A College of Technology
That Prepares Global Innovators
to Shape the Future and Shine
on the World Stage
Shine in Your Own Way

Introduction

The International College of Technology, Kanazawa (ICT) builds upon the 60-year educational and research foundation established by its predecessor, Kanazawa Technical College, and continues to evolve in line with new educational goals that meet the needs of the times. Classes are primarily conducted in English. 1st and 2nd year students study in a full boarding environment at the Hakusanroku Campus, 3rd year students gain experience through study abroad, and 4th and 5th year students participate in co-creative education through the ICT/KIT School System in collaboration with the Kanazawa Institute of Technology (KIT). Through this integrated program, ICT nurtures science and engineering professionals who can excel on the global stage.
Building on the educational achievements of its first eight years, ICT has established ICT Vision 2030 as its next milestone, aiming to realize an even more advanced model of KOSEN education by 2030.

Educational Goal

Fostering Leaders of Global Innovation

Global innovators envisioned in ICT Vision 2030—engineers who can succeed worldwide—are individuals who identify and solve problems using science and engineering knowledge and work with others to generate new social value through the effective use of English as a global common language.
At ICT, students learn how to clearly explain their ideas in both Japanese and English.
Global innovators are people who respect diverse cultures and values and have the ability to take action to create a better society.

1. Qualities required of global innovators

The abilities required of global innovators can be summarized as initiative, social awareness, collaboration, diversity, and intellectual growth. At ICT, we believe global innovators possess the abilities listed below and can express and put them into practice in both Japanese and English.

1. Challenge and Creativity (the ability to take on new challenges and turn ideas into reality)
2. Social Contribution and Ethical Judgment (the ability to consider what benefits society and make responsible, thoughtful decisions)
3. Collaboration and Communication (the ability to work with others and express ideas clearly and effectively)
4. Understanding Diversity and Self-Expression (the ability to respect different cultures and values, and to express one's own thoughts with confidence)
5. Scientific Thinking and Lifelong Learning (the ability to think objectively and to continue learning throughout life)

2. Evolution of a science- and engineering-focused liberal arts education

An education that develops the ability to think and create

In an increasingly uncertain society, the core of education lies not simply in acquiring knowledge, but also in developing ways of thinking and processes for problem discovery and problem solving, as well as fostering independent thinking within our current and future global context.
At ICT, based on foundations in AI, IT, manufacturing, and business, we provide an education in science and engineering supported by liberal arts studies that integrates and expands three components: Engineering Design (our pillar), which builds problem‑solving skills through Design Thinking and creative team activities; English STEAM, which develops science and engineering thinking skills in English; and an Extracurricular Activities Program, which strengthens human skills through activities such as regional revitalization projects. The details are shown below:

• We develop the ability to identify problems and devise solutions.
• We cultivate the ability to study liberal arts, science, and engineering in English and collaborate with people around the world.
• Through STEAM education, students acquire broad scientific and engineering knowledge, skills, and sensibilities.
• Students tackle future-oriented social challenges based on the SDGs.
• Through Engineering Design, students learn methods to turn ideas into reality.
• Students learn methods for creating innovative technologies and business models, starting from the concept of startups.
• We develop socially implemented education incorporating the CDIO (Conceive-Design-Implement-Operate) framework, a global standard in engineering education.

3. Embracing the challenge of enhancing global education

Learning experiences in Japan and abroad

• Leveraging the strength that approximately half of our faculty members are non-Japanese, students master English as a practical tool and develop communication skills to collaborate with people worldwide.
• Through one year of study abroad, students experience a different culture, and we continue to develop new study abroad programs to expand the range of specialized fields they can study overseas.
• In addition to regular classes, extracurricular activities and project-based creation are also conducted in English.
• We offer a variety of short-term overseas study programs during periods such as summer vacation.
• To cultivate an international perspective, we expand partnerships and exchanges with overseas schools and companies and promote experiential programs such as long-term overseas internships (co-op education).
• By leveraging the advantages of our status as a UNESCO Associated School, we promote exchanges with the global Education for Sustainable Development (ESD) school network.
• We offer robust support for students who aim to advance to overseas universities after graduation and nurture talent capable of global careers, including employment with overseas companies.
• Even when overseas travel is difficult, we develop online international exchange programs that enable real-time learning with students around the world through online collaboration and international joint classes.

4. Utilizing the ICT/KIT School System

A system for nurturing future engineers

• 1st Stage: In the 1st and 2nd years, students study at the Hakusanroku Campus, a boarding school environment surrounded by the natural beauty of Mt. Hakusan.
• 2nd Stage: In the 3rd year, students spend a full year abroad, experiencing both study and homestay.
• 3rd Stage: In the 4th and 5th years, students participate in internships, either in laboratories at KIT or in industry.
• 4th Stage: Students transfer to universities in Japan or overseas, where they engage in innovation projects within advanced research environments.

In particular, students who wish to transfer to KIT can utilize the ICT/KIT School System, which promotes the development of global innovators through a nine-year integrated education pathway consisting of five years at ICT, two years in the third and fourth undergraduate years at KIT, and two years in the master's program.

5. Building a learning community where students and faculty grow together

Campus life that values diversity

A learning community is a place where students and faculty proactively learn together and enhance each other's human potential. Within this community, individuality and diversity are respected, and a vibrant, dynamic campus life is created, as described below.

• We establish systems that provide robust support from enrollment through graduation and completion.
• We provide Japanese-language education support for international students.
• We create a diverse learning environment where students study alongside peers from different countries and cultures.
• We value a culture in which faculty and staff continue learning together with students.
• Through projects undertaken in collaboration with local communities, we contribute to efforts to put technology to use in society.

Conclusion

Under ICT Vision 2030, we aim to further advance the unique English-based KOSEN education and research that began in 2018—the only program of its kind in Japan. Our goal is to continue developing global innovators who will shape the future. ICT will keep providing a learning environment that inspires students to say, "I want to take on this challenge!"