Speakers
Description
This study examines how the impact of overseas programs differs across junior high, high school, and university levels using multiple assessment measures, including the Beliefs, Events, and Values Inventory (BEVI). Data were collected at multiple time points to examine developmental differences. Findings suggest that program effects vary by both program type and developmental stage, with different forms of growth emerging at each stage. The findings highlight the importance of designing developmentally aligned international education programs.
Abstract section 5: References
エリクソン, E. H.（2001）.『アイデンティティとライフサイクル』西平直・中島由恵（訳）誠信書房（原著 1959）。
小林明.（2018）.「第7章 高校留学のインパクト」横田雅弘・太田浩・新見有紀子編『海外留学がキャリアと人生に与えるインパクト:大規模調査による留学の効果測定』学文社, 129–155頁。
平井華代・阿部恵・尾中夏美.（2019）.「中学時代の海外研修体験が持つその後の人生へのインパクト」『国際教育』25, 50-64頁。
横田雅弘.（2018）.「留学の意思決定と人生における意味―大規模アンケート調査による分析―」『異文化間教育』48, 1-17頁。
Leis, A. (2015). Study abroad and willingness to communicate: A case study at junior high school. The Language Teacher, 39(2), 3-9.
Abstract section 4: Outcomes/results
Results indicated that the developmental impact of overseas programs varied by both program type and developmental stage. Language-focused programs fostered positive initial engagement, while exchange-based programs promoted reflection through intercultural interaction. Project-based programs enhanced agency and problem-solving, and immersion programs encouraged critical self-reflection despite initial discomfort. Developmentally, junior-high participants showed affective growth, high school students demonstrated more critical and identity-related shifts, and university students translated these into socially oriented perspectives and actions. Overall, stage-appropriate experiences appeared to build progressively, supporting the integrated development of global competence.
Abstract section 2: Contribution/research questions
(1) How does the impact of overseas study differ across program types (language-focused, exchange-based, project-based, and immersion) and participants’ developmental stages?
(2) What implications do these findings have for designing coherent, developmentally aligned international education pathways from secondary to tertiary education?
Abstract section 1: Relevance
This presentation examines the impact of overseas programs evolves over time across junior high, high school, and university levels, drawing on BEVI-based assessment to analyze developmental differences. It contributes to current theory on intercultural development and transformative learning by empirically testing how program design and developmental stage interact to shape outcomes.
In practice, schools increasingly implement short-term study abroad without clear age-specific design principles.
By comparing program types—language-focused, exchange-based, project-based, and immersion—this study offers evidence-informed guidance for structured international education pathways. It responds to research calls for longitudinal, stage-sensitive evaluation and supports more coherent K–16 internationalization strategies.
Abstract section 3: Content/method
Students participating in overseas training programs completed the BEVI assessment at three time points: pre-departure, immediately upon return, and approximately one year after their return. Data were aggregated by cohort and analyzed by program type, developmental stage, and gender. The results indicate that program effectiveness varied depending on both program type and participants’ developmental stage, even within the same program.
| Title | Overseas Program Impact Across Developmental Stages |
|---|---|
| Teaching Context | Junior/senior high-school |