The purpose of this paper was to facilitate intercultural exposure for Japanese junior high school students and to capture its educational effects using Deardorff's process model of intercultural competence as a framework. Specifically, ten 8^th graders engaged in six online exchanges with Taiwanese students, focusing on the theme of environmental issues. The effectiveness of the activities was assessed through questionnaires on “PISA 2018 Global Competence” and “International Posture” as well as semi-structured interviews. The results showed the development of intercultural competences in accordance with Deardorff's model concepts. Particularly, critical thinking was identified as a mediator to transform both internal and external transformations online, but also as applied to everyday interaction among their friends. I conclude that the outcome of intercultural exchanges have been shown to be applicable in diverse contexts.

The aim of this paper is to examine the influence of online exchange between Japanese high school students and Indian high school students. The number of foreign workers in Japan is increasing. Students in a vocational high school will definitely work with them after graduation. If high school students foster positive attitudes towards acceptance of foreigners, they will be able to work and cooperate with them. In order to achieve this goal, we should give them chances to communicate with foreign people while they are at school. The students had an online interaction with students in India. Before meeting them, the students were excited, but at the same time, nervous and worried. Although some difficulties, they enjoyed meeting and talking with them and became motivated to study English and learn other cultures. They came to aware that people in India are not alien but the same as themselves, human beings. Through this exercise, it is obvious that having positive interaction with foreigners leads positive image and attitudes towards foreign people.

With the aim of developing human resources with Shakaijin-Kiso-Ryoku (fundamental competencies for working persons) and international awareness, National Institute of Technology, Tomakomai College, has practiced Project-Based-Learning called “Frontier Study Project”. In the project, students with different engineering majors work as a team to solve local issues in collaboration with local government and enterprises. In fiscal year 2021, four students took on the challenge of developing a disaster prevention education program for foreign technical intern trainees at a local enterprise. The results of self-evaluation questionnaire completed by the students after the activity showed the positive changes in their Shakaijin-Kiso-Ryoku and international awareness, including their practical communication skills, and the effectiveness of the educational program was confirmed.

The environment for students studying abroad is studied in this paper, particularly focusing on the relatively low populated STEM major students. Specifically, we examine the international education at the Faculty of Agriculture at Kyushu University about the change in its students studying abroad from 2011. Although the overall population has increased, the number of mid- to long-term studying abroad has been limited, as issues concerning credit transfer systems with partner institutions leading to late graduation have been left afloat. To promote mid- to long-term overseas study experiences, improvements in the Double Degree (DD) programs, the establishment of international programs encompassing study abroad, and the introduction of a Global Certification System have been advocated as essential in creating a favorable study abroad environment. To advance international education, Kyushu University is set to establish the “International Education Navigation Center” in 2024.