The aim of this project is to contribute to the development of both education and intercultural co-learning research through continuously providing information internationally and domestically of research progress and results towards establishing an inter-cultural curriculum and pedagogy, and to deepen the dialogue regarding the educational effect and significance of intercultural co-learning.
The research makes use of a multi-layered research approach to verify educational practices toward establishing pedagogy and develop an intercultural co-learning curriculum in Japanese universities through good practice case studies, investigation of the state of achievements in intercultural co-learning domestically and internationally, and organization theory of prior studies.
Professional education practioners specializing in educational evaluation in the field of intercultural co-learning, intercultural education, international education, Japanese language education, and global / citizens studies education collaborate, and based on their knowledge and experience pursue the educational value of intercultural co-learning.
The study focuses on an action research incorporating various data collection tools of education practice such as literature survey, questionnaire and interview survey, fieldwork, and educational assessment verification. In addition, the aim was to conduct research that is useful for practical use through the development of basic data on policy recommendations and internationalization of education for not only global human resources development at higher education institutions.
Practical knowledge will be contributed to educational practitioners and researchers both domestically and internationally by expeditiously disseminating information regarding survey results and intercultural co-learning practice guidelines and textbooks created based on those results. Prior research regarding international co-learning as a part of global human resource development, particularly concerning educational effects and teaching methods development has been minimal.
Through the result of this research, a theoretical foundation of intercultural co-learning practice will be established, ontributing to academia development.
Case study of Good Practice: domestic and international good practice practical examples clarified in the literature research were selected and a hearing survey conducted.
In addition to semistructured interviews of experts involved in research and education related to intercultural co-learning, stakeholders other than educational practitioners (students, TA, lesson collaborators both in and out of the school) are also a target of the study so as to be able to verify the class outcomes and issues etc.
Organize and analyze the collected data by item in each category of ① theme setting, ② teaching materials, ③ classroom management (guidance language, educational intervention, discipline, ethics,etc.), ④ task, ⑤ evaluation. At this time, experts in related fields will also carry out multiple debriefings.
The results of the research are summarized into “Guidelines for Practical Intercultural Co-learning”.
In this case, the versatility and differences in university scale, operation form, (national, public, private), educational philosophy, students, and faculty members, etc. are heeded so that the results can be of use as a reference.
Develop a co-educational pedagogy reflecting guideline improvements through discussions so as to obtain feedback from a wide range of perspectives while pursuing opportunities for collaborative research and publications by domestic and international researchers and practitioners, Ultimately, we will publish the guidelines as an intercultural co-learning textbook, and as well as ontributing to the dissemination of intercultural colearning practice, present the results that will contribute to the promotion of Japanese multicultural education research.