This study investigates junior high school students' perspectives on improving manufactured products and their perceptions as users after participating in materials processing technology learning in Japan. Guided by recent changes in Japanese curriculum guidelines emphasizing real-world application, we conducted a web-based survey collecting 721 valid responses from 833 students. The survey explored students' enjoyment of and satisfaction with materials processing learning, as well as their intentions regarding future technology-related careers. Our findings reveal high engagement in practical tasks, with 91.7% of students expressing positive attitudes towards making things. However, only 41.5% viewed their experiences as positively impacting future career aspirations. When prompted to describe product improvements, students frequently focused on safety (45.2%) and functionality (34.4%), while often neglecting environmental and economic factors. Differences emerged between those who described user-oriented improvements and those who did not, suggesting that descriptive reflection may enhance safety awareness and other practical concerns. This study contributes to the ongoing discourse on technology education by highlighting the need for curricular advancements that better link technological learning with future career opportunities. It also underscores the importance of fostering a comprehensive design approach that includes societal and environmental considerations.