The authors developed a learning event called “Asahikawa City Center Campus（ACCC）” in Asahikawa City, Japan. (In Japanese, “Machinaka Campus”. “Machinaka” stands for “downtown” in Japanese) In this event, high school students can display, exchange, and learn the efforts of “Period for Inquiry-Based Cross-Disciplinary Study” (inquiry-based learning) mandated for all high school students. Meanwhile, ACCC was expected to foster future human resources to realize the UNESCO Creative City of Design, to which Asahikawa belongs since 2019. ACCC is a collaborative learning opportunity where students can present the outcomes of their inquiry-based learnings. Held three times from 2022 to 2024, the event took place on weekends in June within pedestrian-only road in the city center, attracting over 60,000 visitors and establishing itself as a goal of inquiry-based learning. This paper summarizes findings from a questionnaire survey examining the relationship between ACCC and high school students' inquiry-based studies while considering development of new collaborative learnings initiatives by students. The results indicate overall positive reception, revealing students who sincerely engaged in learning during this opportunity, connected it to various other learning experiences, and demonstrated strong motivation to pass on knowledge to the next generation. The challenge moving forward is to maintain this initiative diligently without losing sight of its original purpose.

This study developed the game analysis app “e-PassGram” for ball games in physical education classes and examined its usefulness. Through collaboration with IT engineers, a practical application was constructed and implemented in basketball classes for 123 technical college students. The results showed that the group using the app exhibited significantly higher motivation toward the class and greater awareness of challenges compared to the non-user group. However, no difference was observed in improvements in areas such as expressive skills, suggesting that teaching methods need to be refined to effectively utilize the data.

This study presents the theoretical foundation and lesson plan for a new teaching material, “Running Biathlon,” designed to cultivate “thinking and judgment skills” in physical education classes at technical colleges. This material uses the trade-off relationship between heart rate and shooting accuracy as its learning task. Students analyze their own data to devise strategies for minimizing their time. This approach moves beyond the traditional emphasis on physical ability alone, establishing a competency-based physical education learning model that applies engineering thinking to physical control.