Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)

Kyutacar

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)

This paper examines how generative AI can be integrated into Project-Based Learning (PjBL) in engineering and information science universities in ways that enhance students’ problem-finding abilities without undermining learner agency. In preparation for the planned “Social Implementation and Regional Revitalization Human Resource Subprogram” at Kyushu Institute of Technology, the study explores the potential of an instructional design that integrates problem discovery grounded in the humanities and social sciences with the development of engineering-based solution concepts. In conventional engineering-oriented PjBL, problem solving has tended to be foregrounded, while problem finding has received relatively little attention. However, PjBL aimed at regional revitalization and social implementation requires problem setting that considers social contexts such as institutions, culture, history, and stakeholder relationships. At the same time, it is difficult to provide novice students with sufficient experience in humanities- and social-science-based methodologies within the limited time available in regular courses. To address this constraint, this study focuses on the use of generative AI as a potential means of support. Drawing on prior research, a theoretical framework is developed to prevent excessive reliance on AI and the substitution of students’ own thinking. The study concludes that generative AI should be positioned not as an agent that performs problem finding on behalf of students, but as a “companion” that supports the examination and expansion of problems already defined by learners. Specifically, two instructional design principles are proposed: (1) establishing a phase in which students explicitly articulate their own problem definitions before using AI, and (2) requiring students to document the purposes of AI use, their prompts, and the reasons for adopting or rejecting AI outputs, thereby encouraging metacognitive reflection on the problem-finding process. Based on this framework, a small-scale PjBL was implemented, and eight submitted AI usage logs were analyzed. The results indicate that students primarily used generative AI for peripheral tasks such as supporting idea generation, collecting general information, and drafting or revising text; no instances were observed in which AI was entrusted with the core of problem setting. However, AI used for revising, deepening, or restructuring problem frames was limited. These findings suggest that, for generative AI to function more effectively as a “companion” in problem finding, instructional activities must be designed so that such use becomes a necessary and meaningful part of the learning process.

DOI： 10.18997/0002002350

CiNii Research

Other Link： https://kyutech.repo.nii.ac.jp/records/2002350

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)

In response to national policy initiatives aimed at addressing demographic decline and economic contraction in local communities, Japanese universities have increasingly expanded regionoriented educational practices such as project-based learning, service-learning, and field-based education. Although these practices are often discussed within the policy framework of regional revitalization, the term itself is not uniformly adopted across institutions, and similar educational initiatives are implemented under diverse concepts, including regional collaboration, community engagement, and social contribution. In this context, this study analyzed region-oriented educational programs at Japanese universities from multiple analytical perspectives, such as the conception of regions, the process of problem generation, and links to students’ career development, with the aim of informing the design of a future program on social implementation and regional revitalization at Kyushu Institute of Technology. In this study, only publicly available information from multiple universities known for their regional engagement initiatives was examined.
Using a qualitative comparative approach, program characteristics were organized according to educational systems, types of regional issues addressed, collaborating partners, and intended student competencies. ChatGPT was employed as a supplementary tool to support the initial organization and categorization of program information, while all interpretations and analytical judgments were conducted by the authors. The analysis revealed that region-oriented education can be broadly classified into several models, including implementation-oriented, education- and culture-based, technology-oriented, and policy-focused programs. These findings highlight the diversity of regional perspectives and educational designs in higher education and underscore the importance of context-sensitive approaches for developing sustainable regional revitalization education.

DOI： 10.18997/0002002352

CiNii Research

Other Link： https://kyutech.repo.nii.ac.jp/records/2002352

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)

This study analyzes open-ended responses to a questionnaire survey of ten fourth-year undergraduate students enrolled in Kyushu Institute of Technology’s “Teaching Practice Seminar” in order to clarify their career orientations and to examine how they ascribe meaning to what they learn through the program. Many students took teacher-training courses while simultaneously considering employment in for-profit companies or enrollment in graduate school after graduation. Although they perceived the workload of the program as demanding, they reported that the interest generated by the classes and the relationships formed with fellow students supported their continued enrollment. While many students expected to take their first job in the private sector rather than in teaching, they nonetheless envisioned the possibility of engaging with education in diverse ways in the future. Students also perceived the learning gained through the teacher education program as useful for acquiring a wide range of skills, including knowledge of psychology and law, understanding others’ backgrounds, communication and presentation skills, and self-regulated learning. The fact that students recognized the value of the teacher education program even when their initial career paths lay outside the teaching profession should be taken into account when reconsidering the content and positioning of teacher-training programs.

DOI： 10.18997/0002002353

CiNii Research

Other Link： https://kyutech.repo.nii.ac.jp/records/2002353

Authorship：Lead author   Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)

CiNii Research

Other Link： https://kyutech.repo.nii.ac.jp/records/2002390

Total pages：308   Responsible for pages：149-169   Language：Japanese

Total pages：296   Language：Japanese

Total pages：250   Language：Japanese

Total pages：212   Responsible for pages：117-136   Language：Japanese

Event date： 2025.11.15 - 2025.11.16   Language：Japanese  

Event date： 2025.07.06 - 2025.07.11   Language：English   Country：Morocco  

Event date： 2025.04.23 - 2025.04.25   Language：English   Country：Philippines  

Event date： 2024.11.09 - 2024.11.10   Language：Japanese   Country：Japan  

Language：English   Presentation type：Invited lecture  

Author：Other  

Country：Others (Africa region)

Audience： Teachers

Type：Lecture

Audience： Teachers

Type：Seminar, workshop