1. Introduction
As we enter the 21st century, society is becoming more diverse and complex, and the demands of higher education institutions, including universities, are also changing. Against this background, a group conducted a research project, with the author serving as a lead researcher, of the Research Institute for Quality Assurance of Higher Education, affiliated with the Japan University Accreditation Association. The project aimed to clarify the content of 21st-century liberal arts education or the skills that can be achieved as a result of it, about the development of skills that respond to the issues required in modern society, such as data science, STEAM, integration of the humanities and science, DX, and SDGs, in undergraduate education in 2022.
The survey findings show that, with the development of science and technology, including AI and globalization in mind, the skills required by society, which is the destination for university students in industries and other fields, as the results of university education include “logical thinking skills,” “problem-finding skills,” “problem-solving skills,” “knowledge in specialized fields,” “applied skills based on specialized fields” (such as engineering design skills or marketing strategy skills), and “data analysis skills,” etc. While industry and business place importance on the development of these skills as a result of university education, it has become clear that there is a lack of communication between industry and universities regarding the development of curricula and educational methods for the development of skills that respond to the issues required by modern society, such as STEAM(Science, Technology, Engineering, Arts, Math), the integration of the humanities and sciences, and ELSI (Ethical, Legal and Social Issues), which higher education institutions have been focusing on in recent years, and that the current state of university reform is not being communicated to society.
In this essay, I aim to explore the transformative potential of higher education reform. Despite the current challenges, the benefits of such reform are vast and promising. By advocating for 21st-century-style liberal arts education and effectively communicating these efforts to society, we can shape a more responsive and relevant higher education system. This vision of a future-focused, adaptable education system should inspire hope and optimism in all stakeholders, as it promises a brighter future for education and society.
2. What is 21st-Century Liberal Arts Education?
In the previous survey, the Japan University Accreditation Association positioned liberal arts education as a 21st-century education. The following four points were given as examples of the content expected of universities as part of new liberal arts education.
• Development of interdisciplinary educational activities that can respond to complex issues,
• Development of communication skills that can respond to globalization,
• Development of information and communication technology that can respond to the development of a digitalized society,
• Development of critical thinking skills and independence that can develop continuous self-reform.
Seiwa (2024) argues that 21st-century liberal arts education should include SDGs and DX, etc., to develop critical thinking skills to make accurate and rational judgments of situations and form appropriate opinions, attitudes, and behaviors as part of civic literacy.
Ishii (2024) considers that Vitality, Universality, Citizenship, and Activity are the basic human literacies from the perspective of new liberal arts education in the “VUCA” era and that the content that fosters these is 21st-century-style liberal arts education.
The 2010 survey found a need for more mutual understanding and communication between universities and society, including industry and local communities. On this basis, what programs or teaching methods are needed for higher education institutions to play a pivotal role in addressing and solving 21st-century-type social issues in collaboration with society?
When we talk about industry and local communities, it is undeniable that the content emphasized as university learning outcomes is diverse and multilayered. For example, in Japan, along with advances in science and technology, the aging of society and declining birthrate are becoming major social issues, and there is a need to consider how to ensure the well-being of people and the sustainability of local communities. However, the awareness of these issues differs between regions where the population is declining and global companies based in the Tokyo metropolitan area. However, when viewed from the perspective of human well-being, it is crucial to recognize that universal values, which we all share, can bridge this gap in understanding.
This point is not limited to Japan, and it is clear that many Asian universities, including our audience, are working to improve the quality of their education. They are promoting educational reform and the development of teaching methods in collaboration with society to achieve the SDGs and address social issues. This active participation of our audience in the reform process is crucial. It has also been pointed out that higher education institutions in the UK and the US are developing educational curricula and programs in collaboration with society, including industry. While internships have traditionally been an example of collaborative programs, there is also the development of programs and curricula that go beyond internships and are built in collaboration between universities, local communities, and industry. Various teaching methods have been developed and incorporated into classes to implement 21st-century-style liberal arts education, including internships, discussions, presentations, and cooperative learning. What are these methods?
3. 21st-Century Liberal Arts Education and the Development of Educational Methods
The concept of innovation in educational methods, a notion that our esteemed educators have significantly contributed to, is the cornerstone of promoting active learning. The Scholarship of Teaching & Learning (SoTL) has been researched and implemented in the United States, thanks to the dedicated efforts of educators like our audience. Their role has been pivotal in establishing SoTL as a higher education policy oriented towards learning outcomes, developed and integrated with curriculum theory. As a result of their development of SoTL, university-based teaching centers (the equivalent of faculty development departments in Japan) have been established in the United States, and research into teaching methods and action research by teachers in the classroom has progressed. This action research, involving both general education and specialized education faculty, led to the spread of the active learning method as a teaching method centered on the classroom. At the same time, various active learning methods were developed. Due to space limitations, we will not discuss the active learning methods many higher education institutions in the United States have universally adopted. Still, there are many similarities between the development of SoTL in the United States and that, in Japan, FD and other such activities have been made compulsory. Many higher education institutions have been focusing on improving their teaching methods. For example, the current standard and general education courses at many higher education institutions in Japan present learning outcomes such as understanding diversity, creativity, challenge, individuality, activity, and leadership development, but there are limits to acquiring this kind of knowledge through traditional, passive listening and knowledge acquisition alone. If we position this as “practical knowledge” or “applied knowledge” that must be acquired, then active learning becomes essential.
For instance, it is crucial to promote combining “practical knowledge” and “applied knowledge” using new active learning methods such as debate, presentations, collaborative learning, and PBL. These methods can potentially revolutionize higher education, making it more engaging and effective. When industry and academia collaborate on well-designed internships, it becomes a powerful example of effective active learning. While many higher education institutions worldwide are introducing active learning and 21st-century liberal arts education methods, the fact that they are doing so is not effectively communicated to society. This issue must be urgently addressed, and it is our collective responsibility to ensure that the findings from a round-table discussion with industry representatives are effectively communicated.
4. The Need for Dialogue with Society
As a result of the survey, we identified the problem that the efforts of universities to promote educational reform and provide 21st century-style general education and to help students acquire the results of this education have not been communicated to society, including companies, and that the expectations of companies and other members of society for universities have also not been communicated. Therefore, all those involved recognized the need to continue smooth communication to understand each other’s reforms, initiatives, expectations, etc., and reflect them in reforms, recruitment, etc. A round-table discussion was held with representatives of economic organizations, research institutes, and university personnel from the three sectors. I want to summarize this experience in this section and inspire you, our esteemed audience, to actively participate in this reform process.
The fact that the current state of university reform is not being communicated to society, including industry, and conversely, that the expectations of the sector and society are not being communicated to universities can be said to be a slight discrepancy between the educational content and outcomes that universities place importance on and the academic content and outcomes that companies expect, such as specific academic content and outcomes. One of the urgent factors behind this is the pressing need for more communication between universities and society, including industry.
In the two-hour round-table discussion, frank and open-minded opinions were exchanged, and it was a productive discussion for both sides. It is difficult to cover everything, but we could confirm that both universities and companies share the same value that “living education” that fosters the ability to identify and solve problems is essential and that there are high expectations for university education in the future. One example of “living education” was the acquisition of financial literacy. Furthermore, it was shared that the importance of making experiences and values conscious is the foundation of “the power to live” in society and work and that such education is expected to be implemented and spread. Amid the rapid changes in the world environment surrounding society and Japan, it was also discussed that matching university education with human resource development needs is essential from the perspective of globalization.
In addition, from the perspective of society, such as companies, there was also a request to promote the visualization of information on graduates’ abilities and what they have acquired through university education. This emphasizes the need for transparency and accountability. By disseminating this information, it is also possible to evaluate graduates and people who have returned to study as working adults. The rapid dissemination of information by universities is an urgent issue. The concept of how to form assets by investing, buying, and selling stocks to understand the value of companies and money is taught a little in Japanese schools. However, in the United States, children are taught how to build up assets in the financial market from an early age. The whole of society is taught that the country will become more prosperous and society will become richer if people invest their money in ways other than just saving it and building up assets. The suggestion that one of the reasons for the stagnation of the Japanese economy is that we are not providing ‘living education’ related to acquiring financial literacy is a serious one.
”Living education” cultivates the ability to identify and solve problems. It also provides thinking habits and concepts such as critical thinking, problem-solving skills, and creativity. The suggestion that universities should give such education may make us reconsider the importance of a university education that emphasizes theory and abstract concepts and integrates these with practical experience.
Information dissemination is a critical issue that society is increasingly demanding from universities. It’s not just about the quantity or speed of information but the quality that matters. The round-table discussion underscored the need for universities to focus on reform, including 21st-century-style liberal arts education. It’s a call to action for universities to re-evaluate their public relations and information dissemination methods.
5. The Direction and Initiatives of 21st-Century Liberal Arts Education
Now, let’s consider the pressing need for a new collaboration with society in Japan, particularly in the context of the direction of 21st-century liberal arts education. The second ALEC meeting, which convened in Japan with participants from Japan, South Korea, and Taiwan, highlighted the shared challenges these three countries face. Issues such as countering the declining birthrate and regional development are important and urgent. The development of human resources through higher education is a matter of immediate concern. To address these issues, we must foster innovation in densely populated cities and rural areas. It’s particularly encouraging to note that an increasing number of young people are showing interest in societal issues such as a divided society, child poverty, peace and well-being, and the SDGs. Their growing interest gives us hope for the future, as they are looking to education to help solve these problems.
Regional development, in particular, presents an opportunity for collaboration with universities and other organizations that leverage digitalization and other technologies to foster new industries and innovations. This collaboration is not just crucial, and it’s brimming with potential. Enhancing higher education institutions’ educational and research functions can create new value from ‘comprehensive knowledge’ based on diverse knowledge from various fields. This interdisciplinary collaboration is a key driver of innovation and holds immense potential for addressing societal challenges, offering a hopeful outlook for the future.
Furthermore, it is also necessary to collaborate with companies and overseas partners to discover and solve social issues. One place expected to play this role is the Innovation Commons co-creation base. This base, established not only in urban areas but also by national university corporations with deep roots in the local community, is a testament to the power of collaboration. The Innovation Commons enables students, researchers, local people, and business people to discuss and promote projects openly. It is characterized by its design as a place that is open not only to the university but also to society. It can be used as a base for gathering people and fostering a sense of collective action and shared responsibility. Its primary focus is on addressing pressing social issues, emphasizing the urgency and importance of our collective involvement.
The fact that Stanford University’s design school is open to the local community and provides a place where diverse people can gather and lead to innovation has attracted attention. This Innovation Commons, with its inclusive approach, could also be used as a place for discussion to solve social problems, where researchers from universities and companies and local people and young people can gather. It is also hoped that there will be a collaboration with subjects related to the SDGs as a form of 21st-century liberal arts education.
Another aspect I’d like to highlight is the practical nature of PBL subjects, which is another example of 21st-century liberal arts education. At Doshisha University, where I’m a part, these project-based courses are part of the general education curriculum. They provide practical, hands-on learning opportunities that differ from the traditional classroom-based learning style. The unique aspect of these courses is the involvement of the local community and businesses, who act as lecturers, sharing their real-world experiences with the students. This collaboration ensures a balance of academic and practical knowledge. The aim is to introduce the educational capabilities of local communities and companies into the university’s formal curriculum, fostering a perspective of ‘learning on the job.’ By learning practical wisdom and skills, students gain the ability to identify and solve real-world problems, making the learning experience engaging and active.
The university website invites public participation through theme submissions from society each year. Those who wish to participate in the open call must submit relevant documents by the deadline, including a theme, its significance, objectives, plans, etc., and their history pertinent to date. Themes and lecturers are selected through a committee established in the university’s academic affairs department. After that, the full-time faculty members who will be involved are decided through the committee. As these are PBL subjects within the general education program, students from all faculties take them, ensuring a rich tapestry of diverse perspectives and experiences. This diversity enriches the learning environment, fostering a culture of collaboration and mutual learning. The goal of each subject is to be practical, to create something, or to implement something in society, making the content embody ‘living education.’
The skills and abilities acquired through PBL subjects are defined as project literacy and include “problem-solving skills,” “communication skills,” “planning skills,” “information literacy,” “sustainability,” “teamwork,” “leadership,” “followership,” “supporters,” “reflection skills,” “research and analysis skills,” etc.
By the way, examples of themes selected for the 2023 academic year included
• Gion Festival Sustainable Guidebook Created with International Students
• Public Relations and Product Development to Support Employment for People with Disabilities
• Solving Tourism Issues through Tourism
• Kyotango Immigration Promotion Project - Creating a New System for Regional Immigration
• Creating a Town with a University - Aiming for a Sustainable Town etc.
Since its establishment in 2006, this PBL subject has been a beacon in higher education. It is highly regarded by other institutions and societies for its unique focus on “living education”, a concept that emphasizes learning through real-life experiences and practical application, which is put into practice through collaborative projects. Many graduates and students have found this practical approach beneficial.
6. Conclusion
One of the most pressing issues in higher education is the need for continuous dialogue between universities and society and the disparity in the importance of information dissemination. This underscores the urgent need for immediate and open communication. In this era of rapid change, universities and society must collaborate to develop human resources. It is vital to share and realize the value of openness and innovation.
In this essay, I have presented the expected content of 21st-century liberal arts education. However, it’s crucial for universities and society to collectively decide on enhancing new subjects. The SDGs are a common global issue and a necessary component of modern curricula. It’s imperative to establish subjects that correspond to them. Moreover, the development of AI and the expansion of social networking services have given rise to real-world problems. These problems, such as the spread of fake news and the expansion of slander and defamation, are eroding human relationships and contributing to the fragmentation of society. In this context, the new field of ELSI (Ethical, Legal, and Social Issues) emerges as a critical area of study that is important and essential for university students to absorb and master ethical and legal concepts. Therefore, all higher education institutions must enhance ELSI as a 21st-century liberal arts education or subject.