Integrating Physical and Cyber Learning in STEM Education: A Case Study of the 9th “Girls in Control” Workshop in Japan

Abstract

To realize Society 5.0—a vision of a highly integrated society that combines cyberspace and physical space— the Japanese government emphasizes the development of future human resources, particularly by encouraging female junior high school students to pursue ca-reers in science and technology. The “Girls in Control” (GIC) workshop, organized by the International Federation of Automatic Control (IFAC) and the Automatic Control Council, introduces the fundamentals of control engineering to girls aged 10–15 y through interactive activities. While earlier GICs focused on simulations using Scratch, cyber-only approaches have limitations in promoting deeper understanding and practical skills. This study presents the development and im-plementation of a new hybrid learning experience introduced at the 9th GIC workshop in Japan. Specifically, handson water level control experiments were incorporated to complement simulation-based learning and enhance students’ sensory perception and implementation abilities. The workshop content was designed in alignment with the Japanese Courses of Study for junior high school technology education, particularly in the area of measurement and control using sensors, computers, and actuators. Preliminary observations indicated that integrating physical and cyber learning increased student engagement, improved conceptual understanding, and positively influenced interest in STEM fields. This approach holds promise for fostering scientific curiosity and supporting gender-inclusive talent development in the context of Society 5.0.