In this paper, we observed a project conducted by international students studying at a Japanese university and Japanese junior high school students, which involved mutual learning in a classroom setting. Projects of this type have rarely been designed and analyzed. The classes were designed using the experimental learning model developed by Kolb and Allport's contact hypothesis. Reflections written by the junior high school students were analyzed with the aim to enable intercultural collaborative learning and intergenerational learning. Learning gains were made by both groups. Additional considerations suggested both groups obtained nearly the same type of learning outcome.

STEAM education aims to foster the ability to proactively discover problems through cross-disciplinary, critical examination of phenomena in society and life, and to proactively consider solutions to problems. Mathematical and physical science education based on this concept is effective in acquiring the skills that should be acquired by 2030, which are presented in the OECD “Future of Education and Skills: Education 2030.” The author practices classes from the perspective of career education, aiming to gain a sense of self-affirmation from the perspectives of space history, earth history, life history, and human history. It is believed that the development of global competencies will be even more effective if practical education and guidance are provided in each field based on the knowledge and skills acquired through mathematical and physical science education.