This study investigates how international, interdisciplinary research collaborations can simultaneously achieve research outcomes and educational benefits in engineering education. Through a collaborative project between Kyoto University of Advanced Science in Japan and the University of California, Santa Cruz in USA, engineering students participated actively in co-design workshops aimed at developing smartwatch-based serious games to support healthy sleep habits. These workshops facilitated students’ competencies in systems thinking, interdisciplinary problem-solving, and cross-cultural communication. Drawing from authentic and situated learning theories, this paper proposes the Research Engagement as Pedagogical Gains (REAP) framework to articulate the educational value derived from structured student involvement in research activities. Despite logistical challenges and language barriers, the initiative demonstrated significant pedagogical impacts, extending beyond traditional graduate-level training. These findings highlight the potential of integrating structured research engagements into engineering education to promote convergence knowledge, interdisciplinary collaboration, and global competencies among undergraduate students.

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This study investigates stress dynamics during various academic activities using electrodermal activity (EDA) measured by the E4 wristband. Data were collected from 28 recordings in an N-of-1 design, with the graduate student instructed to rest 30 to 60 minutes before each session to establish a common baseline. The results indicate that 25 out of 28 recordings exhibited an increasing EDA trend over time, with variations depending on the activity type. Reading academic papers induced a gradual but sustained rise in EDA, with some sessions showing delayed recovery. Notably, reading sessions conducted while experiencing mild fever led to threefold higher EDA values compared to the median. Writing and note-taking tasks caused rapid EDA spikes followed by quick recovery, suggesting an intense but transient stress response. Meetings and assignments were the most stress-inducing, with EDA differences of 3.43μS and 1.09μS, respectively, indicating higher cognitive demands. These findings highlight how different academic tasks modulate physiological stress and suggest that cognitive workload, alongside contextual factors, may influence stress variability. While these initial findings may not be fully generalizable, they provide a foundation for generating hypothesis for future large-scale research on stress patterns in academic settings.

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Niigata University’s Faculty of Engineering established the Smart Dormitory Project to cultivate highly skilled researchers and developers through student-centered, research-based learning (RBL). Participants engage in interdisciplinary research from their first year. In 2024, the Global Problem-Solving Project (GPS) was introduced within the Smart Dormitory to address global challenges, particularly those faced by developing countries. This study examines students' learning experiences in GPS, where first-year students independently formulated research questions and conducted collaborative research. In GPS, research themes were set based on students’ interests, and teams were divided into three groups, leading their own research. As a result, all teams submitted proposals to an idea competition, with one team receiving an Honorable Mention in the SDGs Design International Awards 2024. End-of-year interviews with students in GPS revealed both positive and negative perspectives on research skills. However, soft skills were broadly recognized as improved, with only one student expressing reservations. This study highlights the strengths of early-stage student-centered RBL initiatives on global problem-solving.

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In response to the intensified global competition for talent in the post-COVID-19 era, Japan has also recognized the importance of fostering globally competent individuals. The Faculty of Engineering at Niigata University has advanced the diversification and systematization of Education for Fostering Global Competence within its undergraduate curriculum, aligned with the university’s Fourth Mid-Term Plan. First, in the curriculum, a phased framework consisting of “Foundation,” “Application,” and “Advanced” stages was established. Specifically, the “Foundation” stage was developed by reorganizing some required subjects in the first-year courses, while the “Application” stage was reinforced by introducing a new required subject in the second-year course. Additionally, existing global PBL programs were positioned within the “Advanced” stage. Furthermore, a newly launched research-based learning initiative enables first-year students to engage in research on global problem-solving. This study examines the curriculum development process from 2023 onward and proves the impact of these reforms on the step-by-step learning of global competence, using the 2024 academic year as a case study.

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Niigata University’s International Priority Graduate Program (PGP), funded by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) and conducted from Fiscal 2021 to 2023, integrated academic instruction with experiential learning, emphasizing practical social collaboration. This study reviews the program’s impact and the master’s course experiences of Student A, the sole participant who advanced to a doctoral program. A key achievement was the expansion of international student acceptance and campus globalization. As part of the curriculum, core courses were developed, including mandatory elective international internships and specialized international engineering lectures. These courses aimed to enhance students’ expertise while fostering the ability to apply their knowledge in global collaborative settings to solve real-world social issues. Through hybrid and on-site internships in Tsubame, Student A strengthened teamwork skills, engaged with diverse professional environments, and gained insight into Japan’s academic and workplace culture. Participation in intercultural lectures and community activities, such as charity bazaars, further deepened cultural awareness and communication skills. These experiences shaped Student A’s academic trajectory, reinforcing their commitment to doctoral research and contributions to international academic and professional communities. The program’s applied learning approach played a pivotal role in preparing graduates for global challenges.

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This study evaluates English-language lexical development among international engineering students and its relationship to global competence within an EMI undergraduate humanities course in Japan. Data were drawn from a 14-week EMI History course at Shibaura Institute of Technology (Fall 2022), with student writing completed before widespread generative AI use. Both tools showed statistically significant gains in average CEFR-J vocabulary scores: from 4.954 to 5.432 with CVLA v2.0, and from 4.818 to 5.272 with CVLA v3.0. Global competence was assessed using the Miville-Guzman Universality-Diversity Scale–Short Form (MGUDS-S). While overall correlations between vocabulary gains and global competence were weak or modest, the findings suggest that lexical development and intercultural competence may evolve along separate trajectories and highlight the value of assessing both dimensions independently in EMI program evaluation.

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This design-based study, a collaborative project with student authors, explores the development of CEFR-level English vocabulary use among international students enrolled in an English-medium instruction (EMI) history module at Shibaura Institute of Technology. Customised lecture slides were generated using Claude 3.5, offering tailored content at both B2 and C2 CEFR levels to accommodate the diversity of learners’ English proficiency. Supplementary audio review materials with AI-generated voice narration were provided to enhance comprehension. Student writings were analysed using holistic tools such as the CEFR-based Vocabulary Level Analyser (CVLA) and the AI-powered CEFR-based Writing Level Analyser (CWLA). Initial findings indicate that the mean CEFR score assessed by CVLA rose from 4.65 (just below B2.2) in Week 1 to 5.32 (within the C1–C2 range) in Week 4, with a statistically significant gain (p ‹ 0.01). Final results, completed in July 2025, are expected to inform the design of inclusive, data-driven educational environments aligned with the Society 5.0 vision.

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Students at colleges of technology learn engineering expertise and manufacturing skills through classes and practical training. It is said that students at the National Institute of Technology (KOSEN) generally lack English communication skills and have not received sufficient entrepreneurship education to develop a business mindset. KOSEN implemented the Global Entrepreneurship Program (GEP) in 2024 for KOSEN students nationwide. The program consisted of various activities, including those with Finnish university students, and was designed to develop practical English communication skills and a business mindset. This manuscript presents the specifics and discusses the learning from this program based on the results of a survey administered to the students.

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This short practice-based presentation outlines the institutional approaches taken by two Asian universities in implementing Multicultural Collaborative Project-Based Learning (PBL), focusing on identifying key considerations for the sustainable continuation and sharing the insights gained from Japan and Malaysia. The report comprehensively shows the institutional support systems adopted by the two universities, the roles of faculty members, administrative staff, and teaching assistants, and the overall compatibility of comprehensive multicultural collaborative PBL with national and university policies. At the end of this report, we will look back on the multicultural collaborative PBL implemented over the past five years and conclude with issues that need to be considered to ensure the sustainability and further development of the program.

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At Niigata University, the G-DORM program is a global engineering education, fostering intercultural Problem-Based Learning (PBL) where diverse student groups collaboratively address real-world challenges. Since 2023, PBL has been conducted in partnership with the National University of Laos, focusing on developing industrial human resources. Laotian engineers often face skill gaps that limit their professional participation in the industrial sector. In response to this issue, the student group was tasked with analyzing the current challenges based on the given theme and proposing appropriate solutions. Building on insights from the 2023 case study, the student group of the 2024 PBL examined potential improvements for the PBL to use the Five Whys Analysis for developing their proposal logically and implemented them accordingly. This study aims to clarify the process through which problem-solving proposals were developed using logical reasoning with the Five Whys Analysis, and to examine the resulting outcomes and challenges of the 2024 intercultural PBL activity. Furthermore, this study offers recommendations for future improvements.

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This study aims to identify the challenges encountered by Japanese students during a one-month intercultural problem-based learning (PBL) program in Cambodia and to discuss the key factors contributing to its successful implementation. In September 2024, Niigata University and the Royal University of Phnom Penh conducted a one-month intercultural PBL as part of the international student exchange program “G-DORM.” In this program, Japanese and Cambodian students collaborated on the theme of reducing overloaded vehicles in Cambodia. The student group independently selected the target area and research methods, conducted field investigations, and proposed solutions. Based on a retrospective analysis of the students’ proposals, this paper discusses critical considerations for the effective and meaningful implementation of one-month intercultural PBL. The findings highlight three essential factors for success: clear objective-setting in the program design, an appropriate support structure during the activity, and the relevance of participants’ prior experience and background knowledge.

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This abstract introduces the Cross Lab’s approach to graduate engineering education through convergence science, Team Science, and lab-based learning within the Department of Transdisciplinary Science and Engineering at Science Tokyo. The lab uses digital tools e.g. Basecamp and Nextcloud to manage research milestones and centralize communication, enhancing student learning and project management. Students participate in structured activities such as weekly seminars, write research proposals/thesises, and interdisciplinary presentations to build technical, critical thinking, communication skills and engineering thinking. Outcomes include high student engagement, recognition at academic workshops, on-time graduation, and improved research and presentation abilities, especially among non-native English speakers.

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The author surveyed 1,000 adults in Japan regarding their experiences and attitudes toward reskilling. While there is generally significant interest in reskilling, particularly in growth areas such as ICT, the number of people who have actually undertaken or experienced reskilling remains limited. Primary barriers preventing reskilling include cost and perceived cost-effectiveness, maintaining work–life balance, and anxiety. A particularly notable finding in the current study was the disparity in the social situation and attitudes between men and women. Gender differences shown in this study were not specifically examined in previous studies and emerged as an unexpected result. Overall, the number of adults who are reskilling is limited, and this indicates that the government’s stated objective may be unrealistic under the current social conditions.

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Japan is highly vulnerable to various natural disasters, necessitating effective public education and response strategies. Traditional methods of disaster education often fail to engage younger populations, leading to gaps in awareness and readiness. This study aims to develop an interactive disaster response game app to educate users about disaster response in an engaging and memorable way. The app simulates various disaster scenarios, teaching essential skills such as evacuation procedures, first aid, and emergency communication. A study comparing the disaster response knowledge and readiness of game app users with those using traditional methods showed that app users scored significantly higher, supporting our hypothesis. This innovative approach aims to enhance disaster preparedness among young people in Japan, promoting a proactive mindset towards disaster response.

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Since typhoons cause significant damage every year in Japan. In 2019, typhoon Hagibis results in more than 100 fatalities and more than 300 serious and minor injuries. In general, people with disabilities, elderly people are vulnerable groups and tend to be not prepared for the disaster, especially for evacuation which requires preparation in advance. At present study, we examined the situation of typhoons in Japan and information about disaster preparation, then developed S.E.E.L.E (Strategic Emergency Education for Localized Events) which is the application and evaluated its performance by questionnaire survey for user’s experience. Our S.E.E.L.E application provides a personalized checklist of necessary items and actions during typhoons. Based on users’ different backgrounds and circumstances, such as disabilities, special health care needs, and locations, this application would help typhoon preparation to be more efficient with less confusion, which could be related to reduction of human damage caused by typhoon. We expected that this application would encourage and support disaster preparation in Japan although further questionnaire survey and feedbacks from users are necessary to evaluate performance of S.E.E.L.E application in a real world.

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As Japanese companies in the manufacturing sector continue to globalize, the importance of cultivating global talent has grown significantly, particularly for small and medium-sized enterprises (SMEs), where securing and developing talent has become a critical challenge. As a solution, the utilization of industry-academia collaboration internships in partnership with universities is considered effective. This study examines the potential of industry-academia collaboration global PBL (Project-Based Learning) for fostering global competencies among technical employees, using the G-DORM 2023 inbound program implemented by Niigata University as a case study. Additionally, to conduct this inference, this study organized the global competencies sought by Japanese companies today, based on prior research and the content of “Graduate Attributes & Professional Competency Profiles 4th Edition”. The findings of this study can provide valuable insights for designing training programs for technical employees utilizing industry-academia collaboration global PBL．

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Industry 4.0 is redefining engineering and demands graduates adept in AI, collaboration, and rapid innovation. Yet, many engineering programs struggle to keep pace. This presentation explores “University 4.0”—a paradigm shift reimagining education through microcredentials, immersive virtual labs, and AI-enhanced learning to meet these demands. We'll examine global innovations and practical strategies for breaking silos and implementing flexible, industry-aligned learning experiences. How can professiona societies accelerate this vital transformation, empowering educators and administrators to position their programs at the forefront of educational evolution, ensuring graduates don't just adapt to change, but drive it.

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As artificial intelligence continues to advance and conversational AI services such as ChatGPT become widely adopted, programming education in schools is undergoing significant changes. Students increasingly turn to conversational AI tools for practicing programming or completing assignments. However, many instructors discourage their use, as it complicates the evaluation of students' individual abilities. In contrast, industry encourages the use of such tools to improve programming efficiency. This creates a growing disconnect between academic practices and real-world expectations. In this talk, I will propose an approach to programming education that helps bridge this gap, supported by practical case examples.

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This plenary speech introduces the Society of Engineering Education Malaysia (SEEM) and highlights recent trends in engineering education across Malaysia. In an effort to ensure Malaysian engineering graduates are globally recognized under the Washington Accord, a PROTEM Committee was established in 2005. This initiative leads to the official formation of SEEM in 2007 with its formal launch taking place on 23 February 2009. SEEM brings together a community of professionals, primarily engineering educators while also welcoming members from other disciplines involved in teaching engineering students. The society envisions becoming a leading organization in engineering education and serves as a referral body for practitioners, policymakers and stakeholders. Its mission is to advance engineering education, science and technology, particularly in the areas of teaching and learning, research, academic-industry-community-government collaboration, student development and capacity building. Since its inception, SEEM has actively promoted engineering education by offering a platform for collaboration through national and international events such as the World Engineering Education Forum (WEEF 2017) and the Global Student Forum. These initiatives position SEEM as a key player in shaping the direction of engineering education through evidence-based consultation. To support a growing community of practice, SEEM collaborates with institutions such as the Centre for Engineering Education (CEE) at Universiti Teknologi Malaysia (UTM), the Centre for Excellence in Teaching and Learning (CETaL) at Universiti Teknologi PETRONAS (UTP) and several professional bodies including the Board of Engineers Malaysia (BEM), IEEE Education Society and TRIZ Malaysia. Through this collaboration, SEEM advocates and disseminates knowledge and good practices in engineering education through supporting training programs on Outcome-Based Education (OBE), Student-Centred Learning (SCL), Cooperative Learning, program and course assessments and class transformation through Project-Based and Problem-Based Learning. It also champions Design Thinking and the integration of Artificial Intelligence in the engineering classroom facilitated by CEE, UTM and other renowned international experts. As a Silver Member of the International Federation of Engineering Education Societies (IFEES), SEEM also recognizes innovative practices in higher education through initiatives such as the annual Innovative Practice in Higher Education Exhibition (I-PHEX). Recent trends in Malaysian engineering education point to a curriculum reform guided by the latest manual issued the Engineering Accreditation Council (EAC). This revised curriculum places greater emphasizes on the integration of social sciences, ethics, inclusivity, sustainability and data literacy into engineering programs. It also encourages the development of critical thinking, innovation, and adaptability to emerging technologies. Engineering students are expected to collaborate in diverse team environments, whether in face-to-face, virtual or distributed settings while demonstrated sensitivity to differences in culture, language and learning styles. Lifelong learning is strongly promoted to prepare engineers who are globally competent and socially responsible. In response to these evolving demands, the CEE continues to play a pivotal role in strengthening academic capacity. CEE offers professional development programs for educators and supervises Master’s and PhD students in engineering education. It advances research in Engineering Education Research and the Scholarship of Teaching and Learning (SoTL), encouraging innovation in teaching practices that respond to technological advancements and diverse learner needs. These innovations are disseminated through scholarly publications and conference presentations, fulfilling CEE’s mission to to advance the theory and practice of engineering education both nationally and globally.

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