Effect of reverse engineering program on engineering attitude and stem career motivation of high school students in republic of Korea

Abstract Objective: Accurate nematode instance segmentation is critical in biomedical informatics, enabling rapid detection and localization of nematodes to provide data support for biomedical research on human aging mechanisms, drug screening, and neurological disorders. Despite the impressive performance of visual foundation models in general image segmentation tasks, their accuracy declines with nematodes due to the organisms' complex characteristics, including multi-scale variations, curled morphologies, and frequent occlusions. Therefore, we propose a multilevel-prompt SAM architecture, enhancing segmentation precision.
Methods: This study leverages the Segment Anything Model (SAM) as a foundational framework and systematically investigates its few-shot learning performance under diverse prompting strategies across three public nematode datasets and a proprietary dataset from the China Manned Space Engineering program. The proposed novel architecture sequentially integrates global point prompts and local box prompts, offering enhanced multi-view guidance for segmenting multi-scale nematode instances. To evaluate the efficacy of our approach, we conduct comparative experiments against the original point-prompt SAM and fine-tuned single-level prompt SAM model. We also conducted comparative experiments with baseline models.
Results: The results demonstrate the superior performance of the multilevel-prompt SAM, with substantially improvements in segmentation accuracy across all datasets. Using mAP 50:95 , mAP 50 , mAP 75 , Dice Score and Hausdorff Distance as evaluation metrics, our approach notably achieved 15.21% and 3.51% higher mAP 50:95 on the Mating dataset compared to Mask2former and OMGSeg for small-scale nematode targets.
Conclusion: This study validates the practical applicability of the proposed methods for analyzing experimental data from the biomedical experiments and the Chinese Space Station using computer vision technologies, highlighting its potential for advancing fundamental life science research. Keywords: Instance Segmentation, Nematode Image Segmentation, Multilevel-prompt.

Objectives. During their studies, software engineering students develop various skills that are crucial for their professional careers. Surprisingly, there is limited research on how these graduates perceive these skills in the workplace. This paper details a study that specifically examines the experiences of graduates from Software Engineering and Mobile Solutions programs that were implemented as project-based curricula. The study sheds light on how they have utilized their skills and identified any gaps in their capabilities. Participants. Project-based curriculum graduates (N = 10) who had a few years of work experience after their graduation. Complementary data was collected from three participants who graduated earlier from the traditional curriculum. Study Method. This is a qualitative interview study on graduates’ perceptions of the working life competences they gained during their studies. Data includes graduate interviews that were recorded and transcribed verbatim, complemented by field notes. Transcriptions were analyzed using content analysis with both descriptive a priori codes and data-driven coding. Findings. Graduates of the project-based curriculum felt that the skills they acquired during their studies were adequate for their professional work. However, they often noted that communication presented some challenges. They specifically mentioned gaps in communication skills with different audiences, such as customers. Other gaps mentioned included written communication, code maintenance, and test automation. Several interviewees expressed a view that their reluctance to ask questions had hindered their integration into the work community. Conclusions. Project-based education facilitates competence acquisition during studies: Graduates have reported acquiring vital professional non-technical competences such as teamwork, communication, and project management. Moreover, they indicated that they had gained proficient technical skills throughout their academic pursuits. The results of this study could be used to develop curricula and design a survey to collect current perceptions, identify gaps, and generate improvement ideas from a larger number of graduates.

This paper presents a comprehensive and practice-oriented framework for integrating Indian Knowledge Systems (IKS) into engineering education in alignment with NEP 2020 and India’s developmental vision of Viksit Bharat @2047. India possesses a vast scientific heritage rooted in mathematics, metallurgy, architecture, ecology, linguistics, and astronomy. Despite these contributions, contemporary engineering programs rely primarily on Western models. This paper reviews historical contexts, analyzes scholarly works, identifies implementation challenges, and presents an eight-stage roadmap integrating technology-enabled learning, policy alignment, faculty development, research pathways, and industry collaboration. The findings highlight the transformative capacity of IKS in shaping culturally grounded, sustainable, and innovation-driven engineering graduates while offering actionable strategies for academic institutions and policymakers nationwide.

This study aims to describe the implementation of the Toulmin argument pattern in teaching argumentative writing to eleventh-grade students at SMK Negeri 9 Muaro Jambi. This research employed a qualitative approach with an intrinsic case study design. The data were collected through observation, interviews, and documentation. The sources of data included one Indonesian language teacher and 27 students of class XI in the Light Vehicle Engineering program. The data were analyzed descriptively through the stages of data organization, reduction, categorization, interpretation, and narrative presentation. The results showed that the implementation of the Toulmin argument pattern had a positive impact on students’ ability to write argumentative texts. The learning process became more structured and systematic as students were guided to construct the elements of argument, namely claim, data, warrant, backing, qualifier, and rebuttal. Based on the analysis of students’ argumentative texts, 80% of the students were categorized as very good and 20% as good. These findings indicate that the Toulmin argument pattern is effective in improving the structure of arguments as well as students’ logical and critical thinking skills in argumentative writing.

This study aims to strengthen students’ networking competencies through the implementation of straight and cross LAN cable assembly training at SMKN 53 Jakarta. The background of this research is based on the need to enhance students’ practical skills in basic computer networking, particularly in understanding cable configurations and applying crimping techniques according to industry standards. Many students experience difficulties in differentiating wiring standards and applying correct crimping procedures, which impacts their readiness for industry practice. This research employed a practical training approach combined with demonstration and hands-on methods. The participants were students of the Computer and Network Engineering program. Data were collected through observation, performance assessment, and competency tests before and after the implementation. The findings indicate a significant improvement in students’ understanding of cable color standards (T568A and T568B), accuracy in assembling straight and cross cables, and testing results using LAN testers. Students demonstrated higher levels of technical accuracy, problem-solving skills, and work discipline after the intervention. The implementation of structured practical activities proved effective as a medium for strengthening networking competencies. The study implies that continuous practice-based learning aligned with industry standards is essential in vocational education to improve students’ technical readiness and employability in the networking field.

The curricularization of university extension within the pedagogical projects of Engineering programs is a recent and still consolidating approach in Brazil. This study aimed to evaluate household carbon footprint management as an extension-based educational strategy in undergraduate Environmental Engineering. The extension project was conducted in 2024 and 2025 within the Environmental Management course of the Environmental Engineering program at São Paulo State University (Unesp), in Sorocaba, São Paulo, Brazil. Students assessed environmental management practices in household settings that could reduce carbon emissions. 15 residences located in 8 municipalities within approximately 100 km of São Paulo were evaluated. The project included: (a) raising residents’ awareness of climate change impacts; (b) inventorying logistics (Scope 1), energy consumption (Scope 2), and solid waste generation and management (Scope 3); (c) conducting dialogic activities with residents to discuss alternatives for reducing the carbon footprint; and (d) estimating the projected carbon footprint based on management options selected by the residents. The results indicated that logistics was the main source of household carbon dioxide emissions (69%), followed by household waste management (20%) and energy consumption (11%). Although all residents demonstrated awareness of climate change and willingness to reduce their carbon footprint, resistance to change was observed, particularly regarding logistics-related practices. Consequently, the projected reductions based on feasible actions reached 12% for logistics, 23% for waste management, and 19% for energy consumption. The integration of extension activities into the Environmental Engineering curriculum contextualized course content and provided students with practical experience in understanding the social, economic, and cultural factors that influence environmental management decision-making at the household level.

This study developed and evaluated a STEM-based digital learning module on the Anti-lock braking system (ABS) for Technical and Vocational Education and Training (TVET), implemented in a Light Vehicle Engineering (LVE) program. This pilot study uses a Research and Development (R&D) approach guided by the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Prior to implementation, expert review was conducted to establish media and content quality. Media experts rated the module at 86.95%, highlighting strengths in interface design, software, and usefulness. Content experts rated the module at 79.68%, indicating satisfactory conceptual accuracy and pedagogical usefulness for supporting automotive competency learning, while identifying curricular alignment as the primary area requiring further improvement. The module was then piloted with 35 vocational students using a one-group pre-post test design. Learning outcomes demonstrated a statistically significant improvement in ABS knowledge, with the average score increasing from 51.49 on the pre-test to 71.81 on the post-test. The average gain was 20.32 points, representing a 39.46% improvement relative to the pre-test mean, with a very large effect size (Cohen's d = 3.67). Assuming a maximum score of 100, the normalized gain was 0.42, indicating a moderate learning gain. Overall, these results provide quantitative evidence that a STEM-oriented digital ABS module can enhance learning outcomes and support structured, interactive, and industry-relevant instruction in vocational automotive education.

Under the background of the deep integration of new engineering education development and innovation and entrepreneurship education, there is a widespread structural disconnection between traditional practical teaching and innovation and entrepreneurship education in terms of objectives, content, and form.This study investigates the establishment of a comprehensive “innovation and entrepreneurship + research-learning” practice base for undergraduate electronic information engineering programs, proposing a systematic pathway characterized by “three-stage progression and four-dimensional collaboration.” By constructing a three-stage educational ladder consisting of “cognitive experience, project inquiry, and innovation creation,” and supported by a four-dimensional (safeguard mechanism) encompassing “curriculum system, faculty development, platform management, and evaluation feedback,” the model systematically integrates the college’s existing industry-academy cooperation resources, spatial facilities, and information platforms. Empirical evidence confirms that this model not only provides a systematic framework for supporting multi-tiered activities, including academic competitions, innovation workshops, and science-related volunteer services, but also yields marked achievements in talent development, pedagogical innovation, and research commercialization, thereby offering a replicable and scalable paradigm for achieving deep integration of specialization, innovation, and research in application-oriented undergraduate institutions.

Research on the implementation of the Full Day School system in vocational education has been widely conducted, yet studies that specifically highlight its role in enhancing students’ learning motivation in automotive programs remain relatively limited. This study aimed to evaluate the effectiveness of Full Day School instruction in improving the learning motivation of Grade XI students in the Light Vehicle Automotive Engineering and Motorcycle Business Technology programs at SMK Negeri 1 Bukittinggi. A quantitative approach was employed using a Classroom Action Research (CAR) design based on Kurt Lewin’s model, comprising the stages of planning, action implementation, observation, and reflection, with 60 students selected through total sampling as the research subjects. Data were collected through observations and Likert-scale learning motivation questionnaires, then analyzed using descriptive quantitative techniques with percentage calculations. The findings show a significant increase in students’ learning motivation following the implementation of Full Day School instruction, as indicated by a shift in motivation categories from low at the pre-cycle stage to good and very good across the action cycles. These results contribute to the development of learning motivation concepts in vocational education and broaden understanding of Full Day School implementation in vocational high schools. The study concludes that structured, varied, and learner-oriented management of instruction within a Full Day School system is crucial for enhancing learning motivation, with practical implications for teachers and schools in designing more effective instructional strategies and opening avenues for further research on the impact of Full Day School on other affective and academic aspects.

The Louis Stokes Alliance for Minority Participation (LSAMP) program, across four different universities within a statewide university system, in the United States of America, is designed to increase the representation of underrepresented minority (URM) students in STEM fields. Accomplished through intentional undergraduate research mentoring experiences with mentors from a variety of backgrounds, research, and publications conducted across the program to learn and develop better teaching and learning practices. For URM students and faculty, there are often additional needs and challenges in STEM. In this study, we analyzed qualitative data based on 42 interviews of LSAMP participants; 13 mentors and 29 protégées. Findings illustrate how faculty development can impact the experiences of minority protégées and faculty. Self-Determination Theory (SDT), White Racial Frame, and Intersectionality Framework (IF), were used to explain mentoring findings associated with motivation, stereotypes, societal and cultural norms, and racial disparities that persist in STEM.

This study focuses on the core curriculum of the Robotics Engineering major, specifically the course “Sensors and Detection Technology.” It focuses on the foundational knowledge, instruction, and technical skill training in robotics and proposes a research-oriented learning model for the Robotics Engineering program, with an emphasis on application and innovation. It aims to establish a cross-curricular, competition-based experimental platform for the Robotics Engineering program. The goal is to develop a multi-tiered training system and advance teaching reforms that would boost students’ engineering practice capabilities. By integrating curriculum development, interdisciplinary course design, and student participation in academic competitions, the model aligns learning objectives with student development needs that will foster students’ innovation and entrepreneurial skills. The study also explores a hierarchical practical teaching model via “basic experiments, cross-curricular design, and academic competitions.” The model would help develop integrated innovation projects across multiple themes, and establish a project- and need-driven engineering practice training system across the entire curriculum. This approach would eventually transform traditional passive learning into active learning, thereby enhancing student development in the emerging field of Robotics Engineering.

ABSTRACT Engineers are vital for the transition toward sustainable development, yet a gap persists between what is taught in engineering education and the sustainability-related competences required in industry. This study investigates how engineering programmes can better align with these needs. Drawing on interviews with programme directors from eight Swedish engineering programmes and sustainability managers from 20 companies, the findings highlight both convergences and gaps. Systems thinking, stakeholder awareness, and value creation emerge as key industry priorities. The paper proposes a Sustainability Maturity Level (SML) framework to classify companies based on how sustainability is embedded in their operations, which in turn influences the competences they seek in graduates. Aligning education with industry’s evolving needs is essential for equipping engineers to support the Sustainable Development Goals (SDGs). The study suggests that while alignment is necessary, higher education may need to adopt a more proactive stance to drive transformation.

The gap between theoretical concepts and real-world applications is a common challenge in engineering education. This paper presents an innovative pedagogical approach that combines classical teaching methods with real-world applications to enhance the understanding of students about the brake system. This study explores the methodology and project development management through a case study on the vehicle brake system taught to fourth-year students in the Industrial Technologies Engineering program with a Mechanics specialty at the Escuela Técnica Superior de Ingenieria (University of Seville). The method involves analyzing and disassembling each component of the brake system to understand its functionality and design, thereby reinforcing theoretical knowledge. Additionally, students engage in real-world applications, addressing practical challenges, and interpreting test results, solidifying their theoretical understanding. The course also emphasizes the legal aspects of the brake system, particularly vehicle-approval tests. This problem-based learning approach prepares students with the necessary skills for their careers in the automotive industry in a way that traditional teaching methods alone cannot achieve.

This study aims to examine the effect of the Jigsaw learning model on X grade students of the Electrical Installation Engineering program at SMKS Raden Paku, enhanced with the use of the Kahoot! platform. The research employs a quantitative method with a quasi-experimental design and a nonequivalent control group design. The subjects of the study were divided into two groups: the control group, which applied the Jigsaw learning model using PowerPoint media, and the experimental group, which applied the Jigsaw model using the interactive Kahoot! media. Data were collected through pretest and posttest, as well as observation sheets to assess students' learning outcomes in the affective and psychomotor aspects. Data analysis techniques included normality test, homogeneity test, paired sample t-test, independent sample t-test, and normalized gain (N-Gain) analysis. The findings showed that the average learning outcomes difference between the control group (71.5%) and the experimental group (72.3%) was in the moderately effective category. However, the use of the Jigsaw learning model with Kahoot! had an effect on student learning outcomes, but the influence was not very large. This study provides insights into the effectiveness of using Kahoot! in the Jigsaw learning model.

This study examines the use of mind mapping in a collaborative learning model to strengthen Link-and-Match (8+i) partnerships in a Center of Excellence vocational school. Using a qualitative case study approach, data were collected through observation, in-depth interviews, and document analysis involving school leaders and productive teachers in the Light Vehicle Engineering program at SMK Bhakti Loa Janan, Kutai Kartanegara, Indonesia. The findings show that mind mapping functions as an analytical and collaborative tool to visualize key partnership components, including curriculum alignment, guest teachers, internships (PKL), competency certification, teaching factory, and graduate absorption. The mapped analysis reveals that while partnerships with industry are established through MoUs and several programs have been implemented, gaps remain in the consistent application of project-based learning (PjBL), teaching factory utilization, technology updates, and teacher capacity building. Mind mapping supports stakeholders in identifying implementation gaps and prioritizing improvements to enhance the sustainability and effectiveness of industry collaboration in vocational education.

The admissions of New student are an important process that determines the quality of students at a school. Until now, the selection process for prospective students at SMK Negeri 3 Bengkulu City, particularly in the Computer Network and Telecommunications Engineering (TJKT) program, has been carried out manually, which is time-consuming and prone to subjectivity in decision-making. To overcome this, this study aims to develop a Decision Support System (DSS) for new student admissions using Simple Additive Weighting (SAW) method, which can help schools determine eligible prospective students more quickly, accurately, and objectively. This system was developed using PHP programming language with MySQL database and tested using the black box method to ensure that all functions ran as required. The results of testing 15 prospective new student data for the 2025/2026 academic year showed that the system was able to display the calculation results automatically and provide recommendations on eligibility for admission. From this test, 7 prospective students were accepted and 8 prospective students were not accepted..

This paper aims to understand the teaching and learning practices and perceptions regarding the subject of Differential and Integral Calculus 1 (DIC1) based on the current French model, as implemented at Université Claude Bernard Lyon 1 (LYON 1), and the Brazilian model, as observed at the Federal University of Technology—Paraná (UTFPR). Five tutorial groups were studied at LYON 1. At UTFPR, four classes of DIC1 were analyzed. Teaching activities were observed, and teachers responded to a questionnaire regarding the frequency with which they implemented certain activities and their beliefs about which activities contribute most to student learning. Students responded to the same questionnaire, reflecting on how often their instructors employed these activities and which ones they believed were most beneficial for learning. There was general agreement between teachers and students about the instructional methodologies used in class; however, discrepancies emerged between observed practices, stated methodologies, and the activities considered essential for learning. In engineering programs, the time allocated to problem-solving—individually or on the board—emerged as a key aspect that may inspire changes and improvements in the Brazilian model. In contrast, group work and mathematical software may serve as avenues for improvement in the French model.

In many developing countries, seismic vulnerability remains high due to the widespread presence of informally constructed buildings without professional design or technical supervision. In Colombia, where nearly 60% of structures are non-engineered, this issue is especially acute. The objective of this study is to design, implement, and quantitatively evaluate the Learning Experience for Earthquake Awareness Program (LEAP), an experiential educational strategy for young students that enhances seismic knowledge, promotes sustainable construction awareness, and contributes to disaster risk reduction as a component of social sustainability. To address this challenge, LEAP introduces students to basic principles of structural mechanics and seismic behavior through playful, hands-on activities combining theoretical instruction, practical experimentation, collaborative design, and the testing of model structures. An experimental design with pre- and post-surveys was implemented with 141 participants, including 80 secondary school students (grades 8th–11th) and 61 university students enrolled in engineering, architecture, and construction programs, using 3D-printed models, earthquake simulators, and interactive games. Statistical analysis using the Wilcoxon signed-rank test (p<0.05) revealed significant improvements in conceptual understanding and perception, including gains in distinguishing between the hypocenter and epicenter (+45.39%, p=5.10×10−8, r=0.50), understanding seismic magnitude (+39.01%, p=1.67×10−12, r=0.71), and visually identifying structural vulnerabilities (+25.50%, p=4.50×10−2, r=0.41). Overall, LEAP contributes to disaster risk reduction and social sustainability by strengthening seismic awareness and responsible construction practices. The most significant results were observed among secondary school students, while university participants mainly reinforced applied and visual comprehension. Given its convenience sample, lack of control group, and immediate post-test, findings should be interpreted as exploratory and associative.

The rapid integration of digital technology in vocational education presents both opportunities and challenges in shaping students’ character and professional ethics. This study aims to examine the role of digital spiritual literacy in fostering professional morality among vocational students in the Mineral Chemical Engineering program at the Morowali Metal Industry Polytechnic, particularly within the Religious Education and Ethics course. A quantitative approach with a correlational survey design was employed. Data were collected from 87 students using a Likert-scale questionnaire and analyzed through Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results reveal that digital spiritual literacy has a positive and significant effect on students’ professional morality (β = 0.56; p < 0.001), with a moderate explanatory power (R² = 0.31). These findings indicate that integrating spiritual awareness and Islamic ethical values into digital learning practices plays a crucial role in strengthening integrity, responsibility, discipline, and ethical communication among vocational students. This study contributes to the literature on Islamic education and vocational education by highlighting digital spiritual literacy as a strategic approach to developing professional character aligned with the demands of the industrial sector.