In recent years of this era of globalization and internationalization in Japan, the general public including university students are said to be inert, inbound or inward looking. Noting this as a serious issue, in order to contain the situation, the Japanese government has been pushing for the empowerment in and nurturing of global thinking in its citizens. As such, the paper here presents a practical and provocative approach that has been conducted at a former Japanese national university for almost three years. The study subjects of this research are divided into two categories. Firstly, the study targeted student subjects who are affiliated to various faculties and have willingly chosen and made time to attend a non-credit “preparatory course for study abroad”. Secondly, the targeted subjects were those students who are affiliated with one faculty and are preparing to be future teachers of the English language and international understanding. These students have signed up compulsorily for a credit course called “international exchange activities theory”. Although the nature of the classes and subject groups of students differ, the objectives are synonymous in that they both aim at the revisit, rediscovery and comprehension of one’s own culture, language and society, thus identity. Upon clarification and confirmation of such, as a consequence, the subject students reported that they gained confidence in 1) venturing out into the global arena with a fair knowledge of oneself in the form of study abroad, and 2) through the utilization of teaching materials available, feel more prepared and confident to teach the English language and international understanding to returnees and international pupils and students in the future.
バハウ et al. (2018) studied this question.