Presentation Information
[W-01]Fostering Knowledge Convergence: Pedagogical Value of International and Interdisciplinary Research Collaboration
○Zilu Liang1, Edward Melcer2 (1. Kyoto University of Advanced Science, 2. Carleton University)
Keywords:
Engineering education,Interdisciplinary research,International collaboration,Authentic learning,Co-design
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.