I would like to begin by expressing my deepest gratitude to the Hyogo Overseas Research Network (HORN) for sponsoring my visit to the Graduate School of International Cooperation Studies (GSICS) at Kobe University as a visiting professor from October 1 to October 31, 2024. This invaluable opportunity allowed me to engage in research, teaching, and academic activities, as well as explore the rich culture and history of Japan.
My visit began with a collaborative research project with Professor Dr. Keiichi Ogawa, focusing on teacher policies in Thailand and Japan, with a particular emphasis on teacher education for diversity. Both nations are striving to equip their teachers to address the increasing diversity in classrooms and society. This study seeks to identify the similarities and differences in their approaches and extract meaningful insights. The research primarily relies on a comprehensive review of policy documents from both countries to uncover the structural and contextual strategies underpinning teacher education for diversity. This analysis is supplemented by interviews with policymakers and teacher educators to provide additional insights and perspectives on these policies. The findings, currently under refinement, will serve as the foundation for a manuscript intended for submission to a Web of Science Citation Journal. This collaborative paper seeks to contribute to the global discourse on teacher education and policy development.
In addition to research, teaching was a significant part of my engagement at GSICS. I had the privilege of delivering lectures in the International Multicultural Education course, led by Professor Dr. Keiichi Ogawa. This course included graduate students, comprising both master’s and doctoral candidates from 10 different countries across Southeast Asia, East Asia, South Asia, and Africa. The sessions provided an in-depth examination of foundational concepts, theoretical frameworks, various approaches, and ongoing debates concerning multicultural education and multiculturalism, particularly as they pertain to educational settings. Discussions were integrated with international development policies, utilizing a combination of lectures, structured activities, interactive discussions, and student-led group presentations. The diverse knowledge and experiences contributed by students from their respective regions, coupled with their active engagement, significantly enriched the learning environment. These exchanges fostered a dynamic setting where diversity was collectively examined in educational and societal contexts on a global scale.
Beyond teaching, I participated in the GSICS student orientation, which brought together faculty, senior students, new students, and alumni. This event provided a platform for faculty and alumni to share advice with new students, helping them prepare for their academic journeys. I also contributed my own thoughts and experiences to inspire and encourage the incoming cohort. Following the orientation, I attended graduate seminars (ZEMI) thoughtfully structured to support students at various stages of their academic progress. Early-stage seminars allowed new master’s and doctoral students to present initial research ideas and receive constructive feedback. For those in the middle stages, seminars offered a space to discuss progress on their fieldwork or dissertations and address challenges. Advanced seminars focused on students preparing for graduation or defending their theses. I joined these sessions, shared my thoughts and questions, and learned from the dynamic discussions, which emphasized GSICS’s collaborative and supportive academic environment.
My engagement at GSICS extended to conference participation as well. On October 12-13, 2024, I attended the International Education Development Forum (2024 IEDF) at Hiroshima University under the theme "Education: The Pathway to a Peaceful and Sustainable Society." Representing GSICS, Kobe University, I served as an advisor, offering constructive feedback and engaging in discussions with student presenters. This conference enabled me to connect with Japanese professors and students conducting research in diverse fields. Following the IEDF, I attended the Japan Society for Africa Education Research conference, which expanded my understanding of education, health, and development research in Africa—topics rarely explored in the Thai academic context.
Towards the end of my visit, I delivered a public talk titled "Preparing Thai Teachers for Diverse Classrooms: National Efforts and Global Implications," presented in a hybrid format. This talk highlighted Thailand’s efforts to prepare teachers for increasingly diverse classrooms, focusing on teacher education, public school diversity, and multicultural competencies. I linked these efforts to Sustainable Development Goals 4 and 5, illustrating how inclusive teacher preparation supports equitable education and gender equality.
Beyond academic activities, time was spent exploring Japan’s cultural and historical landmarks. In Kobe, the Disaster Reduction and Human Renovation Institution highlighted the Great Hanshin-Awaji Earthquake's impact and the importance of disaster preparedness. Historical sites in Kobe further reflected the city’s cultural significance. In Hiroshima, visits to the Atomic Bomb Dome, Hiroshima Castle, and Peace Memorial Museum provided insights into World War II’s devastation and the city’s recovery. In Kyoto, landmarks such as Kiyomizudera Temple, Fushimi Inari Shrine, and Kinkakuji showcased Japan’s traditional architecture and heritage. Osaka’s Namba area and Osaka Castle blended history with modernity, offering a unique perspective on Japan’s cultural diversity and resilience.
This visit has enriched my academic and cultural perspectives, strengthening my commitment to fostering international collaboration. I am deeply grateful to GSICS, Kobe University, and the HORN project for this invaluable experience.