Abstract
Short-term engineering study tours are widely used to expose students to global industrial and academic environments. However, these programs are often criticized for providing limited academic depth and few measurable learning outcomes. Without structured learning mechanisms, such programs often emphasize observation rather than knowledge internalization or professional development.
This project examines how short-term engineering study tours can be redesigned through an Outcome-Based Learning (OBE) perspective to generate meaningful learning within compressed timeframes. We propose a design model in which research-based projects serve as the central intervention for knowledge internalization, artificial intelligence (AI) tools function as scaffolding for research engagement, and a public Demo Day presentation acts as a cognitive amplifier that reinforces learning and supports emerging professional identity formation. Together, these elements aim to transform study tours from passive observation into structured learning experiences.
The design was implemented in a nine-day cross-border engineering study tour involving 31 undergraduate students visiting universities and companies across Shenzhen, Hong Kong, and Macau. Students worked in teams to conduct research reviews related to “AI + Mechanical Engineering,” supported by AI tools for literature exploration and synthesis. Each team then presented their findings during a final Demo Day evaluated by external faculty judges. Multiple sources of evidence were collected, including student artifacts, judges’ evaluations, daily reflections, and pre–post surveys.
Preliminary evidence suggests that the design enabled meaningful research engagement despite the short duration of the program. All six student teams produced structured literature reviews and research presentations that external judges rated positively for clarity and analytical depth (mean score approximately 4.3 out of 5). Survey responses indicate improvements in students’ perceived ability to connect classroom knowledge with real-world engineering applications and increased interest in pursuing research-related career paths. Reflection data further suggest that preparing for the Demo Day presentation encouraged students to synthesize insights from company visits, academic discussions, and literature analysis.
These findings suggest that outcome-aligned learning design combining research-based inquiry, AI-supported scaffolding, and public scholarly presentation can help transform short-term study tours into structured learning environments that support knowledge integration and early professional identity formation.