This study explores the theoretical foundation and practical implementation of inbound global education at a regional public university in Japan. Unlike conventional inbound programs that primarily focus on local cultural exchange, this study proposes an innovative Outreach Model that systematically integrates OECD Global Competence and Communicative Competence theories. In contrast to conventional outbound programs, inbound global education enables students to engage in intercultural communication while re-evaluating local resources from a global perspective. The model draws on the four elements of global competence and the five components of communicative competence as its theoretical foundation, aligning them with three phases of English education: Platform, Contents, and Delivery. In the Platform phase, students build fundamental English communication skills; in the Contents phase, they develop knowledge of local culture and community; and in the Delivery phase, they apply these abilities in authentic situations such as tourism guidance and intercultural exchange. This process enhances linguistic proficiency and intercultural understanding, fostering awareness of the connections between local identity and global citizenship. The Outreach Model provides an educational framework encouraging experiential learning, reflection, and community engagement. The findings suggest a positive impact on students’ English proficiency, local resource understanding, and awareness of intercultural exchange.
Sekine et al. (Wed,) studied this question.