Many young people are coming to Japan to work. It seems like they start to engage with Japanese culture through their parents' generation, which sparks interest and makes them think, "I want to work in Japan."
Understanding what aspects of Japan they find attractive could be a good starting point for us.

Group activities and collaboration are core elements in Japan’s curriculum. While this reliance on groups can sometimes be seen as a limitation, "experiencing teamwork to achieve a shared goal is truly irreplaceable."

The results of collaborative efforts are often better than individual efforts. This culture fosters mutual understanding and support, allowing individuals to leverage their strengths for the betterment of the team.

People who come to study Japanese in Japan are usually highly motivated to improve their skills. As someone who has studied multiple languages to become a Japanese teacher, I understand this drive very well. We want to honor and support their dedication.

This concept of "senpai-kohai" (senior-junior relationships) might also be uniquely Japanese.

It’s not just about age; it’s about experienced individuals guiding and caring for those who follow. Juniors, in turn, respect their seniors. Many international students quickly adopt this mindset, offering support to those who come after them because they’ve experienced it themselves.

To gain these cultural insights, living in Japan is the best way. You don’t just learn the language; you absorb Japanese culture and can gain so much more if you’re open to it.

International students often find solutions to challenges by integrating elements of Japanese culture and systems.

For example, they ask themselves, “Why can Japanese people do this? Oh, it’s because they approach things in this way.”

Learning the language alone is not enough—you need to experience the culture directly to truly understand it.

Students from countries where shoes are worn indoors often struggle with the concept of removing shoes at first. While not changing shoes saves time, removing them keeps the house clean.

Understanding this difference as knowledge is one thing, but appreciating its benefits requires firsthand experience.

There’s a big difference between “knowing” and “doing.”Skills only become meaningful when put into practice.

One student was slower in progressing because they didn’t use the Japanese they learned. Without practical use, it’s hard to retain knowledge. It’s a missed opportunity.

First, it’s about engaging with students to understand what they want to do. In the past, people often thought foreign workers were hired only when Japanese workers weren’t available. However, times have changed, and we are now in an era where people from diverse backgrounds can thrive in significant roles. Our role is to continually update our knowledge and work closely with students to support their goals.

As Ohyama mentioned, it’s crucial to honor what the students themselves want to do. Beyond that, helping students understand their unique traits and set realistic goals is equally important. By discussing moments when they excelled or overcame challenges, we can uncover their true strengths.

That’s true. While such aspirations are commendable, they’re not always the students’ true motivations. For instance, one student mentioned wanting to become a CEO during a career planning class. While it’s a great goal, it’s important to explore what drives it.

Upon digging deeper, the student admitted they ultimately wanted to earn money to support children in their home country. Understanding and articulating this kind of motivation can make a more profound impression in an interview and resonate more deeply with others.

Helping students articulate their motivations is a gradual process that requires consistent support.

Even within Japanese education, this isn’t always addressed thoroughly. Achieving proficiency in Japanese and passing exams are just one aspect. At SACHI, we focus on what happens after graduation to provide comprehensive support.

Since so many international students gather at the school, it would be great to create opportunities for everyone to share what they’ve learned. I’d like to see classes that connect students with people from society and allow them to gain diverse inspirations.

I once conducted a project-based class where Japanese and international students worked together to address issues in a hotel. They analyzed problems from their respective perspectives, and the discoveries they made from their differences were truly insightful and enjoyable.

External projects provide a wealth of learning opportunities. They also help develop management perspectives, which broadens the possibilities for students after graduation. I’d like to create initiatives that allow students to connect with the outside world rather than being confined to campus.