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2025 Annual Report
Biodiversity, Oceans, Disaster reduction/prevention, Climate change, Environment, Cultural diversity, International understanding, Peace, Human rights, Gender equality, Sustainable production and consumption, Health, Poverty, Global Citizenship Education (GCED)
The activities carried out by junior and senior high school students during their Integrated Studies program were designed to deepen their understanding of social issues and nurture their awareness of taking action toward solving them.
First-year students focused on the issue of waste. Through community cleanup activities and research projects, they realized that they are members of society and learned that even small actions can contribute to environmental conservation.
Second-year students turned their attention to challenges within their local communities, particularly issues faced by agriculture in satoyama (rural mountain) areas. Through hands-on experiences such as rice planting and harvesting, they learned about the current state and challenges of agriculture, and worked together with local residents to think about sustainable community development.
Third-year students visited Hokkaido on their school trip, where they learned about Ainu culture. This experience helped them cultivate respect for different cultures and values and deepen their understanding of the significance of coexistence in a diverse society. They shared what they had learned through presentations and posters, communicating to the local community the importance of striving toward a sustainable society.
First-year high school students explored the themes of self-understanding and understanding others. They deepened their awareness of human rights and diverse ways of living, including LGBTQ issues, through discussions and research, reflecting on how to create a society in which everyone is respected.
Second-year high school students participated in international exchange with Taiwan and peace education activities. Through these experiences, they developed a deeper understanding of different cultures and cultivated a mindset aimed at realizing a world without war.
Some students also took part in extracurricular learning on coffee and palm oil production. By studying the balance between food production and environmental conservation, as well as the economic development of producing countries, they engaged in dialogue with local producers and explored what actions they themselves could take.
Additionally, through participation in the Osaka–Kansai ASPnet program, students discussed what a “sustainable future” means and considered what they should learn and how they should act to help make that future a reality.
Through these experiences, students developed the ability to confront social issues as their own and strengthened their awareness of contributing both to their local communities and to the wider world.
Annual Work Plan
Through ongoing Integrated Studies, the school will continue its learning and initiatives aimed at realizing a sustainable society. In particular, special emphasis will be placed on ASPnet (UNESCO Associated Schools Network) activities, focusing on school and international exchanges that promote interaction across different cultures and age groups. By actively sharing information about the school’s initiatives both within and outside the institution, the school will continue to promote and embody UNESCO’s ideals in the broader community.
Notably, during the school trips held in May of the third year of junior high school and in March of the second year of high school, all students visit regions with different cultures, where they engage in a variety of experiential activities and cultural exchanges. Through these experiences, students cultivate the knowledge, empathy, and mindset necessary to build and sustain a socially inclusive and sustainable global community.