This study investigates how a short-term, thematically focused study abroad programme can foster transformative learning related to Diversity and Inclusion (D&I) among undergraduate students. The programme was designed to move beyond superficial cultural exposure by intentionally integrating critical reflection, local immersion, and real-world dialogue around issues of identity, social structures, and inclusion. Drawing on qualitative data from student-generated reflection sheets and learning journals, we conducted open coding and thematic analysis to identify patterns of personal transformation. The findings reveal consistent learning trajectories: increased awareness of unconscious bias, emergent intercultural empathy, and the reframing of self in relation to others. Notably, spontaneous interactions in host communities—rather than classroom content—served as powerful catalysts for critical reflection and identity negotiation. This presentation argues that well-designed short-term mobility programmes can serve as intensive incubators for inclusive mindsets, especially when embedded in pedagogies that scaffold reflection and social inquiry. We offer actionable insights for educators and programme designers seeking to operationalise D&I goals within global learning contexts, and discuss implications for evaluating student outcomes beyond language or cultural knowledge.
This research was conducted as part of a project funded by KAKENHI (Grants-in-Aid for Scientific Research), a research funding programme supported by the Government of Japan.

Authors:
Aki Nishihara, Hokusei Gakuen University, Japan

About the Presenter(s)
Aki Nishihara — Prof., School of Social Welfare, Hokusei Gakuen Univ.; from 2026 Prof., Dept. of Global Innovation (DGi), Faculty of Intl. Studies. Interests: D&I in study abroad/internships, COIL. KAKENHI project: D&I training.

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