The overall objective of this research is to reduce the high drop-out rates observed during the first semester of the engineering program Product Development and Robotics at School of Engineering. The study commenced by delineating the specific reasons for individual student withdrawals, subsequently identifying those factors directly related to the academic process, including both the formal and informal structures of the courses offered in the first semester, as well as the course content. The aim was to identify gaps that could be rectified to maintain the engagement and motivation of students who are inclined to persist, thereby facilitating their ability to meet program requirements in a timely manner. Concurrently, the research conducted a more thorough examination of foundational courses, such as higher mathematics and physics, which are frequently cited by students as reasons for discontinuing their studies. In the context of this experiment, feedback was systematically gathered from students across all courses before the implementation of CDIO, identifying the core challenges encountered in foundational courses, the implementation phase concentrated on physics – one of the two principal foundational courses alongside higher mathematics. By incorporating the CDIO recommendations, along with other pedagogical enhancements, into physics course, significant advancements were achieved in terms of student pass rates.