Regional Future Study Abroad program shows growth in non-cognitive skills and self-esteem among local students enrolled in participating schools.
A survey of approximately 340,000 high school students by the Chiiki Kyoiku Miryokuka Platform revealed that local students attending "Chiiki Mirai Ryugaku" (Regional Future Study Abroad) schools showed significantly greater growth in non-cognitive skills like logical thinking and multifaceted thinking, as well as self-esteem, compared to the national average. This suggests that the program positively impacts not only the exchange students but also local students.
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The Chiiki Kyoiku Miryokuka Platform (General Incorporated Foundation, Representative Director: Yu Iwamoto, hereinafter "the Foundation") conducted an analysis of a survey targeting approximately 340,000 high school students. The results revealed that students who enrolled locally in high schools participating in the Regional Future Study Abroad program (a domestic study abroad program where junior high school students leave their hometowns to attend public high schools across Japan, hereinafter "Regional Future Study Abroad Schools") showed a greater range of growth in non-cognitive skills, such as logical thinking and multifaceted thinking, as well as self-esteem, compared to the national average*.
The Foundation's analysis suggests that the introduction of the Regional Future Study Abroad program may be bringing positive changes not only to the students who cross borders through the program (study abroad students) but also to the local students who enroll in these high schools for three years.
*Analysis of growth rate changes was conducted on data where comparison of identical populations was possible.
■ What changes were observed in local students attending Regional Future Study Abroad Schools?
The Regional Future Study Abroad program is a "domestic study abroad program" where junior high school students, transcending prefectural boundaries, enroll in public high schools in regional areas such as remote islands and mountainous regions for three years. In high schools that have introduced this program, students who have come from outside the prefecture (hereinafter, "Regional Future Study Abroad Students") and local students who have enrolled (hereinafter, "Local Students") study together.
What kind of growth and changes are observed over three years in high school students studying at these Regional Future Study Abroad Schools?
This survey was conducted on approximately 340,000 high school students from 367 public and private schools in 45 prefectures. Among these, changes in growth over three years of high school were analyzed using data from approximately 70,000 students where comparison of identical populations was possible.
As a result, local students attending Regional Future Study Abroad Schools showed growth exceeding the national average in non-cognitive skills such as logical thinking and multifaceted thinking, as well as in items related to self-esteem.
For example, the percentage of students who responded "I am good at thinking about complex problems step-by-step" showed an 11.4 percentage point increase among local students in Regional Future Study Abroad Schools, compared to a 6.1 percentage point increase nationally, indicating the largest growth.
Similarly, significant growth exceeding the national average was confirmed for items such as "I have good qualities (+10.9 percentage points)" and "I try to think from many perspectives (+10.3 percentage points)".
Furthermore, in items related to applied skills and communication skills, such as "I apply what I have learned in practice" and "I am good at presenting my opinions," local students attending Regional Future Study Abroad Schools showed a greater tendency for growth over three years compared to the national average.
Based on these analysis results, the Foundation believes that experiences gained through learning in the local region and interacting with diverse people may be related to the growth of students' non-cognitive skills.
■ Background and Overview of This Survey
In recent school education, including high schools, not only academic ability but also the cultivation and growth of qualities and abilities such as thinking power and initiative, which involve "thinking and acting independently," are emphasized.
However, quantitative assessment of these abilities is difficult, and the educational effects of the "Regional Future Study Abroad" program have not been sufficiently visualized. In March 2022, analysis results were published jointly with Mitsubishi UFJ Research and Consulting Co., Ltd., which suggested the possibility that regional learning environments are related to student growth. However, after that, introductions primarily focused on individual cases and anecdotal evidence.
Against this background, this survey re-used data from the "High School Charm Evaluation System"* jointly developed by the Foundation and the aforementioned company, focusing particularly on local students attending Regional Future Study Abroad Schools.
Specifically, it analyzed comparisons between students nationwide and students attending Regional Future Study Abroad Schools (Regional Future Study Abroad Students and Local Students) regarding learning environment, learning activities, and student qualities/abilities, as well as changes over three years of high school, based on quantitative data spanning three years from FY2022 to FY2024.
*What is the High School Charm Evaluation System? It is a diagnostic tool designed to quantitatively visualize how "High School Charm," an initiative aimed at promoting attractive school development in cooperation with local communities and fostering future regional leaders, impacts each school's learning environment and students' qualities and abilities. As of February 24th, 2025, 346 schools nationwide are utilizing it.
The Foundation's analysis suggests that the introduction of the Regional Future Study Abroad program may be bringing positive changes not only to the students who cross borders through the program (study abroad students) but also to the local students who enroll in these high schools for three years.
*Analysis of growth rate changes was conducted on data where comparison of identical populations was possible.
■ What changes were observed in local students attending Regional Future Study Abroad Schools?
The Regional Future Study Abroad program is a "domestic study abroad program" where junior high school students, transcending prefectural boundaries, enroll in public high schools in regional areas such as remote islands and mountainous regions for three years. In high schools that have introduced this program, students who have come from outside the prefecture (hereinafter, "Regional Future Study Abroad Students") and local students who have enrolled (hereinafter, "Local Students") study together.
What kind of growth and changes are observed over three years in high school students studying at these Regional Future Study Abroad Schools?
This survey was conducted on approximately 340,000 high school students from 367 public and private schools in 45 prefectures. Among these, changes in growth over three years of high school were analyzed using data from approximately 70,000 students where comparison of identical populations was possible.
As a result, local students attending Regional Future Study Abroad Schools showed growth exceeding the national average in non-cognitive skills such as logical thinking and multifaceted thinking, as well as in items related to self-esteem.
For example, the percentage of students who responded "I am good at thinking about complex problems step-by-step" showed an 11.4 percentage point increase among local students in Regional Future Study Abroad Schools, compared to a 6.1 percentage point increase nationally, indicating the largest growth.
Similarly, significant growth exceeding the national average was confirmed for items such as "I have good qualities (+10.9 percentage points)" and "I try to think from many perspectives (+10.3 percentage points)".
Furthermore, in items related to applied skills and communication skills, such as "I apply what I have learned in practice" and "I am good at presenting my opinions," local students attending Regional Future Study Abroad Schools showed a greater tendency for growth over three years compared to the national average.
Based on these analysis results, the Foundation believes that experiences gained through learning in the local region and interacting with diverse people may be related to the growth of students' non-cognitive skills.
■ Background and Overview of This Survey
In recent school education, including high schools, not only academic ability but also the cultivation and growth of qualities and abilities such as thinking power and initiative, which involve "thinking and acting independently," are emphasized.
However, quantitative assessment of these abilities is difficult, and the educational effects of the "Regional Future Study Abroad" program have not been sufficiently visualized. In March 2022, analysis results were published jointly with Mitsubishi UFJ Research and Consulting Co., Ltd., which suggested the possibility that regional learning environments are related to student growth. However, after that, introductions primarily focused on individual cases and anecdotal evidence.
Against this background, this survey re-used data from the "High School Charm Evaluation System"* jointly developed by the Foundation and the aforementioned company, focusing particularly on local students attending Regional Future Study Abroad Schools.
Specifically, it analyzed comparisons between students nationwide and students attending Regional Future Study Abroad Schools (Regional Future Study Abroad Students and Local Students) regarding learning environment, learning activities, and student qualities/abilities, as well as changes over three years of high school, based on quantitative data spanning three years from FY2022 to FY2024.
*What is the High School Charm Evaluation System? It is a diagnostic tool designed to quantitatively visualize how "High School Charm," an initiative aimed at promoting attractive school development in cooperation with local communities and fostering future regional leaders, impacts each school's learning environment and students' qualities and abilities. As of February 24th, 2025, 346 schools nationwide are utilizing it.