fully international undergraduate curriculum in Transdisciplinary Science and Engineering since 2016. The program integrates science, engineering, and liberal arts to prepare students for real-world challenges with diverse perspectives. Since the evaluation of the first graduating cohort in 2020, there has been an increasing number of graduates. This study assesses the perspectives of four new cohorts of graduates towards the program through comprehensive questionnaires covering seven aspects. The results indicated that students showed confidence in their globalization and transdisciplinary knowledge, like the first evaluation results. Progress has been made in addressing more information about internship opportunities. Students faced some difficulties in their studies during the COVID-19 pandemic with gradual recovery observed throughout each year. After graduation, more than half of each cohort pursue graduate studies both in Japan and internationally. This ongoing study provides valuable insights into the program’s efficacy and areas for further improvement.

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Okayama University has deeply committed in the SDGs (Sustainable Development Goals) activities, one of which is the next generation education in both Japan and overseas. However, the COVID-19 pandemic forced to suspend face to face international activities since 2020. Therefore, the School of Engineering of Okayama University hosted online “International SDGs Seminar” fostering young generation since 2020 to 2022. In these seminars, we welcomed some overseas professors as the host scientists and ran the programs that took advantages of their different backgrounds. Due to the settle down of the COVID-19 pandemic, in 2023, we adopted the bimodal seminars face to face and via the web, so that the participants could choose either one depending on their situations. We introduce here the concept and content of our international activities as well as our reflection by presenting the 2023 activities as the example. Moreover, some comments will be given on the STEAM education practice.

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Fostering individuals with potential to contribute to the development of industries is a challenge in Laos. Given the above, under the student exchange program with “project”-based learning namely G-DORM, Niigata University and National University of Laos implemented a one-month intercultural “problem ”-based learning (PBL) program for Japanese and Lao students that discusses the development of engineers in Laos as a try in September 2023. The mission assigned to the student group was to explore the current problems and propose a solution to ways of “how to develop industrial human resources such as technicians, managers, and engineers in Laos” from the standpoint of Japanese companies operating in Laos. Based on the case of 2023, this study aims to find the challenges of the one-month intercultural PBL.

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With the motivation to provide content of not only adaptive technology but also innovative technology in developing countries for Sustainable Development Goals (SDGs), Faculty of Engineering at Niigata University established a new lecture course “International Technical Cooperation” with Japan International Cooperation Agency (JICA) in 2023. This course focused on technical cooperation, one of the pillars of JICA’s efforts, with a focal point on global-scale issues in developing countries, especially those related to achieving the SDGs. This paper overviewed the contents of the lecture course in 2023 and reported learners' reactions to the lecture. As a result, this course contributed to exploring learners’ new insights into real-world projects and the application of technology to address societal challenges, especially leapfrogging in developing countries.

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The number of international students in Japanese institutions of higher education is continuously increasing. Thus, the author conducted a questionnaire survey and interviews with 16 international students studying at technical universities to investigate the ideal learning environment for international students in the engineering field. The interviews were transcribed and analyzed using the case-code matrix, a qualitative analysis method. The analysis results yielded nine categories for the ideal learning environment. The “attractiveness of Japan,” “partnership program,” “up-to-date equipment and facility,” “open environment,” and “course flexibility and suitability” were cited as the main factors contributing to their decision to study in Japan. Conversely, “language barrier,” “lack of clear information,” “lack of a project-based learning opportunity,” and “isolation” were identified as challenges. To facilitate the internal internationalization of Japanese universities, it is essential to enhance the English proficiency of Japanese students and faculty staff. Additionally, the opportunities for exchange between Japanese and international students within and beyond the classroom and research and the opportunities for project-based learning involving Japanese and international students should be expanded.

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Cultivating STEAM (Science, Technology, Engineering, Arts, and Mathematics) skills is crucial in today’s globalized workforce. This paper explores the potential of utilizing student-led Formula SAE (The Society of Automotive Engineers) car racing club activities as a dynamic platform for comprehensive skill development among engineering students. It emphasizes the strategic integration of collaborative international exchange seminars among diverse Formula SAE teams worldwide. Formula SAE activities provide a real-world environment for applying theoretical concepts from coursework, while international seminars foster self-reflection and growth. This combination enhances technical expertise and essential soft skills among participating students. By leveraging these student-led initiatives, the research highlights the multifaceted benefits of experiential learning and international collaboration in nurturing well-rounded engineers equipped to meet contemporary professional challenges.

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The aim of this study is to share how to diversely encouraged the current and future state of society to in-class students of Exercise in Practical Scientific English I. Through the selected natural disaster awareness discussion topics, the interaction among in class students who were the exchange students from department of computer engineering, University of Florida and graduate school of engineering students, Kyoto University were significantly increased. The in-class students` feedback questionnaire showed strongly satisfied as full score on (1) they could discuss question with instructors and friends, (2) the instructor was giving a lecture with a passion and (3) numbers of the group size appropriate, respectively. Therefore, besides the selected Natural Disaster discussing topics, the techniques as KYT and PBL also were appropriated and they helped both students increased effectively their interest and engagement to learn. Finally, with this class also enhanced the students’ motivation to acquire knowledge, and encouraged interaction among students.

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In recent years, robotics has become increasingly interrelated with multiple disciplines such as mechanics, electricity, information, and mathematics, and the creation of a cross-disciplinary curriculum, which has recently been emphasized, is gaining momentum. Therefore, it is important for today's students to enhance their independence and cooperation through robot building to improve their comprehensive engineering skills in the future. In this report, we introduce the content and rules of a robot contest held as part of a class as one of the manufacturing education initiatives at the Department of Electronic Control Engineering of the Matsue NIT.

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Human subjects research is becoming widespread and diversifying at an increasing rate; institutions taking part in such practices are no longer limited to medical schools and hospitals but now include engineering schools, universities, and research institutions. As they become more commonplace, emphasis on the ethics guidelines and the enforcement of institutional rules have become imperative for maintaining a safe and humanitarian environment for test subjects. Education of research ethics is enforced by the national guideline, but each institution is left to administer its own educational method, which may be conducive for ethical discrepancies between researchers. From the forefront of the Japanese research and development sector, we at JAXA are implementing a novel, practical educational methodology targeted for researchers without a strong medical background. We will introduce an active learning type of research ethics education method that is simplified in 3-steps but effective in raising ethical awareness for engineering students and researchers.

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Although the number of foreign workers in the secondary industries in Tsubame City, Niigata Prefecture, has increased, some small-scale manufacturing companies have encountered difficulties in responding to foreign workers because they have little experience in teaching them how to work and adapt to life. Given the situation, Niigata University in Japan conducted a short-project-based learning (short-PBL) by multinational and multidisciplinary student groups in Tsubame City in August for approximately 10 days including pre- and post-studies. “Propose to Realize Global Workplace Environment” was the main topic of discussion in the 2023 short-PBL. This study was conducted to prove the effectiveness of short-PBL by a multinational and multidisciplinary student group to propose the globalization of a small-scale factory based on the case of 2023. The results showed that student’s knowledge and skills were enhanced through the short-PBL that discusses the global workplace environment with global teams of both company and student group sides. Moreover, from discussions between multinational and multidisciplinary students, the short PBL could provide the host company with a new insight into the future improvement of globalization.

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Generative artificial intelligence (AI) has significant influence to everyday life, as it enables real-time translation as well as high quality content creation. At the same time generative AI has created many new challenges to all education fields. In this presentation, some of the pros and cons of the new trends and practices in engineering education are discussed as well as the impact of online learning and the challenges that generative AI has imposed on en-gineering education. This presentation also includes an introduction of the Korean Society for Engineering Education (KSEE) to promote more collaboration with the JSEE in the future.

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