IDENTIFYING ISSUES IN TEACHING THE PROBLEM-FINDING STAGE FACED BY INSTRUCTORS: A CASE STUDY ON SDGS CHALLENGE PROJECT IN HIGH SCHOOL

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

Japan's Ministry of Education, Culture, Sports, Science and Technology (MEXT) new Courses of Study calls for implementing a new "Period for Inquiry-Based Cross-Disciplinary Study" in high schools starting in the 2022 school year to foster the "zest for life" required by society. There is a need to create a proactive and active educational program to meet the needs of this era. However, this is a huge challenge for the teachers in the existing education system.

In F High School, the "SDGs Challenge Project", a pilot project, was conducted in collaboration with the university during the "Period of Integrated Studies". It adopted the design thinking approach to develop students' problem-solving skills. This project was taught to more than 314 students by 27 teachers from eight subjects, including Japanese Language, Social Studies, and the Arts. Using F High School as a case study, this paper aims to clarify the difficulties teachers from different subject disciplines faced during the problem-finding stage when conducting the "SDGs Challenge Project" during the "Period of Integrated Studies".

Pre- and post-questionnaire surveys were conducted to clarify the challenges faced by instructors in identifying social issues and the issues related to support. Before the program started, the instructors had major issues with the understanding of the SDGs, design thinking, and the overall progress. Once the project got started, it was realized the presence of even more specific issues such as student communication, use of digital tools, and use of design thinking strategies such as the KJ method. The challenges in implementing the program can be categorized into (1) Understanding the educational process of using design thinking, (2) Facilitating group work, (3) Using educational tools, and (4) Others. Issues (1) and (2) were particularly prevalent.

By clarifying the issues teachers faced, it served as a basis for this research to propose suggestions for active teaching, the development of teaching materials, and evaluation methods in the future.
Original languageEnglish
Title of host publicationProceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022)
ISBN (Electronic)978-1-912254-16-3
DOIs
Publication statusPublished - Sep 9 2022

Cite this