This study is a survey research that clarified from interviews with teachers the reality of teacher education in the International Baccalaureate (IB). In Japan, MEXT promotes the IB, and the number of IB programs exceeds 200, requiring the training of teachers to teach in IB-accredited schools. In addition, even in schools that are not IB accredited, there is a current demand for teachers who aim to provide education similar to IB methods, such as emphasizing inquiry-based learning, and who work in general schools utilizing IB methods. The purpose of this study was to understand the implementation of the IBEC by focusing on the development of critical thinking.

In this study, five university faculty teachers involved in the implementation of the IB Educator Certificate (IBEC) were interviewed, and the results were analyzed using content analysis. The results revealed that the faculty teachers in charge of the IBEC promoted learning through methods similar to the IB up to the high school level, such as PYP/MYP/DP/CP. In terms of teaching practicum, the experience of independent inquiry promoted student learning.

This study examines whether the IBDP or the MEXT high school curriculum has a greater impact on students' self-evaluation of their qualities and abilities at the time they graduate from high school, as defined by Article 1 of the School Education Law. Data from the “Survey on High School Learning and Experiences” conducted in IB-accredited Japanese schools between 2021 and 2022 were analyzed, including responses from 487 IBDP students and 2,669 non-IBDP students, totaling 3,191 participants. The analysis suggested that the IBDP positively influences students' self-evaluation of their qualities and abilities. Factors such as differences in after-school study time and exam systems between the two curricula contributed to these findings. The study underscores that the IBDP's emphasis on qualification examinations may enhance students' self-evaluation of their qualities and abilities, suggesting a potential shift in Japanese high schools from university entrance exam-centered evaluations to qualification-based quality assurance in education. The empirical evidence provided supports the effectiveness of the IBDP in enhancing students' self-assessment of their competencies, highlighting its potential as a viable approach to ensuring the quality of upper secondary education in Japan.

This article aims to build the theory of language strategy and human resource management (HRM) in organizations. In international management, it is necessary to manage and utilize people who have different languages and cultural backgrounds. Organizations must enhance their motivation to make use of their skills, knowledge and experiences. So, this paper tries to build the framework with the theory of diversity & inclusion and the motivation theory. This framework in this paper helps those who are involved in the executive or the supervisor role (1) to manage diverse members in HRM and (2) to build the inclusive organization in terms of Organization Design. The first refers to HRM in relation to language policy, such as reducing conflicts among members under the lingua franca mandate. The second refers to Organization Design, which involves members recognizing inclusive organizations through psychological safety at their workplace and contributing to their organization's goals. Furthermore, this paper assists researchers in contributing to the study of global competency education.

In the pedagogical method of utilizing multilingual drama, students are expected to experience the meaning of the language and become aware of the possibilities of multicultural understanding through physical and linguistic expression. Furthermore, it is anticipated to increase interest in language learning and enhance motivation for language acquisition. The purpose of this practical study is to design a curriculum for multilingual learning centered on multicultural understanding, utilizing a multilingual drama method with languages such as English, Korean, Japanese, and Burmese. Based on the content of the classroom practices, pre- and post-questionnaires, and reaction papers, analysis will be conducted from the perspective of examining the effects on students.

Since the COVID-19 infection became a global pandemic, cooperation and exchange in education and research around the world have been significantly impacted. Based on the decrease in the number of infections in Japan and the reduced risk of severe illness in those infected due to the increase in vaccinations, it was determined that the situation was moving toward stabilization. However, the environment for resuming face-to-face exchanges was still not ready. For this reason, drawing on the experience from the original online Japan-China exchange program in 2020, we implemented a more advanced online international exchange program during the COVID-19 pandemic through the Sakura Science Program in 2021, and we will report the details and practical results.