Collaborative Platform Using Boundary Objects to Link Technical High Schools, Special Needs Education Schools, and a University

Abstract

This study examines collaboration among two technical high schools, two special needs education schools, and a university under Japan's DX High School initiative. Through change agentry, the university introduced expertise and the social robot LOVOT, which acted as a boundary object, bridging institutional differences through its interpretive flexibility. Unlike consortium models where the university controls activities continuously, the stirring model presented here encourages schools to develop autonomous practices after the initial intervention. The stirring model illustrates how modest, timely inputs can reorganize networks and support sustainable, autonomous collaboration.