Autumn Term AY2025

Amid the intense summer heat, students participated in service-learning programs both in Japan and abroad, gaining diverse experiences and meaningful connections in each community.

A total of 67 students joined the international service-learning programs, engaging in activities in India, the Philippines, Indonesia, South Africa, and—through a faculty-led course—in Thailand. In the community service-learning programs, six students took part in service activities in Nagasaki City, Nasushiobara City in Tochigi Prefecture, Ishinomaki City in Miyagi Prefecture, and Kitakyushu City in Fukuoka Prefecture, working closely with community members.

After completing their programs, students continued to deepen their learning through the autumn term course, Reflection on Service Experiences, where they articulated their experiences and engaged in dialogue with peers and faculty.

In this issue, we share student reflections, messages from host institutions, and a site visit report by a service-learning faculty member. We hope to convey the vibrant journey of service-learning in the summer of 2025.

Contents

• Community Service-Learning AY2025
  ・Voices of Participants
  ・Voices of Host Organizations
• International Service-Learning AY2025
  ・Voices of Participants
  ・Voices of Overseas Partner Universities
  ・Overview Tour, South Africa
• Introducing a New Member of the Service-Learning Ambassador
• Message from the Director of SLC
• Editor's note

Community Service-Learning AY2025

During this summer, six students participated in community service-learning activities. Some students deepened their understanding of peace through activities in Nagasaki, another engaged in farming while living in a dormitory with multinational peers, and another supported hands-on programs for children, building connections with local residents and young participants. One student engaged in the service activities with an organization that supports individuals facing economic hardship and social isolation, gaining meaningful experiences and a sense of connection. Each student had rich learning experiences through diverse settings and interactions.

The many insights students gained were made possible thanks to the warm support and cooperation of host organizations and local communities. We extend our heartfelt gratitude to everyone involved.

Voices of Participants

See the Community Service-Learning Testimonials AY2025

Voices of Host Organizations

We are grateful to the many organizations that cooperated with us this year. Here are some of the comments we received from the host organizations.

MORIUMIUS

At MORIUMIUS, a wide range of activities is carried out together with children, always in harmony with nature and the local way of life. With students who spend a year in the fishing village, daily tasks such as cooking, cleaning, and preparing for events are shared, fostering relationships that feel like family. Together with the student, we have deeply engaged with the local community, learning the wisdom of fishing while helping with sea urchin processing on the shore, and spending precious time in the Rose Garden reflecting on memories of the earthquake. Through these daily interactions, we’ve felt the power of connections that transcend generations and positions, and the profound value of ‘living together.’”

Working alongside local residents on the shore, carefully removing sea urchins for gift use—a delicate process that keeps each piece intact and beautiful. While our hands are busy, we share stories about fishing and the seasons, and enjoy warm conversations over a cup of tea. This activity provides an opportunity to appreciate the care taken with the ocean’s bounty and the richness of human connections within the community.

NPO Houboku

The students participated in activities in a department that provides comprehensive support to children and families in financial hardship. She gave assistance to children, young people, and their families from low-income households, including group-based learning support, outreach for children who are truant or socially withdrawn, food assistance, and support for social participation.
She responded to children with complex backgrounds such as poverty, abuse, and school refusal with careful consideration of her words and approach, allowing the children to feel safe and enjoy themselves.
We believe that she was able to observe, from a student’s perspective, the situations of children and young people in difficult circumstances, as well as their families and the challenges involved in providing support. We also had things to learn from her.

International Service-Learning AY2025

This summer, the ICU Service-Learning Center sent 58 students to four partner universities abroad. Additionally, nine students participated in a faculty-led course at Mahidol University in Thailand with Professor Kim Allen. In total, 67 students took part in International Service-Learning experiences lasting approximately one month in various community settings.

At Silliman University in the Philippines, sixteen students learned about fostering relationships with local children and youth. Eleven students traveled to Lady Doak College in India, where they provided educational support, experienced local dorm life, and engaged in academic discussions that challenged their perspectives. Sixteen other students joined Petra Christian University’s Community Outreach Program in Indonesia, staying with Muslim families in rural communities alongside participants from other Asian and European countries. There, they explored the meaning of service and teamwork in a cross-cultural context. Fifteen students participated in educational support projects at the University of Cape Town in South Africa, such as education for sustainable development and global citizenship education. They reflected on the historical and social contexts rooted in the local community.

Our partnerships with these universities have grown stronger every year, and these programs embody ICU’s mission to “educate individuals to serve God and humankind.” We will continue to improve the quality of our programs and foster sustainable international collaboration.

Voices of Participants

See the International Service-Learning Testimonials AY2025

Voices of Overseas Partner Universities

We are grateful to the many overseas partner institutions that have cooperated with us this year. Here are some of the comments we received from the partner universities.

Petra Christian University, Indonesia

Transforming Society

From July to August 2025, a total of 153 students from nine universities across six countries collaborated to serve local communities in six villages within Mojokerto Regency, East Java, Indonesia. Together, we engaged on a journey of mutual learning, cultural exchange, and community empowerment in iCOP 2025.

Through the International Community Outreach Program (iCOP), participating students gained a deeper understanding of rural life, social dynamics, and sustainable community development. They actively engaged with local residents to identify, analyze, and address key issues relevant to each village.

The villages of Mojokerto are fertile and scenic, yet their environmental sustainability must be safeguarded. Recognizing this, iCOP facilitated several initiatives in waste management and environmental conservation, including educational workshops for elementary school students and the construction of bio-pores for soil absorption. In addition, iCOP contributed to water resource protection by restoring community water filters to ensure access to clean and safe drinking water.

Cultural preservation was also a key focus of the program. Students learned and participated in local traditions such as traditional dance and music workshop, while also engaging in fundraising initiatives to support the purchase of gamelan, a traditional Javanese musical instrument. These activities strengthened cross-cultural understanding and fostered respect for local wisdom and heritage.
Through iCOP, we reaffirm our commitment to supporting the United Nations Sustainable Development Goals (SDGs), particularly those related to quality education, clean water and sanitation, sustainable communities, and environmental preservation. Together, we strive toward a better, more inclusive, and sustainable future for all.

University of Cape Town, South Africa

Empowering Global Citizens through Experiential Learning

The 2025 ICU Service Learning Programme (SLP) in Cape Town offered second-year students a transformative experience, combining academic inquiry with hands-on engagement in environmental and social issues. Rooted in the principles of Global Citizenship Education (GCE) and Education for Sustainability (EfS), the programme fostered deeper understanding of global challenges and local responses.

Students participated in experiential learning activities at the Goldfields Environmental Centre, located within the stunning Kirstenbosch National Botanical Garden. These sessions emphasized environmental stewardship and interactive education. In collaboration with the South African National Biodiversity Institute (SANBI), students supported existing environmental education initiatives and worked with community organizations such as the Callas Foundation, which addresses food security and gender-based violence. Academic components of the programme focused on the intersection of GCE and EfS, encouraging students to reflect on how these frameworks apply to real-world contexts. Visits to the District Six and Iziko Museums provided historical and socio-political insights, helping students understand South Africa’s complex past and its impact on present-day communities.

Beyond classroom learning, students actively contributed to community outreach efforts. They facilitated cultural exchanges, supported school-based learning activities, and helped deliver lessons that promoted environmental awareness and cross-cultural understanding.

The programme’s impact was profound. Students returned with broadened perspectives, a stronger sense of global responsibility, and a deeper appreciation for experiential learning. The 2025 SLP reaffirmed ICU’s commitment to nurturing globally minded individuals prepared to engage with pressing societal issues.

We look forward to continuing this meaningful work in future programmes.

Site Visit by Faculty and Staff

In early August, I visited the University of Cape Town (UCT) and participated in the final week of the International Service-Learning Program. This was my second time in South Africa, and I had the valuable opportunity to co-facilitate the final reflection session with UCT faculty members and attend the students’ final presentations. Seeing how the students expressed their experiences and connected them with social and historical contexts helped me better understand their reflective process. I also realized how deeply the staff at our partner university are involved, not only by arranging service sites, but also by closely accompanying students throughout their learning.

During my stay, I visited environmental education centers and local museums, such as the District Six Museum and the Slave Lodge. We discussed integrating perspectives of Education for Sustainable Development and Global Citizenship Education to enrich the service-learning experience. One of the key outcomes of this visit was sharing the vision of advancing student activities as “engaged learning.” I also observed UCT’s thorough risk assessment process and comprehensive guidance system, which strengthened our mutual trust in program management.

Accompanied by Mr. and Mrs. Petersen, I witnessed the natural beauty where the Atlantic Ocean meets the African land. Surrounded by the rich nature and layered history of the Western Cape, I was reminded of the essence of service-learning—learning through encounters with people and places. This journey was an unforgettable experience and a source of inspiration for my future educational practice in service-learning.

Introducing a New Member of the Service-Learning Ambassador

Service-Learning Ambassadors are current ICU students who are involved in activities to promote service-learning on and off campus. Thirteen of the ICU students who participated in Service-Learning this year are new members.

New Member Rio KATO

I participated in the Service-Learning Programme this summer at the University of Cape Town (UCT) in South Africa. With a focus on Education for Sustainable Development (ESD) and Global Citizenship Education in South Africa, I participated in a one-month program that combined learning and service activities across a variety of settings, including botanical gardens, museums, local organizations, and schools.

Activities at an elementary and a high schools were especially memorable. Through interactions with students and teachers, I was able to discover challenges and possibilities that I would not have noticed without being there in person. Experiencing South Africa’s socio-political background and the efforts of local communities firsthand was an unforgettable and invaluable experience, which gave me many insights. Now I strongly think that I want more people to know about service-learning and its appeal. That’s why I’ve become a service-learning ambassador. From now on, I would like to share the experience widely and hope to become someone who can support others in their challenges even in small ways.

Message from the Director of SLC

Professor Etsuko KATO

Cultural Anthropology
Director, Service-Learning Center

Welcome back to everyone who participated in service learning—6 of you across Japan and 67 around the world! We have had our autumn term reflection classes, and the really rough experiences you had on-site—whether it was the heat, having diarrhea, or not knowing what to do—probably make more sense now that you have the language to frame them. But the true value of your experiences may lie beyond oral presentations and written reports. At some unexpected moment in the future, a scene, a voice, or a facial expression may suddenly come back to you—and something you barely noticed at the time may feel precious. You might find yourself thinking, “I want to go back.” To that place, or somewhere like it. If each of you feels that way, then service-learning has been a success.　We started a new partnership with MORIUMIUS this year, a public interest Incorporated Association in Ishinomaki City, Miyagi Prefecture. In addition to poverty, discrimination, and environmental issues, themes like disaster recovery and regional revitalization are shared across the globe. I hope you’ll discover common threads in the places you encounter from now on, and take small steps toward action.

Editor's note

​This summer, I traveled abroad for the first time in a while and encountered new people, cultures, and values.
By stepping outside my usual surroundings, I found my sense of “normal” gently shaken, and it became a valuable opportunity to rediscover the importance of flexibility and open-mindedness.

This summer, I met many high school students at the ICU Open Campus. Seeing them speak passionately about their areas of interest with sparkling eyes, and watching them listen intently to stories from SL participants, gave me energy and hope. I truly wish that future ICU students will also experience the joy of learning and meaningful encounters through Service-Learning.

I visited Hakone in August, but the weather was quite severe. The sea breeze rendered my umbrella useless, and I arrived at the inn soaked from the driving rain. After changing into dry clothes, I watched the mountain trees swaying in the wind from my window and enjoyed a quiet time indoors.

I joined the staff at my town’s summer festival that has continued for 25 years since the town's founding. I met many local residents working with sweat on setup, store management, cleanup, and security, etc. As I watched the fireworks finale, I felt both physically refreshed and emotionally moved—realizing once again the festival isn’t just an event, but a powerful bond that brings the community together.