Author Information
Mika Tamura, Kyushu University, JapanHyunjung Bang, Kyushu University, Japan
Abstract
As global interconnectedness increases, secondary schools must develop students’ intercultural skills, language proficiency, and collaborative abilities. This study examines an international collaborative learning initiative inspired by the Ubuntu philosophy, which emphasizes community, mutual respect, and shared humanity. The project connected an international undergraduate program at a local university and a recently launched international program at a high school, both of which are in western Japan, and was supported by the non-profit organization Kecher Africa. Over six weeks, students collaborated through virtual exchange and project-based learning to address global challenges, including climate change and education inequality.
Drawing on research in Collaborative Online International Learning (COIL), virtual exchange, and project-based learning, the study analyzed reflections from participating students to evaluate the program’s impact and challenges. Results indicate that the project enhanced cross-cultural understanding, global awareness, language confidence, and personal growth. These outcomes reflect the Ubuntu spirit, as students developed empathy, mutual respect, and a sense of interconnectedness.
Challenges included language proficiency gaps, short program duration, technical issues, and misaligned expectations, which constrained deeper engagement. To address these barriers, the study recommends pre-program language support, extended project timelines, grouping students by shared interests, and enhanced facilitator training in digital intercultural communication.
By integrating these strategies with evidence-based practices, high school and university international programs can more effectively cultivate the Ubuntu spirit and provide inclusive, impactful global learning experiences that prepare students for a connected world.
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