In what ways do you leverage technology to enhance learning outcomes, and how do you keep students engaged in a digital or hybrid classroom environment? I leverage technology in my classes by incorporating visual aids, such as images and illustrations, alongside texts. I also share videos related to the course content, which helps reinforce key concepts. To maintain focus in a digital setting, I often schedule a brief five-minute break midway through the class, as prolonged screen time can be challenging for students. Regardless of whether the class is in person or online, the fundamental strategies for keeping students engaged remain consistent. At the start of each session, I introduce a central question that serves as the theme of the lesson, encouraging students to think critically from the beginning. Additionally, whenever I present new information, I clearly explain its relevance to our topic. This approach helps students understand why the material is important, which, in turn, enhances their focus and engagement.

How do you integrate cultural understanding into your lectures, ensuring that students gain not only subject knowledge but also an appreciation for global perspectives, particularly in a culturally homogenous setting like Japan? This is an essential question. To help students in Japan develop global perspectives, I encourage them to question the cultural assumptions they often take for granted. For example, when teaching about Islam, I start by asking students to consider how they view religion. Most respond that they don’t hold any particular faith. However, when I ask if they have visited a temple or shrine in the past year, most say yes. I then explain that this reflects a form of faith within our culture. Many students don’t consciously identify their beliefs as ‘religious,’ but they still engage in practices like visiting holy sites for good fortune. By highlighting these cultural norms, I help students become more aware of their own perspectives on religion. Once they recognize these underlying assumptions, they are more open to understanding other belief systems, such as Islam, without viewing them through a lens of comparison or judgment. This approach turns learning into an opportunity for mutual understanding rather than a way to determine which culture is ‘better.’

How do you encourage active participation and critical thinking in your classes, especially when dealing with students who may be more reserved or hesitant to speak up? That’s an excellent question. To encourage active participation and critical thinking, I begin each class with an icebreaker activity to help students feel comfortable speaking. I also establish ground rules for a respectful and open environment, emphasizing adherence to university harassment guidelines, respecting diverse perspectives, and fostering constructive discussions. Recognizing that many students fear judgment, I make it clear that our class is a space for learning rather than competition. I reassure them that our goal is to grow together, not to showcase individual skills. Additionally, I bring enthusiasm to my teaching. When students see my dedication and passion, they respond more positively, which naturally increases their engagement.

Can you explain your teaching philosophy and how you adapt your methods to meet the diverse needs of university students, particularly in a Japanese academic environment? My teaching philosophy is based on the idea that “the more students understand, the more they enjoy learning.” I always keep this in mind when I teach. In Japan, as in many other countries, professors must consider diversity, including factors like gender and disability. I adapt to these evolving needs by collaborating with experts in these areas. Each university typically has specialists who assist both teachers and students in creating a more inclusive educational environment. These experiences have introduced significant changes, but I view change as an opportunity for growth and improvement. Flexibility is a key part of my resilience. Throughout my academic journey, I’ve faced various changes—such as switching majors, working with different supervisors, and transitioning between departments. While some of these changes were unexpected, I’ve successfully adapted by identifying the necessary skills and learning them. My ability to consistently deliver high-quality results shows that I’m effective at managing change and supporting diverse student needs.

I want to relax on the weekend, but sometimes I have to stay busy because of my work. I am a researcher, and as all researchers know, we prioritize outcomes above all else. When we have projects or are writing a research paper, it means we have deadlines. We must meet those deadlines, whether we want to relax on the weekend or not. However, it’s important to consider work-life balance. In fact, maintaining good health is crucial for better productivity in academia. As a young researcher, I want to contribute to improving work conditions for researchers. So, I hope I can complete my tasks by Friday and relax next weekend!

I would say I prefer public transportation when I travel. First of all, the cost is generally much cheaper than taking a taxi. While there may be some inconveniences, such as delays, the lower price makes it worth it. Secondly, using public transportation allows you to interact with locals and get a glimpse into their daily lives. For example, when I visited the U.S., I took the bus and noticed some homeless people on board. This made me aware of one of the social issues in the country. Although this realization wasn’t pleasant, gaining different perspectives about the places I visit is a valuable experience.

I haven’t really thought about this topic before, but I believe that chance and skill are the main reasons some people get promoted. Whether or not you have the opportunity to be promoted often depends on luck. Chance is shaped by factors like time and place. If you have a good opportunity now, it’s possible that you wouldn’t have had the same chance if you were in a different situation or time period. However, even if you do get the opportunity for promotion, you won’t succeed without the necessary skills. You have to be able to seize the opportunity when it comes. Taking advantage of opportunities is crucial not just for getting promoted, but in many areas of life. I want to be prepared for when a big opportunity comes my way.

I strongly believe that we can learn valuable lessons from the experiences of our elders that cannot be found in books, such as their personal experiences with war, careers, and life. For example, just a few days ago, Nihon Hidankyo, a group formed by survivors of the atomic bombings in Japan, received a Nobel Prize. Most of the members are elderly, and we must learn from their harsh experiences to ensure a future where atomic weapons no longer exist. Additionally, in Japanese culture, we often say that “one can understand someone’s thoughts by their back,” meaning that actions speak louder than words. Sometimes, we learn important lessons from our elders simply by observing their everyday actions. However, it is unfortunate that some elders may act insensitively, believing their opinions are the only truth and expecting others to obey them. In Japan, this behavior is referred to as “rogai.” Ironically, even from such behavior, we can learn what not to do.

“Are you good at dealing with change?” Yes, I see change as an opportunity for growth and improvement. Flexibility is an essential part of my resilience. Throughout my academic and professional journey, I’ve encountered many changes, such as switching majors, working with different supervisors, and transitioning between departments. While some of these changes were unexpected, I’ve successfully adapted to new environments by identifying the skills required and learning them. My ability to consistently deliver high-quality results demonstrates that I am effective at managing change.