Teaching International Relations (IR) to non-English majors in Japanese higher education presents unique pedagogical challenges regarding content complexity and second-language (L2) motivation. This paper details the development of an IR course for management students, utilizing Self-Determination Theory (SDT) and Team-Based Learning (TBL) to empower learners. Through a mixed-methods approach involving an end-of-course survey and thematic analysis, the study investigated (1) the degree to which students perceived the fulfillment of their basic psychological needs (autonomy, competence, and relatedness) and (2) the perceived benefits and challenges of the TBL approach. Quantitative results revealed high levels of satisfaction across all SDT constructs (Average > 4.5), with relatedness rated highest. Qualitative findings indicated that frequent Readiness Assurance Tests (RATs) provided essential scaffolding for competence, while mandatory differentiated peer evaluations fostered individual accountability. Despite some reported social anxiety regarding peer scoring, the integration of TBL and SDT successfully transitioned students from passive recipients to active participants in global politics. This study offers a scalable model for instructors seeking to enhance engagement in specialized content-based L2 courses by centering the human need for connection and achievement.
Brent Allen Jones (Tue,) studied this question.