Presentation Information
[PS-03]A short-term inbound program: Development of Disaster Prevention Education Programs that Leverage the Unique Characteristics of the Region and the University
*Naixin XU1 (1. Shizuoka University)
Keywords:
Disaster Prevention Education,Short-Term Inbound Program,Fieldwork-Based Learning,Intercultural Understanding,Local Engagement
受講者に求められる 事前の知識・経験等
なし
受講者が受講前に取り組む 事前課題等
なし
概要
This report shares insights gained from a short-term disaster-prevention education program conducted by Shizuoka University for Indonesian university students. The 9-day program was conducted in English and involved 32 Indonesian university students and 11 Shizuoka University students (TAs). The program's features can be summarized in three points. First, it comprehensively covered disaster prevention by understanding not only academic knowledge but also the underlying Japanese culture and values. Second, it emphasized active learning through fieldwork and research activities, rather than passive, lecture-based learning. Third, it fostered information dissemination skills by teaching methodologies for using picture-story (Kamishibai) shows in disaster prevention education.
As a regional national university, Shizuoka University faced the challenge of developing short-term exchange programs to improve its external reputation and provide Japanese students with cross-cultural education experiences. Considering the characteristics of Shizuoka Prefecture and Shizuoka University, the high level of disaster prevention awareness among residents and the university's cutting-edge research and practice of disaster prevention education methods were chosen as learning materials. In addition to presenting short-term exchange students with good disaster-prevention practices, the program was designed to enable students to directly and comprehensively learn about disaster prevention by conducting surveys and interacting with residents to understand their preparedness. Furthermore, in line with the mission of a regional national university to contribute to the multiculturalization of the region, the program included a wide range of educational exchange opportunities, from high school students to senior citizens.
Participant surveys showed particularly high satisfaction with the enrichment of fieldwork and on-site experiences, visits to the Shizuoka Prefectural Earthquake Disaster Prevention Center, and interactions with senior volunteers and local high school students. Deepening understanding of Japanese culture and values, interactions with new friends and local people, and broadening learning through diverse activities were also highly valued.
This experience provided several insights for future Shizuoka University exchange program planning and management. Challenges such as the capacity of public transportation in Shizuoka Prefecture, travel restrictions not found in large cities, and the difficulty of providing religious dietary food were identified through the actual program trial, providing valuable reference for future program design. Furthermore, sharing and deepening the philosophy and methodology of the "experience → reflection → next step" learning cycle with the host university is crucial to distinguishing our short-term exchange program from previous knowledge-based learning or superficial cultural experience programs. While this program focused on disaster prevention and disaster prevention education, many faculty members at Shizuoka University are likely engaged in teaching and research on topics that are distinctive to Shizuoka University's programs and of interest to international students. Discovering such "treasures" is also a significant challenge.
This report summarizes the achievements and challenges gained through the implementation of a disaster prevention education program that leverages the unique characteristics of Shizuoka University, a regional national university, and offers suggestions for designing future international education programs that utilize the characteristics of the university and the region.
なし
受講者が受講前に取り組む 事前課題等
なし
概要
This report shares insights gained from a short-term disaster-prevention education program conducted by Shizuoka University for Indonesian university students. The 9-day program was conducted in English and involved 32 Indonesian university students and 11 Shizuoka University students (TAs). The program's features can be summarized in three points. First, it comprehensively covered disaster prevention by understanding not only academic knowledge but also the underlying Japanese culture and values. Second, it emphasized active learning through fieldwork and research activities, rather than passive, lecture-based learning. Third, it fostered information dissemination skills by teaching methodologies for using picture-story (Kamishibai) shows in disaster prevention education.
As a regional national university, Shizuoka University faced the challenge of developing short-term exchange programs to improve its external reputation and provide Japanese students with cross-cultural education experiences. Considering the characteristics of Shizuoka Prefecture and Shizuoka University, the high level of disaster prevention awareness among residents and the university's cutting-edge research and practice of disaster prevention education methods were chosen as learning materials. In addition to presenting short-term exchange students with good disaster-prevention practices, the program was designed to enable students to directly and comprehensively learn about disaster prevention by conducting surveys and interacting with residents to understand their preparedness. Furthermore, in line with the mission of a regional national university to contribute to the multiculturalization of the region, the program included a wide range of educational exchange opportunities, from high school students to senior citizens.
Participant surveys showed particularly high satisfaction with the enrichment of fieldwork and on-site experiences, visits to the Shizuoka Prefectural Earthquake Disaster Prevention Center, and interactions with senior volunteers and local high school students. Deepening understanding of Japanese culture and values, interactions with new friends and local people, and broadening learning through diverse activities were also highly valued.
This experience provided several insights for future Shizuoka University exchange program planning and management. Challenges such as the capacity of public transportation in Shizuoka Prefecture, travel restrictions not found in large cities, and the difficulty of providing religious dietary food were identified through the actual program trial, providing valuable reference for future program design. Furthermore, sharing and deepening the philosophy and methodology of the "experience → reflection → next step" learning cycle with the host university is crucial to distinguishing our short-term exchange program from previous knowledge-based learning or superficial cultural experience programs. While this program focused on disaster prevention and disaster prevention education, many faculty members at Shizuoka University are likely engaged in teaching and research on topics that are distinctive to Shizuoka University's programs and of interest to international students. Discovering such "treasures" is also a significant challenge.
This report summarizes the achievements and challenges gained through the implementation of a disaster prevention education program that leverages the unique characteristics of Shizuoka University, a regional national university, and offers suggestions for designing future international education programs that utilize the characteristics of the university and the region.