Cross-Cultural Collaborative Learning and Regional Revitalization: A Taiwan–Japan Case Study

Hsiao-Chien Lee, Shingo Akaike, Yi-Juen Chen, Yi Tsai, Ay-Ling Huang, Kenji Okamura and Wen-Hong Liu
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Hsiao-Chien Lee: Department of Fisheries Technology and Management, National Kaohsiung University of Science and Technology, Taiwan
Shingo Akaike: Organization for Promoting Regional and International Cooperation, Kochi University, Japan
Yi-Juen Chen: Department of International Business, National Kaohsiung University of Science and Technology, Taiwan
Yi Tsai: Department of Fisheries Technology and Management, National Kaohsiung University of Science and Technology, Taiwan
Ay-Ling Huang: Department of Applied Japanese, National Kaohsiung University of Science and Technology, Taiwan
Kenji Okamura: Innovation Center, Kochi University, Japan
Wen-Hong Liu: Department of Fisheries Technology and Management, National Kaohsiung University of Science and Technology, Taiwan

Ocean and Society, 2026, vol. 3

Abstract: This study examines how short-term, cross-cultural experiential programs support sustainability learning in higher education. The focus is on a case analysis of two Taiwan–Japan regional revitalization workshops held in 2024 and 2025. This research uses a qualitative-dominant mixed-methods design. Methods used include interviews, participant observation, instructor reflections, course artifacts, and post-program surveys. This research investigates how Taiwanese and Japanese students interpret local issues, negotiate intercultural collaboration, and develop practical, feasibility-oriented thinking during field immersion. Findings show that students deepened their understanding of sustainability by comparing revitalization contexts in both countries. The study recognizes how demographic trends, cultural identity, and institutional histories shape community development. Both groups improved their intercultural communication skills. Students learned to adjust language use, manage differing teamwork norms, and navigate trilingual communication. Field engagement strengthened the students’ sense of place and improved their ability to assess community needs and the proposal’s feasibility. Instructor reflections revealed the challenges of cross-cultural facilitation, such as language imbalance and varied student preparedness. The reflections also underscore the value of long-term institutional partnerships for meaningful engagement. This study contributes to sustainability education research by illustrating how comparative, community-based immersion can cultivate action competence, ethical awareness, and cross-cultural understanding within international higher education.

Keywords: cross-cultural experiential learning; intercultural communication; regional revitalization; sustainability education; university social responsibility (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:cog:ocesoc:v3:y:2026:a:11827

DOI: 10.17645/oas.11827

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