This study explored Japanese high school teachers’ understanding and opinions of global citizenship education (GCE) and its implementation according to the guidelines set by Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) and the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Data were gathered through one-on-one semi-structured interviews with seven teachers from three different schools, conducted either in person or remotely, focusing on their experiences and perspectives regarding MEXT’s global jinzai guidelines and UNESCO’s GCE. Specifically, the study examined: (1) teachers’ awareness of the differences in expectations, values, and goals between the two organizations; (2) how much GCE is embraced; and (3) the successes and challenges faced in implementing GCE. Thematic analysis of the interview data identified three main themes: (1) varying awareness levels of MEXT and UNESCO guidelines; (2) unique challenges faced by different types of schools; and (3) achievements and obstacles in meeting GCE objectives. Results suggest that, regardless of school type, teachers tend to align more with UNESCO’s outward-looking vision of GCE. These findings highlight the importance of increasing the use of UNESCO’s Associated Schools Project Network (ASPnet) and addressing structural barriers to further develop GCE in Japan.

Authors:
Miyuki Takeda, Soka University of America, United States
Tomoko Takahashi, Soka University of America, United States

About the Presenter(s)
Dr. Tomoko Takahashi is the Dean of the Graduate School and Professor of Linguistics and Education at Soka University of America in Southern California, USA. Her research interests are in language acquisition, cross-cultural communication, and translation.

Connect on ResearchGate
https://www.researchgate.net/profile/Tomoko-Takahashi-3

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