Engineering Real-World Skills: Applying Project Management in STEM-Focused Engineering Education

Engineering Real-World Skills: Applying Project Management in STEM-Focused Engineering Education

Aini Arifah Abdul Karim

Ministry of Education, Malaysia

Mohd Nazrin Zulkifli

STEM Racing Malaysia

Abstract This study examines the project management components embedded within the STEM Racing activities (formerly known as F1 in Schools), positioning it as a case study in the application of effective project-based learning (PBL) for secondary education. The activity challenges students to engage in authentic engineering tasksdesigning, manufacturing, and racing miniature F1-style carswhile managing the full lifecycle of a project. Emphasizing structured planning, execution, collaboration, stakeholder engagement, and reflective practices, the program demonstrates strong alignment with the strategic objectives of National Science, Technology and Innovation Policy which seeks to enhance the nations STEM pipeline.

A qualitative methodology was employed, integrating document analysis of competition guidelines, judging rubrics, and project documentation templates with expert interviews involving competition judges, engineering faculty members, and industry professionals. This triangulated approach provided a multifaceted understanding of how the activities cultivates technical, managerial, and interpersonal skills among students aged 1119.

Findings indicate that the competition aligns with industry- standard engineering and project management practices, encompassing scope definition, resource allocation, risk assessment, and iterative design improvement. Participation fosters competencies such as critical thinking, problem-solving, leadership, teamwork, and communication, along side technical abilities in CAD/CAM, aerodynamic analysis, and manufacturing. These skills are directly transferable to tertiary education and professional engineering contexts.

The study contributes to the body of knowledge by illustrating how structured, authentic engineering projects at the secondary school level can address persistent gaps in STEM education, particularly in bridging theory with practice and preparing students for industry demands. It further argues that initiatives like STEM Racing offer a scalable model for national and international education systems seeking to enhance STEM engagement, develop future-ready talent, and align secondary education outcomes with economic and technological development goals.

KeywordsSTEM Racing, Project Management, engineering education, computer-aided design (CAD), computer-aided manufacturing (CAM)

‌INTRODUCTION

The demand for STEM talent is growing rapidly worldwide, driven by technological advancements, industrial transformation, and global competitiveness. Yet, the proportion of Malaysian students enrolling in STEM-related programs has remained below targeted levels, raising concerns about the countrys future capacity to innovate, industrialize, and meet the demands of an increasingly knowledge-based economy.

The importance of STEM education extends far beyond preparing individuals for specific careers. It plays a foundational role in equipping citizens with the critical thinking skills, problem-solving abilities, and technological literacy necessary to thrive in the 21st century. STEM-literate societies are better positioned to address complex challenges such as climate change, energy security, healthcare innovation, and sustainable economic growth. In the context of Malaysias national aspirations, such as achieving high-income nation status, advancing the Fourth Industrial Revolution (IR 4.0), and expanding its role in global supply chains, developing a robust and future-ready STEM workforce is both an educational and an economic priority.

Education, therefore, must evolve beyond traditional rote learning to embrace approaches that connect theory to practice, stimulate curiosity, and encourage innovation. Research has consistently shown that project-based learning (PBL) is one such approach, capable of promoting deep learning, fostering creativity, and sustaining long-term engagement in STEM disciplines (Thomas, 2000). PBL situates learning within real- world contexts, enabling students to integrate multiple disciplines, collaborate effectively, and produce tangible outcomes, skills directly transferable to higher education and the workforce.

One significant international initiative exemplifying this approach is STEM Racing, formerly known as F1 in Schools. Established over two decades ago in the United Kingdom, F1 in Schools has grown into one of the most globally recognized STEM competitions, now involving over 26,000 schools across 51 countries. The competition challenges students aged 1119 to design, manufacture, and race miniature F1-style cars using industry-grade tools such as computer-aided design (CAD), computer-aided manufacturing (CAM) software, and

wind tunnel testing (Paturrahman, Abu Mansor, Harun, & Mohd Sabri, 2018). These are tools typically reserved for engineering undergraduates and industry professionals, making the competition a rare and valuable opportunity for secondary school students to gain early exposure to professional engineering environments. What sets STEM Racing apart is its holistic nature. The competition integrates complex engineering processes with project management, teamwork, and strategic planning in a dynamic, student-led environment. Participants not only acquire technical skills such as aerodynamic analysis, precision manufacturing, and iterative design, but also develop transferable competencies including leadership, communication, financial management, and innovation under pressure. This synthesis of skills mirrors industry expectations, creating a bridge between secondary education and the professional world.

As Malaysia works toward strengthening its STEM pipeline, programs like STEM Racing serve as strategic educational platforms that align with both academic and industry needs. They inspire young people to explore their interests in engineering and technology, nurture their capacity to innovate, and prepare them for meaningful contributions to the nations technological and industrial future.

This study examines the educational value of the STEM Racing initiative, with a focus on its embedded project management framework and its implications for secondary education, workforce readiness, and industry alignment. By analyzing both the structural and pedagogical elements of the program, this research aims to contribute to the broader discourse on how authentic, project-based STEM initiatives can help achieve global education and innovation goals.

1. ‌OBJECTIVE OF THE STUDY

   ‌The primary purpose of this study is to investigate how the STEM Racing competition (formerly F1 in Schools) functions as an effective vehicle for project-based learning in secondary education by unpacking its embedded project management practices and assessing their contribution to student development in STEM and engineering. Broadly, the general objective is to understand the ways in which a structured, authentic engineering competition cultivates industry-relevant competencies, bridges the gap between theoretical knowledge and practical application, and aligns with national STEM development goals.

   To achieve this, the specific objectives are to: examine the project initiation, planning, and scope-definition processes within STEM Racing and how they instill strategic thinking; analyze resource and budget management practices to understand how students learn to balance technical ambition with economic constraint; explore team organization and role definition to assess their impact on collaboration, leadership, and specialization; evaluate communication and stakeholder engagement mechanisms and their role in developing professional interpersonal skills; investigate risk identification, mitigation, and problem-solving approaches to determine their effect on adaptive reasoning and resilience; and assess monitoring, evaluation, and reflection practices for their contribution to metacognitive development and continuous

   improvement. Additionally, the study aims to synthesize expert insights to contextualize these practices within broader engineering education paradigms and to articulate how early exposure through such competitions influences students academic trajectories, identity formation in engineering, and preparedness for tertiary study and future careers.

2. ‌LITERATURE REVIEW

   Project-Based Learning and STEM Education Foundations

   Project-based learning (PBL) is widely recognized as a high- impact pedagogy for STEM education due to its capacity to cultivate critical thinking, collaboration, and authentic problem- solving. Early foundational work by Barron and Darling- Hammond (2008) established that well-designed PBL environments enable students to tackle complex questions, integrate knowledge across disciplines, and produce publicly valuable artifacts, leading to deeper understanding than traditional instruction. Similarly, Krajcik and Blumenfeld (2006) emphasized that PBL, when anchored in real-world contexts, enhances students conceptual understanding and provides meaningful opportunities for knowledge application. Their research outlines design principles such as driving questions, sustained inquiry, and reflection that are echoed in STEM Racings structure, wherein students grapple with engineering challenges over extended cycles.

   Thomas (2000) synthesized decades of PBL research and concluded that PBL improves student retention, motivation, and authentic learning, especially when accompanied by appropriate scaffolding. This aligns with the STEM Racing experience where students are guided through complex project initiation, design iteration, and reflection, situating the competition as a structured yet exploratory learning environment. Hmelo-Silver (2004) further dissected the mechanisms of PBL, identifying that learners develop self-regulation and problem-solving strategies through guided collaboration, which becomes pivotal in multidisciplinary team tasks inherent in F1 in Schools.

   Engineering Identity, Self-Efficacy, and Early Engagement

   The transformation of student perception toward STEM and engineering disciplines is mediated by factors such as engineering identity and self-efficacy. Banduras (1997) social cognitive theory outlines self-efficacy as belief in ones capacity to execute actions necessary to manage prospective situations; early mastery experiences in engineering design as provided by STEM Racing, bolster such beliefs. Sadler et al. (2012) demonstrated that authentic STEM experiences contribute to the development of disciplinary identity by enabling students to see themselves as participants in scientific and engineering communities, not just consumers of content. In the context of STEM Racing, engagement in genuine design, testing, and stakeholder communication allows students to internalize the role of an engineer.

   Engineering identity and self-efficacy have been shown to develop most robustly in authentic, practice-based learning

   environments. Adams, Gupta, and Sorensen (2022) emphasize that early exposure to design challenges combined with validation from peers and mentors fosters stronger engineering self-concept. Liu et al. (2023) present longitudinal data indicating that such experiences increase students persistence in engineering academic trajectories. Additionally, Nguyen and Smith (2025) explore how inclusive project-based programs affirm diverse learners identities and catalyze long-term engagement in STEM pathways. In the context of STEM Racing, participants regularly use engineering tools, present to judges, and collaborate in teams conditions empirically associated with confidence-building and self-identification as future engineers.

   F1 in Schools/STEM Racing: Empirical Evidence and Outcomes

   The F1 in Schools program, now referred to in many contexts as STEM Racing, has been evaluated in multiple studies for its effectiveness in engaging youth in engineering. Fernandez- Samaca et al. (2013) found that students who have engaged in project-based learning display significant development of transversal skills such as teamwork, problem-solving, communication abilities, and self-learning, positioning them ahead of peers in both university preparedness and professional mindset. The STEM Racing program provides not only technical skill-building but also instills commitment to timelines, quality control, and presentationmirroring industry expectations.

   Early exposure to real-world engineering tools yields both cognitive and affective gains: students in applied engineering scenarios demonstrated improved problem-solving strategies, higher intrinsic motivation, and resilience when faced with iterative design setbacks. This is particularly relevant to the aerodynamic modeling and simulation work in STEM Racing, which demands spatial reasoning and systems thinking competencies shown to transfer to future academic achievement in engineering pathways.

   Purzer, Besterfield-Sacre, and Shuman (2014) investigated engineering design team dynamics and noted that clearly defined roles, accountability structures, and shared documentation significantly improve team performance and learning outcomes. STEM Racings required team organizational frameworks directly reflect these findings, suggesting that participants not only learn content but also the social mechanics of functioning within engineering teams.

   Recent studies of STEM-focused competitions confirm that participants acquire both technical and professional competencies. Wijnia et al. (2024) further found clearer development in critical thinking and metacognition among those engaged in extended project-based frameworks. Purzer et al. (2021) show that defined team roles and structured documentation significantly improve collaboration efficiency and group learning outcomes which are features core to the STEM Racing format. Engineering education scholars stress that early, contextualized, and inclusive experiences reduce attrition and broaden participation. Van den Beemt, de Laat, and Snijders (2022) conclude that experiential learning

   anchored in real-world tasks enhances retention and supports diverse learners. Davis and Burkholder (2024) found significantly higher persistence rates among students who participated in early design-based programs versus peers in traditional instruction. STEM Racings design aligns with these findings by offering inclusive, high-engagement opportunities that help sustain interest for students from varied backgrounds.

   Scaling and Policy Integration

   Despite strong outcomes, translation of such project-based models into national curricula is often fragmented. Doppelt (2003) showed that systemic implementation of project-based engineering education requires institutional support, teacher professional development, and alignment with assessment frameworks to sustain student engagement and learning quality. Similarly, Prince (2004) criticized passive learning and argued that active approaches such as PBL are essential to motivate learners and instill durable understanding, yet institutional inertia frequently impedes widespread adoption.

   Loh and Teo (2020) illustrate that contextual adaptation such as adjusting resource expectations and integrating local industry involvement is crucial for educational programs to be equitable and effective in developing economies. This underscores the need for policy mechanisms to support localized versions of successful global models, ensuringaccess beyond elite schools.

   Pathway Consolidation and Long-Term Impacts

   Building on identity and skill development, Kelley and Knowles (2016) discuss how maker-centered and design- based experiences reinforce self-efficacy and pathway clarity by allowing learners to envision themselves as future practitioners. STEM Racing, by requiring end-to-end project ownership, supports such envisioning, leading to crystallization of academic and career trajectories.

   Liu, Wang, and Chuang (2014) explored the role of reflection in STEM project learning and found that structured reflection opportunities enhance transfer of learning and long-term retention; the iterative cycles of prototype, test, evaluate, and refine in STEM Racing embed such reflective practices, supporting the evolution from novice interest to professional ambition.

   Summative Perspective

   Collectively, the literature converges on the proposition that STEM Racing/F1 in Schools is a high-leverage intervention. It integrates proven pedagogies (PBL, authentic learning, cognitive apprenticeship, identity work), scaffolds skill development (technical, managerial, interpersonal), and provides platforms for early crystallization of future engineering pathways. For policymakers, this body of evidence supports scaling of such competitions not as extracurricular novelties, but as strategic educational

   investments that align with broader STEM workforce development goals, particularly in contexts seeking to strengthen their engineering talent pipelines.

3. ‌MATERIALS AND METHODS

   This study adopts a qualitative document analysis approach (Müller, J., & de Vos, M., 2022), focusing on the structural and pedagogical elements of the STEM Racing competition. Primary data sources include competition guidelines, project documentation templates, and relevant literature. To enhance the depth of analysis, the study also incorporates expert interviews as a complementary qualitative method (Creswell & Poth, 2018). These interviews involve key stakeholders such as competition judges, engineering faculty members, industry mentors, and professional engineers.

   The inclusion of expert voices offers valuable insights into the real-world applicability of the competitions framework and its alignment with current industry standards (Fernandez-Samaca et. al, 2013). Judges provide perspectives on assessment criteria and student performance, while lecturers and engineers share observations on how early exposure to engineering tools and project-based environments influences students cognitive and professional development (Kolodner et al., 2003; Sadler et al., 2012). These multiple data sources allow for triangulation, improving the credibility and depth of findings (Patton, 2015).

   The analysis examines the alignment between competition practices and established project management frameworks (PMI, 2021), as well as the extent to which these practices support the principles of project-based learning (PBL), which has been shown to increase student motivation, deepen conceptual understanding, and improve long-term retention of STEM knowledge (Wijnia et al., 2024; Loyens et al., 2023; Sánchez-García & Reyes-de-Cózar, 2025; Auliyani et al., 2025). By blending documentary evidence with stakeholder experiences, the methodology enables a richer understanding of the educational impacts and practical implications of STEM Racing.

   Beyond its technical and pedagogical design, the STEM Racing competition is notable for its global participation, drawing teams of students aged 1119 from countries across the world. International STEM competitions have been found to foster cross-cultural collaboration, adaptability, and global engineering competencies (Shields, 2013; Mentzer et al., 2017). This diverse involvement fosters a vibrant exchange of ideas, cultures, and problem-solving approaches, giving students an authentic experience of working in international engineering contexts. Competing on a global stage exposes participants to varied interpretations of engineering challenges, broadening their perspectives and encouraging adaptabilityan essential skill in the modern engineering workforce (ABET, 2022).

   For many participants, especially those at the secondary school level, this is their first significant opportunity to explore their interest in science, technology, and particularly engineering in a hands-on, real-world environment. By working with engineering software, manufacturing tools, and design principles, students can actively test and refine their passions. Research shows that such authentic, experiential learning can be pivotal in shaping long-term STEM career aspirations

   (Maltese & Tai, 2010). For some, this becomes the moment they discover not only that they have the aptitude for engineering but also that they genuinely enjoy it.

   Activities like STEM Racing can serve as a crystallization point in a young persons life (Kelley & Knowles, 2016). The combination of creativity, problem-solving, teamwork, and exposure to engineering processes helps students visualize a clear pathway into the profession. They begin to understand the links between classroom learning, project-based application, and the real demands of industry, an alignment critical to producing future-ready engineers (Graham, 2018).

   In developing countries such as Malaysia, the need for greater youth engagement in engineering is especially pressing. Rapid industrial development, technological innovation, and national aspirations toward becoming a high-income, innovation- driven economy require a steady pipeline of skilled engineers (MOSTI, 2021). However, many students in these regions may not have sufficient exposure to the breadth of engineering disciplines or opportunities to apply their learning in authentic contexts. Competitions like STEM Racing fill this gap by providing an inspiring, accessible, and practical platform that bridges theory with practice.

   From a tertiary education perspective, participation in STEM Racing offers a distinct advantage on a students resume or university application. It demonstrates not only technical competence but also initiative, resilience, and the ability to collaborate under pressure, all qualities highly valued by admissions committees and scholarship boards (Frontiers in Education, 2024; Business Insider, 2025). For students aiming to enter competitive engineering programs, this hands-on, project-based experience signals readiness for the rigours of university-level study and positions them as motivated, high- potential candidates.

   ‌In essence, STEM Racing is more than just a competition. It is a catalyst for self-discovery, skill development, and long-term career direction. By engaging students from all over the world in challenging yet rewarding engineering projects, it builds both personal and professional capacities, helping shape the engineers of tomorrow (Sheppard et al., 2009).

4. RESULTS AND DISCUSSION

The analysis reveals that the STEM Racing competition serves as more than just a technical challenge; it is a multifaceted educational platform that cultivates cognitive, professional, and interpersonal skills essential for success in STEM, particularly engineering. Each stage of the competition reflects authentic project management and engineering practices, providing students with opportunities to apply theoretical knowledge in real-world contexts. The following subsections detail the core areas of competency development, their values, and their implications for participants educational and professional pathways.

1. Project Initiation and Planning

   At the outset, participants engage in project scoping, objective setting, and deliverable planning, often formalized through a project charter. This mirrors professional

   engineering environments, where clarity of scope and well- defined goals are crucial to project success.

   Value to sudents:

   • Strategic Thinking: Students learn to prioritize tasks, align actions with objectives, and foresee the implications of early decisions.

   • Clarity of Purpose: The act of setting tangible goals fosters focus and motivation.

   • Professional Readiness: Exposure to formal planning methods prepares students for the structured approach required in both higher education research projects and professional engineering roles.

     Implication: These early experiences embed an understanding that engineering success begins not in execution, but in deliberate and strategic preparation, a mindset that strengthens academic project work and professional employability.

2. Resource and Budget Management

   Participants manage financial and material resources, which include securing sponsorships, allocating budgets, tracking expenditures, and procuring materials. This dimension introduces them to the economic realities of engineering and fosters financial literacy.

   Value to Students:

   • Economic Awareness: Understanding the cost implications of design decisions promotes responsible innovation.

   • Entrepreneurial Skills: Sponsorship acquisition hones persuasive communication and business acumen.

   • Decision-Making Under Constraints: Students develop the ability to innovate within limited resources, a common challenge in real-world engineering projects.

     Implication: By simulating industry-standard budgeting and procurement processes, students learn to balance technical aspirations with financial feasibilityan essential competency for project viability in their future careers.

3. Team Roles and Organizational Structure

   Teams are required to define roles, responsibilities, and hierarchical structures, fostering accountability and encouraging leadership development. The division of labour also promotes specialization, mirroring professional engineering teams.

   Value to Students:

   • Leadership Development: Taking ownership of a role builds confidence and authority.

   • Specialization Skills: Students deepen expertise in specific functions (e.g., design, testing, marketing), which can guide academic major selection and career pathways.

   • Collaboration Skills: Clear structures minimize conflict and increase productivity, essential in multidisciplinary engineering teams.

     Implication: Early exposure to structured teamwork equips students with the interpersonal skills and role adaptability that are prized in both academic group projects and industry-based collaborative work.

4. Communication and Stakeholder Engagement

   Students engage in both internal team communication and external stakeholder interactions with industry mentors, sponsors, and competition officials. They are required to develop communication plans and present updates, proposals, and final reports.

   Value to Students:

   • Professional Communication Skills: Crafting technical and non-technical communications for diverse audiences enhances adaptability.

   • Networking Opportunities: Industry engagement opens pathways to mentorship, internships, and potential employment.

   • Stakeholder Management: Students learn to align project outcomes with stakeholder expectations, a vital skill in client-based engineering projects.

     Implication: This aspect develops students into engineers who are not only technically competent but also effective communicators, capable of bridging the gap between technical execution and stakeholder needs.

5. Risk Management and Problem Solving

   Participants are trained to identify potential risks, assess their probability and impact, and formulate mitigation strategies. This develops adaptive thinking and resilience, both of which are essential in engineering where unforeseen challenges are the norm.

   Value to Students:

   • Critical Thinking Under Pressure: Students practice rapid, evidence-based decision-making.

   • Resilience: Overcoming setbacks builds persistence and a growth mindset.

   • Innovation Under Constraints: Problem-solving within limitations often sparks creative solutions.

     Implication: Risk management skills learned in competition are directly transferable to both academic research and industrial project settings, where adaptability is a marker of engineering competence.

6. Monitoring, Evaluation, and Reflection

   Ongoing monitoring of project milestones, paired with reflective reporting, allows students to evaluate progress, identify challenges, and make improvements. This fosters metacognitive awareness, encouraging students to think about their own learning processes.

   Value to Students:

   • Self-Assessment Skills: Reflection cultivates honesty in evaluating strengths and weaknesses.

   • Continuous Improvement: Students learn to adapt methods mid-project to improve outcomes.

   • Evidence-Based Decision-Making: Monitoring metrics reinforces data-driven project management.

     Implication: Such reflective practices develop habits of lifelong learningcrucial for engineers who must continually update their knowledge in rapidly evolving technological landscapes.

7. Broader Perceptions of STEM and Engineering

   The competition fundamentally shapes how students perceive STEM and particularly engineering. It transforms abstract concepts into tangible achievements, demonstrating that engineering is not just about theoretical problem- solving but also about creativity, teamwork, and social impact.

   Key Educational Benefits:

   • Career Clarity: By working on real-world projects, students gain insights into the engineering profession, helping them decide on future academic specializations.

   • Motivation for STEM Pursuits: Hands-on success in a competitive yet collaborative environment fosters long-term interest in STEM fields.

   • Global Competence: International exposure builds adaptability, cultural intelligence, and a mindset geared towards global collaboration.

8. Crystallizing Future Pathways

Experiences in STEM Racing often act as career crystallisation moments, where students transition from vague interest to a defined academic and career ambition. They leave with practical skills, industry exposure, and a portfolio that strengthens applications to competitive tertiary programmes.

For students in developing countries such as Malaysia, such competitions are not just an enrichment. They are strategic interventions that expand access to engineering pathways otherwise limited by resource constraints.

IMPLICATIONS FOR EDUCATIONAL PRACTICE AND POLICY

STEM Racing offers a robust and practical model for integrating project-based learning (PBL) into STEM curricula, in strong alignment with any countrys policy. The program exemplifies how authentic, hands-on learning experiences can bridge classroom instruction with real-world industrial expectations. By embedding project management principles into secondary education, it addresses a critical skills gap, equipping students with both technical and transversal competencies needed for future STEM careers.

This competition also serves as an effective mechanism for early STEM talent identification and the nurturing of higher-order thinking (HOT) skills. Thrugh engagement with professional- grade tools and practices such as CAD/CAM software, stakeholder management, and iterative design, students develop cognitive abilities at the higher levels of Blooms Revised

Taxonomy, including analysis, evaluation, and creation. These learning experiences transcend traditional rote instruction, facilitating deep understanding and meaningful application of knowledge.

Moreover, the interdisciplinary nature of the competition supports 21st-century learning frameworks, fostering collaboration, communication, critical thinking, and creativity. Students operate in thematic learning environments where multiple disciplines converge to solve complex engineering challenges. Such settings simulate professional problem- solving and contribute to the development of what educators refer to as 'habits of mind', perseverance, strategic planning, adaptability and reflective thinking.

The incorporation of PBL into STEM Racing contributes significantly to cognitive development, as learners move from surface-level engagement to deeper conceptual mastery. This aligns with findings in educational research suggesting that PBL enhances students' metacognitive skills and capacity for self- directed learning (Barron & Darling-Hammond, 2008; Kolodner et al., 2003). By simulating real-world contexts, students gain a sense of purpose and responsibility, which further motivates learning and fosters academic maturity.

In summary, STEM Racing not only prepares students for the technical demands of future careers but also cultivates the intellectual dispositions required to navigate complexity and drive innovation in a globalized, knowledge-driven economy.

Fig. 1. Conceptual framework illustrating the relationship between project management components in STEM Racing and the resulting technical, professional, cognitive, and career development outcomes.

CONCLUSION AND RECOMMENDATION

This study highlights the educational innovation embodied in STEM Racing, a program that integrates structured project management practices into a secondary school competition to deliver a transformative, hands-on STEM learning experience. By embedding authentic engineering process ranging from conceptual design and resource allocation to stakeholder communication and technical evaluation within an engaging, competitive framework, STEM Racing exemplifies a scalable, high-impact approach to experiential STEM education. This alignment of technical skill-building with collaborative problem-solving not only reinforces national education policy priorities but also introduces a novel and replicable framework

for early engineering education adaptable across diverse educational contexts.

The programs design demonstrates that strategic, well- supported, and authentic learning opportunities can inspire and prepare the next generation of engineers and technologists. Participants are not passive recipients of information; they are active creators, decision-makers, and problem-solvers. Through the integration of project-based learning principles, students experience the complete engineering cycle, ideation, design, prototyping, testing, and refinement, mirroring the demands of modern engineering industries. This holistic approach ensures that learners develop both technical fluency and professional competencies such as leadership, resilience, time management, and adaptability.

Equally significant is the role STEM Racing plays in shaping engineering identity among young participants. Early exposure to authentic tools such as CAD/CAM software, aerodynamic simulation, and data-driven design enables students to see themselves as capable practitioners in the engineering field. This identity formation is further strengthened through mastery experiences, peer collaboration, and validation from industry mentors and judges. For many participants, the competition serves as a career crystallization moment. This is a pivotal experience where curiosity about science and technology transforms into a concrete, well-informed ambition to pursue engineering-related pathways.

From a broader perspective, early exposure to technology and engineering is essential for building a sustainable and future- ready workforce, particularly in countries like Malaysia that are striving toward high-income, innovation-driven economic status. In an increasingly technology-centric global economy, nations must equip their youth with both the technical skills and the problem-solving mindset to adapt to rapid changes in industry and society. By engaging students aged 1119 in authentic, interdisciplinary engineering challenges, STEM Racing cultivates future-oriented capabilities that extend beyond the competition, fostering lifelong learning habits, innovation readiness, and global competitiveness.

The implications extend to tertiary education and employment outcomes. Students who have participated in STEM Racing enter higher education with a portfolio of demonstrable skills and experiences that distinguish them from their peers, evidence of their ability to apply academic knowledge in real- world contexts, collaborate across disciplines, and deliver results under authentic constraints. These attributes are increasingly sought after by universities, scholarship boards, and employers, positioning alumni of such programs as high- potential candidates for competitive STEM pathways.

Looking ahead, future research should investigate the long- term impact of participation in STEM Racing on students academic trajectories, career choices, and persistence in STEM disciplines. Such studies could explore whether early engineering exposure enhances resilience in demanding academic programs, improves STEM retention rates, and increases representation in underrepresented engineering fields. Findings in this area would provide valuable evidence for policymakers seeking to integrate experiential engineering competitions more systematically into national education strategies.

In conclusion, STEM Racing serves as a model of how immersive, well-structured, and authentic STEM programs can act as catalysts for individual growth and national development. By empowering young people with early exposure to technology and engineering, the program not only fuels personal aspirations but also builds the collective capacity needed to meet the challenges and opportunities of the future. The strategic expansion of such initiatives will be crucial in ensuring that the next generation is equipped not merely to participate in the future of work, but to lead it.

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