Tertiary educators in Japan are exhorted to cultivate globally competent graduates capable of thriving in a globalized world, but scholars have lamented the lack of research to inform global competence-oriented education in Japan.The development of global competence entails transformative learning facilitated by process-oriented, experiential, collaborative and studentcentered learning environments.Project-based Learning (PBL) has the potential to meet all four of the criteria for transformative learning, but little research has investigated its application in Japan.This paper outlines a Human Librar y project undertaken by fifteen undergraduate students as part of their seminar course at a Japanese university.The researcher applied the Framework for Japanese Global Competence (Sakamoto, 2023) to analyze student reflections on their PBL experience, and determined that students exhibited signs of development across all aspects of global competence as a result of the project.Openness, communication skills, relationship building skills, knowledge of diversity and self-awareness emerged as the most frequently noted domains of global competence development.
Fern Sakamoto (Fri,) studied this question.