In recent years, studies and analyses on fine particulate matter (PM2.5) have been conducted, and environmental education on PM2.5 has become increasingly important. However, there are few reports on environmental education materials on PM2.5 that can be conducted in a short time. National Institute of Technology, Yuge College (NITYC) is located in Kamijima Town in the Seto Inland Sea, where high concentrations of PM2.5 have been observed despite the island's remote location. Therefore, we proposed and implemented several environmental education programs using a portable sensor for PM2.5 measurements developed at Nagoya University.
First, we observed the differences in PM2.5 concentrations between different fuels when burning rocket stoves. It was confirmed that combining pine cones with firewood as fuel resulted in a decrease in PM2.5 concentration and efficient combustion.
The cause of the high PM2.5 concentration in Kamijima Town is not only long-range transboundary air pollution but also from local pollution such as field burning. Therefore, we used a portable sensor to measure the PM2.5 concentration in Kamijima Town regularly by bicycle and created a PM2.5 distribution map to analyze the air pollution in Kamijima Town. At the beginning of the measurements, stable readings were difficult to obtain due to vibrations from the road and sunlight. However, using a box to shield the light and cushioning material made it possible to obtain stable measurements. These experiments and measurements were carried out by NITYC students and allowed them to deepen their understanding of the atmospheric environment through discussion and analysis.
Finally, we conducted an outreach class at an elementary school by combining small PM2.5 measurements with traditional gas detection tubes. NITYC students were the main teachers and gave lectures and explanations. The NITYC students and elementary school students who participated in these activities showed a great interest in the atmospheric environment, including PM2.5.

Kamijima Town, where the National Institute of Technology, Yuge College (NITYC) is located, is a municipality consisting of remote islands in the Seto Inland Sea. We propose the concept of "remote island engineering”. This concept is to solve island problems through an engineering approach, making full use of the island's resources and human resources, as well as the technical capabilities of the NITYC. At the NITYC, this concept of "remote island engineering" has been spreading from faculty to students over the past few years. Our laboratory involves 5th-year students, sometimes with lower-level students and local residents, in helping to solve regional issues as part of their graduation research.
For example, there are many abandoned bamboo forests in Kamijima Town, which are not well managed due to the aging of the population. Therefore, our laboratory proposed the "cascade use of bamboo” and came up with a method of using it in stages. As the primary use, bamboo houses designed by students are built, and as the secondary use, bamboo charcoal is made from the bamboo used in the bamboo houses. They also conducted an experiment to use the bamboo charcoal as a fishing reef by sinking it in the sea. Furthermore, remote islands are likely to be isolated in the event of a disaster due to the disruption of lifelines. For this reason, the company is actively involved in themes of disaster prevention and mitigation. One such theme is the "development of portable power generation equipment”. This is a combination of a rocket stove, which attracted attention after the Great East Japan Earthquake, and a Stirling engine, an external combustion engine, mounted on a cart so that it can be carried by human power. The students were responsible for all the design and manufacturing for this development.
This paper shows that laboratory management based on "remote island engineering" produces the educational outcomes of "independent spirit" and "cooperation with others" when students work on their own initiative and take responsibility for their own research. Students can experience the practice of the "PDCA cycle," in which they identify issues, set goals, gain new knowledge through experiments and observations, and present their findings at regular meetings to confirm the direction of the project. By having the students experience this cycle for one year, they were able to spend more time in the laboratory and conduct high-quality graduation research.