Reshaping Japanese Students’ Global Mindset for Global Engagement

Abstract

Over a decade has passed since the Ministry of Education, Culture, Sports, Science and Technology (MEXT) introduced the concept of promoting Global Human Resources to enhance Japan’s global competitiveness. However, despite ongoing efforts, there remains a significant gap between the government’s goals and the realities of classroom English education. Key elements of Global Human Resources (MEXT, 2012) include: 1) language and communication skills; 2) initiative and proactivity; and 3) an understanding of different cultures and Japanese identity. In practice, however, students often struggle with English proficiency, primarily due to a traditional education system that emphasizes rote memorization over communication and critical thinking skills This paper examines the disconnect between policy and classroom practices, drawing on existing literature and data to analyze how current educational approaches hinder Japan’s global competitiveness. It highlights the critical role of teacher training in overcoming these challenges, proposing that professional development is necessary to equip teachers with the skills to foster a communicative, student-centered approach to learning. In addition, the paper will present practical pedagogical recommendations, such as revising curriculum frameworks (Bloom et al., 1956, 2002) and incorporating more interactive, communicative teaching methods (Long, 1996). By aligning educational practices with global needs, Japan can better prepare students to thrive as global citizens, ultimately strengthening the country’s position on the world stage.