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The Japanese government’s recent internationalization in education initiatives (e.g., Global 30 Project, Inter-University Exchange Project) have emphasized the development of guroubaru jinzai (global human resources) (i.e., youth possessing intercultural skills and global mindsets). Yet, access to these initiatives remains limited, and ambiguity around the term has led many universities to emphasize overseas study [Yonezawa (Japan Labor Review 11:37–52, 2014)]. While study abroad participation has recovered to 83% of pre-pandemic levels [JAOS (JAOS 2023 statistical report on Japanese studying abroad, 2024, https://www.jaos.or.jp/newsrelease_eng/jaos-2023-statistical-report-on-japanese-studying-abroad )], these programs often exclude students without sufficient resources, leaving educators unsure of how to promote internationalization in domestic classrooms. This chapter advocates for Collaborative Online International Learning (COIL) as a more inclusive approach to intercultural learning that embeds intercultural exchange into ELT curricula. This study draws upon an eight-week project linking Japanese and Chinese university students, including pre- and post-project surveys and student reflections. The findings indicate multifaceted developments in the participants’ attitudes, communication skills, and cultural awareness. While many participants reported reduced prejudice and increased empathy, some responses still reflected essentialist thinking, highlighting the complex and non-linear nature of intercultural growth. This chapter contributes to a limited but growing body of research on COIL in the Japanese context and argues for COIL’s potential as a pedagogy that can complement traditional mobility programs and cultivate deeper intercultural engagement and equitable access to global learning opportunities in English language education.

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Beyond Mobility: Leveraging COIL for Inclusive Intercultural Learning in Japanese Classrooms

  • 章节

  • 发表日期：

    2026年

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  • Kevin Ottoson

摘要

The Japanese government’s recent internationalization in education initiatives (e.g., Global 30 Project, Inter-University Exchange Project) have emphasized the development of guroubaru jinzai (global human resources) (i.e., youth possessing intercultural skills and global mindsets). Yet, access to these initiatives remains limited, and ambiguity around the term has led many universities to emphasize overseas study [Yonezawa (Japan Labor Review 11:37–52, 2014)]. While study abroad participation has recovered to 83% of pre-pandemic levels [JAOS (JAOS 2023 statistical report on Japanese studying abroad, 2024, https://www.jaos.or.jp/newsrelease_eng/jaos-2023-statistical-report-on-japanese-studying-abroad )], these programs often exclude students without sufficient resources, leaving educators unsure of how to promote internationalization in domestic classrooms. This chapter advocates for Collaborative Online International Learning (COIL) as a more inclusive approach to intercultural learning that embeds intercultural exchange into ELT curricula. This study draws upon an eight-week project linking Japanese and Chinese university students, including pre- and post-project surveys and student reflections. The findings indicate multifaceted developments in the participants’ attitudes, communication skills, and cultural awareness. While many participants reported reduced prejudice and increased empathy, some responses still reflected essentialist thinking, highlighting the complex and non-linear nature of intercultural growth. This chapter contributes to a limited but growing body of research on COIL in the Japanese context and argues for COIL’s potential as a pedagogy that can complement traditional mobility programs and cultivate deeper intercultural engagement and equitable access to global learning opportunities in English language education.