| Project/Area Number |
22KF0136
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| Project/Area Number (Other) |
21F21792 (2021-2022)
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| Research Category |
Grant-in-Aid for JSPS Fellows
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| Allocation Type | Multi-year Fund (2023)
Single-year Grants (2021-2022) |
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| Section | 外国 |
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| Review Section |
Basic Section 09080:Science education-related
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| Research Institution | Tokyo Institute of Technology |
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Principal Investigator |
高田 潤一 東京工業大学, 環境・社会理工学院, 教授 (90222083)
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| Co-Investigator(Kenkyū-buntansha) |
THANAPORNSANGSUT SAWAROS 東京工業大学, 環境・社会理工学院, 外国人特別研究員
THANAPORNSANGSUTH SAWAROS 東京工業大学, 環境・社会理工学院, 外国人特別研究員
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| Project Period (FY) |
2023-03-08 – 2024-03-31
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| Project Status |
Completed (Fiscal Year 2023)
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| Budget Amount *help |
¥1,400,000 (Direct Cost: ¥1,400,000)
Fiscal Year 2023: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2022: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2021: ¥100,000 (Direct Cost: ¥100,000)
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| Keywords | ESD / SDGs / constructionism / innovation / fabrication / higher education / Higher Education / Constructionism / Innovation in Education / Social Innovation |
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| Outline of Research at the Start |
本研究では，持続可能な開発を念頭に置いたデザイン授業を通じて，イノベーシヨン主導の学びのエコシステムを実現することを目指している
具体的には，日本およびタイの大学において，学生が身の回りの環境問題・社会問題の解決法のデザインおよびものづくりを通じて社会イノべーションを創発するような教育の方法を実践的に研究する.
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| Outline of Annual Research Achievements |
The project, "Culturally Relevant Constructionist Design for ESD: Innovation-driven Education for Sustainable Development," spanned two years and focused on courses at Tokyo Institute of Technology in 2022 and Chulalongkorn University in 2021. The research aimed to explore how a constructionist learning environment can support ESD by enabling students to design and create innovations addressing environmental and social issues.
Undergraduate and graduate students from Japan and Thailand engaged in these courses, utilizing human-centered design principles such as empathizing, defining, and ideating to understand user needs and generate project ideas. The pedagogy emphasized designing and fabricating solutions for local or global sustainability challenges. Students conducted user experience research and built prototypes, iterating on their designs based on testing feedback.
Data collected from interviews, student projects, and final reports indicated that framing making as a practice connected to students' interests facilitated successful engagement in sustainable development. The project involved 64 participants, with Institutional Review Board approval from both institutions.
The outcomes of this project include five international presentations and one journal paper, currently under second review for the Special Issue of the Entrepreneurship Education Journal under UNESCO. These achievements highlight the project's impact on promoting innovation-driven education for Sustainable Development Goals.
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