This study aims to explore the perceptions and attitudes of national elementary school teachers toward environmental education to understand the difference between different teachers’ background variables on environmental education cognition and attitude and the correlation between cognition and attitude. This research adopts the questionnaire survey method and takes elementary school teachers from the second largest city in Taiwan, Taichung City, as the research sample. Stratified random sampling was adopted, and 636 questionnaires were distributed. In total, 536 questionnaires were effectively recovered, and the effective recovery rate was 84.27%. The descriptive statistical analysis of sample data, an independent sample T-test, a one-way analysis of variance, Scheffe’s comparison test, and Pearson’s product-difference correlation were used for analysis. The study results are: (1) Elementary school teachers in Taichung City have good environmental education and teaching cognition and environmental issue cognition. (2) The attitudes toward the environmental education of elementary school teachers in Taichung are positive and active. (3) Senior and experienced elementary school teachers in Taichung City have a high awareness of environmental education due to their participation in many workshops and environmental protection activities. Therefore, there are significant differences in the cognition and attitude of environmental education from elementary school teachers. (4) There is a significant correlation between the cognition and attitude of elementary school teachers in Taichung City toward environmental education. This research shows that teachers with more senior teaching experience have better cognition and attitude toward environmental education.

VR has shown positive growth in the world in recent years, which is mainly due to projects such as learning, games, entertainment and experiential activities. VR has changed the way of life of users, providing users with more interesting interactions and immersive experiences. This study aims to investigate students’ practical capabilities and learning effectiveness under the instruction strategy of integrating virtual reality into simulation games into the Vehicle Body Electrical System Comprehensive Maintenance and Repair Services Practice curriculum for students of the Dept. of Auto Mechanics in a skills-based senior high school. Two student classes of the Dept. of Auto Mechanics major in Electrical Engineering featuring practical subjects in one skills-based senior high school in central Taiwan were chosen as the participants for this study. By way of pretest–post-test research design and heterogeneous grouping, an 8-week instruction experiment was conducted in which ZPD (zone of proximal development) instruction strategies were used in the experimental group (with 43 persons), while traditional didactic instruction strategies were used in the control group (with 36 persons). ZPD instructional strategies analyze and collect quantitative and qualitative data to investigate the instructional effectiveness and feasibility in developing ZPD as the research material in the practical curriculum for the study area of the Power Machinery in Vehicle Body Electrical System Comprehensive Maintenance and Repair Services practice. According to the research objective, the results are concluded as follows. (1) Students achieved the best learning effectiveness when adopting ZPD (zone of proximal development) strategies in which virtual reality was integrated into the vehicle charging and starting system to investigate students’ automotive diagnostic troubleshooting and fault-clearing capabilities. (2) Students attained the highest acceptance in learning phenomenon when adopting ZPD (zone of proximal development) strategies in which virtual reality was integrated into students’ familiar practice factory environment and the tools and equipment operation process. (3) Students had a higher acceptance of learning effectiveness when using virtual reality simulation games in the disassembly and functional detection of vehicle charging and starting systems. (4) There is a positive effect when integrating virtual reality simulation games into ZPD instruction strategies in the knowledge, skills and attitude on students’ overall inquiry practical capabilities and their learning effectiveness.

The 12-Year Basic Education Curricula not only follow the objectives of previous curriculum syllabus development, but they place more focus on competence-oriented instruction, which aims to emphasize the importance of combining the curriculum with life situations that are not solely based on learning knowledge and skills. This study aims to investigate the results of the students’ learning effectiveness and learning engagement after adding competence-oriented instructional strategies into electrical engineering practical subjects offered by the Department of Electrical Engineering in skills-based senior high schools, and, at the same time, to figure out the difference in learning effectiveness using different instructional strategies. Two classes of students from the Department of Electrical Engineering major in electrical engineering practical subjects in one skills-based senior high school in Central Taiwan were chosen as the participants for this study. By way of pre-test–post-test research design and heterogeneous grouping, a 10-week instruction experiment consisting of two groups and occurring over the course of 30 classes was conducted, wherein competence-oriented instructional strategies were used in an experimental group, while traditional didactic instructional strategies were used in a control group. By analyzing the collection of quantitative and qualitative data through competence-oriented instructional strategies, the instruction effectiveness and feasibility of the basic electricity practical curriculum were developed as the study topic for understanding how competence-oriented instruction can be implemented into the practical curriculum of the electrical engineering and electronic engineering group. According to the research objective, the results were concluded as follows: (1) Students of the Department of Electrical Engineering have a slightly better learning effectiveness in electrical engineering practice under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies; (2) there is a significant difference in the students’ learning engagement in electrical engineering practice from the Department of Electrical Engineering under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies. The conclusion of this study emphasizes designing questions based on life situations, thereby applying what students have learned to solve problems they encounter in their daily lives. Compared with traditional didactic instructional strategies, competence-oriented instructional strategies not only have a better learning effectiveness and provide flexibility for the students to solve problems and provide analysis for situations, they also have broader applicability and an increased number of positive benefits when it comes to students’ group interactions and sharing.

This study explores innovative designs for the cap of a marker pen, aiming to address the issues of cap loss and ink evaporation during marker pen usage. This study applies intrinsic safety, universal design and TRIZ as research methods. TRIZ has great potential to address most of the Sustainable Development Goals (SDGs) relevant to conflict-oriented problem solving for innovations. The principles of simplification, foolproof design, clarity of states, and tolerance from intrinsic safety were applied to prevent cap loss and minimize the risks associated with ink evaporation. The TRIZ methodology’s contradiction matrix was utilized to identify relevant inventive principles by improving parameters and avoiding worsening parameters, providing a reference basis for product structure design. Lastly, the principles of equitable use, simplicity, intuitiveness, and effortless design from universal design were employed to enhance the marker pen’s usability for the general public. This study creates a SERVQUAL questionnaire to compare the prototype of the designed pen cap with commercially available pen caps. It utilizes the two-dimensional quality model (Kano model) and Importance–Performance Analysis (IPA) for practical design analysis. Finally, the prototype structure is visualized using graphic software. The innovative design features of this study include the following. (1) Concealable pen tip: the sliding seal hides the pen tip inside the pen body when the pen core is slid upwards, preventing cap loss and ink drying. (2) Quick retractable function: using a pressing mechanism, the pen tip can be quickly retracted with a one-handed press and slide motion. (3) Replaceable pen core: the pen core can be replaced by disassembling the pen body, removing the old pen core, and inserting a new one, thereby extending the pen’s lifespan. (4) Satisfaction evaluation of the innovative pen cap design: through questionnaire surveys and cross-analysis using the IPA and the Kano model, this study assesses the product’s manufacturing and mass production value to reduce actual product development costs and time.

In modern, fast-paced lifestyles, food containers have become a popular solution for quick meals; however, they have significantly contributed to the increase in plastic packaging waste, which poses a substantial environmental risk. The prevalent use of non-biodegradable plastic containers exacerbates plastic pollution, contradicting government regulations designed to reduce plastic usage and promote sustainability. To address these issues, this study integrates TRIZ, ergonomics, inherent safety, and universal design methodologies, with an emphasis on sustainability. First, the technical contradiction matrix from TRIZ is applied to identify parameters for improvement without inducing negative side effects. Ergonomics principles ensure the development of user-friendly designs, while inherent safety and universal design approaches aim for accessibility and full biodegradability. Through a systematic innovation design process, this research proposes a biodegradable food container capable of decomposing entirely into particles and water within one month, blending naturally with the soil without compromising functionality. Moreover, the container incorporates a quick-alignment mechanism and an intuitive sealing design that ensures airtightness and spill prevention. As a result, the product not only meets user demands but also addresses pressing environmental concerns, aligning with global sustainability goals.

This study develops and validates an artificial intelligence (AI)-assisted internship learning platform for automotive electronics based on the Llama 3 large language model, aiming to enhance pedagogical effectiveness within vocational training contexts. Addressing critical issues such as the persistent theory–practice gap and limited innovation capability prevalent in existing curricula, we leverage the natural language processing (NLP) capabilities of Llama 3 through fine-tuning based on transfer learning to establish a specialized knowledge base encompassing fundamental circuit principles and fault diagnosis protocols. The implementation employs the Hugging Face Transformers library with optimized hyperparameters, including a learning rate of 5 × 10⁻⁵ across five training epochs. Post-training evaluations revealed an accuracy of 89.7% on validation tasks (representing a 12.4% improvement over the baseline model), a semantic comprehension precision of 92.3% in technical question-and-answer assessments, a mathematical computation accuracy of 78.4% (highlighting this as a current limitation), and a latency of 6.3 s under peak operational workloads (indicating a system bottleneck). Although direct trials involving students were deliberately avoided, the platform’s technical feasibility was validated through multidimensional benchmarking against established models (BERT-base and GPT-2), confirming superior domain adaptability (F1 = 0.87) and enhanced error tolerance (σ² = 1.2). Notable limitations emerged in numerical reasoning tasks (Cohen’s d = 1.15 compared to human experts) and in real-time responsiveness deterioration when exceeding 50 concurrent users. The study concludes that Llama 3 demonstrates considerable promise for automotive electronics skills development. Proposed future enhancements include integrating symbolic AI modules to improve computational reliability, implementing Kubernetes-based load balancing to ensure latency below 2 s at scale, and conducting longitudinal pedagogical validation studies with trainees. This research provides a robust technical foundation for AI-driven vocational education, especially suited to mechatronics fields that require close integration between theoretical knowledge and practical troubleshooting skills.