Hello. This is Kasumi Ozawa from Kanazawa Campus. Recently, I accompanied 11 third-year students as they began a year of study and life in Dunedin, New Zealand. In this article, I reflect on the students’ first few days as they settled into life in Dunedin.

On April 9, the students departed from Narita Airport. They appeared calm at times and nervous at others, but they all shared a strong sense of anticipation.　As they boarded NZ90, they left behind their familiar routines and stepped into a new environment that would challenge them academically and personally.　After traveling through Auckland, we arrived in Dunedin the following day. The city greeted us with clear skies, crisp air, and a slower pace of life. Located on the southeastern coast of New Zealand’s South Island, Dunedin is a university town known for its rich natural surroundings, history, and strong academic culture.

Although the long journey had been tiring, the moment the students met their host families, their tension eased. Warm greetings, simple conversations, and welcoming smiles set the tone for what lay ahead. At that moment, we realized that the experience was no longer simply a study program but the start of everyday life in a new country.

The students will be studying at Otago Polytechnic, an institution that has a long-standing partnership with our school of over two decades. With its strong emphasis on applied and professional education, Otago Polytechnic provides learning that is closely connected to society and industry. With the solid foundation they have built at the Hakusanroku Campus, studying engineering in English provides each student with a valuable opportunity to expand their own potential.
The first weekend was spent with host families, giving students their first genuine experience of daily life in New Zealand. Adjusting to unfamiliar customs and communicating in English was not always easy, yet these challenges gradually helped build confidence. Everyday moments such as shared meals, casual conversations, and daily routines slowly transformed initial anxiety into curiosity and motivation.

The following Monday marked the beginning of a two-week orientation program called “Global Studies”. Through this program, students learned about academic expectations, cultural values, and the practical aspects of living in New Zealand. As their understanding deepened, so did their sense of readiness. They began approaching their new lives not as short-term visitors, but as residents responsible for their own decisions.
One particularly memorable event was the traditional Māori welcome ceremony hosted by Otago Polytechnic. Through a heartfelt speech and a song performed by faculty and staff, the students were warmly welcomed not only to the campus, but also to the land and its history. In response, Kotori Mae delivered a speech on behalf of our school, followed by a group song performance of “Himawari no Yakusoku”. Using the image of sunflowers facing the sun, the song expresses unwavering care, friendship, and lasting bonds that transcend time and distance. The students chose this song themselves, believing its message truly reflected the spirit of the occasion. As the students sang together, their voices filled the space and created a sense of mutual understanding that went beyond language.

Afterwards, the students joined a campus tour and visited various facilities across the campus. During their visit to the sports facility “Unipol”, they were impressed by the extensive and well-equipped facilities, and many expressed their eagerness to begin using them. For our students, Unipol is not only a place for physical fitness, but also an important space for interaction with local students. At the library, they observed many learners studying quietly and with strong concentration. Seeing this dedicated atmosphere appeared to inspire them and gave them a clearer sense of the academic environment they would soon be part of. Experiencing these facilities firsthand, the students felt their excitement grow about studying and living in such a supportive environment. It was a moment when they truly sensed that their time in Dunedin was beginning not only as a period of learning, but as daily life itself.

That afternoon, the students took an important step toward daily life in New Zealand by opening local bank accounts. Holding their debit cards, some spoke about the need to value and carefully manage the financial support they receive from their families. The experience highlighted that studying abroad is a time when students are warmly supported by others, while at the same time being guided toward independence in their own lives.

In conversations with the students, one shared, “I couldn’t be here without my family’s support. I want to make the most of every single day and honor the trust they have placed in me.” Another reflected with a smile, “Dunedin feels calm and comfortable, not too busy. I think I will really enjoy living here.”

The year ahead will be shaped by the choices the students make, the challenges they face, and the people they meet. Through these experiences, each student will discover their own path and return home with a stronger sense of confidence and perspective.

Through this ICT Journal, we will continue to share their journey. We hope you will follow along as these students grow, learn, and find their place in New Zealand.

Kasumi Ozawa

Hello. I’m Masaaki Shikada, ICT President.

As has become an annual tradition, I delivered the President’s Lecture again this year. The address for 1st and 2nd students was held on the afternoon of Friday, April 3rd, 2026 at Hakusanroku Campus, while the address for 4th and 5th year students took place on the morning of Tuesday, April 7th, at Kanazawa Campus. When I was appointed the Vice President of ICT, I heard that the President’s Lecture is traditionally given during the April orientation period each year.

I then began to wonder what I should talk about in my lecture. After giving it some thought, I decided that it would be best to explain my field of expertise—Spatial Information Technology—in an easy-to-understand way. Accordingly, I chose to base my talk on my past research and classes (Surveying), linking them to well-known historical figures and events so that the content would be both accessible and engaging.

In my first year, I gave the same talk to students of all grades (excluding 3rd year students). After the 1st year, however, I gradually added new material as students advanced through the grades. As a result, the four themes of my lectures have been organized as follows.
(Note: this full sequence by grade level will be completed in the 2027 academic year)

　1st year students: The Ten Most Beautiful Scientific Experiments in the World
　2nd year students: Maps Are Liars
　4th year students: Struve’s Geodetic Arc
　5th year students: Ino Tadataka and the Record of Points

In every lecture, I include quizzes so that students can enjoy active learning while having fun. In the themes for 4th and 5th year students, I also introduce related films and television programs. Through these four lectures, I hope that students will come to enjoy and appreciate the world of Spatial Information Technology.

Masaaki Shikada

 

Hello. This is Nagwa Fekri Rashed from Egypt, one of the chemistry course professors at ICT.

There are experiences in teaching that you can anticipate—and others that quietly transform you. Becoming a homeroom advisor at ICT Hakusanroku Campus in the 2025 academic year was one of the latter. Coming from outside the Japanese education system, I had always observed the homeroom system with curiosity. It is deeply rooted in the culture of education in Japan, present from the earliest years of schooling all the way through higher education. Before stepping into the role myself, I had already interacted closely with omeroom advisors as a course professor—particularly when discussing students’ academic progress in my chemistry classes. I had also served as a sub-homeroom advisor for S1 alongside Professor Kihara, which gave me a glimpse into the rhythm and responsibilities of the role. 
From these experiences, I thought I understood what it meant to be a homeroom advisor.

What I Thought the Role Was

When I was formally assigned the role, I was introduced to its structure: schedules, responsibilities, timelines, and expectations.
There were administrative duties—attendance checks, paperwork, coordination with course instructors, and guardians. There were important milestones throughout the year—PTA meetings, parent-teacher interviews, reports, and records. There was also a strong support system: office staff, dormitory residential assistants, nurses, the Dean of Students, Department Chair, and my sub-homeroom advisor, Professor Kuroda. Everything was clear. Everything was organized. And I remember thinking: I know what this job is.

What the Role Actually Became

But then a different question came to mind—one that was not part of any official description: What do I want to leave behind for my students? 
Not in terms of grades. Not in terms of reports. But something that stays. Something that matters. I have always believed that impact does not have to be grand to be meaningful. Sometimes, it is as simple as a kind word, a moment of encouragement, or a sincere smile. But this time, I realized I had something more powerful than a moment—I had a full year to be part of my students’ lives. Not only in academics, but in their daily routines, their challenges, their friendships, and even their future decisions. That felt… significant. And honestly, a little overwhelming.

New Perspectives

My instinct was to approach this the way I approach everything else—as a scientist and engineer. I began thinking in terms of factors, conditions, and outcomes. What are the inputs that lead to success? What environment ensures the best results? But very quickly, I stopped. Because this was not a system. This was not a laboratory. This was not a process to optimize. These were people. And people are not factors—they are actors. They think, they feel, they choose. And that is when I arrived at a realization that shaped everything that followed: What truly defines a person’s life is not what happens to them—but the choices they make.
Parents, teachers, schools, friends—we all play a role. We provide experiences, knowledge, and guidance. But in the end, each individual decides which path to take.

The Idea That Changed Everything

That realization led me to a simple but powerful idea: Each student is the main character in their own story. And more importantly—they are also the writer.
If that is true, then the most important question is not “What should they do?”

The First Homeroom: A Beginning

During the orientation period, I decided to turn this idea into something tangible.
　・Large letters: I – C – T
　・And above them: “We are ICTs.”
Then I gave each student star-shaped sticky notes.
I asked them to think of themselves—not as students, not as grades, but as the main character of their own story.
　・The “I” stood for self—their identity, their agency, their ability to choose.
　・ The “C” and “T” stood for character traits. 
I asked them to write:
　・ And above them: “We are ICTs.” 
　・ Three adjectives starting with T 
These were not just words. These were declarations. These were the traits they chose for themselves. And then something beautiful happened.
The board filled with color—stars in orange, yellow, green, pink—each carrying a piece of who they are or wanted to become. The variety, the thoughtfulness, the honesty in their choices surprised me. In that moment, our class philosophy was born. Not imposed. Not instructed.
But created—together.

Watching the Story Unfold

As the year progressed, I began to see something shift. Academically, they worked hard—and I am proud to say that all students successfully passed their courses and achieved their desired goals. But what moved me most was everything beyond academics.
They explored. They tried new things. They challenged themselves.
They:
　・ Joined clubs—art, sports, robotics, programming
　・ Learned instruments and even composed music
　・ Improved their IELTS scores 
　・ Supported junior students 
　・ Took part in dance and cultural activities
　・ Climbed mountains and went skiing
　・ Designed creative projects
　・ Participated in startup competitions
　・ Organized and led ICT festivals
　・ Ran for student council positions
　・ Spoke up—about what should change, and how to make it better
And slowly, something changed in their mindset. They stopped waiting. They started acting.
They stopped complaining. They started building.

A Quiet Transformation

At some point, without any formal announcement, the school became theirs. Not just a place they attended—but a place they cared about. They began to understand something essential: Life does not improve by chance. It improves by choice.
They learned that change requires:
　・ Voice
　・ Initiative
　・ Responsibility
And perhaps most importantly, they learned the value of surrounding themselves with people who care about them and support their growth.

The End of a Chapter

Last March, they left Hakusanroku Campus. And just like that, the chapter ended.
Today, they are on their way to New Zealand—beginning a new chapter, in a new place, with new experiences waiting for them.
And I find myself thinking…
What a privilege it was to witness this part of their story.

To My 2025 S2 Students

I will miss you. More than you know.
You have written this chapter beautifully—not perfectly, but authentically, courageously, and with growth.
As you move forward, remember:
You are the main character.
You are the writer.
And every choice you make adds a new line to your story.
Make it meaningful. Make it yours.
I look forward to seeing how your story continues.

1st Semester: Mission Accomplished!

2nd Semester: Mission Accomplished!

Nagwa Fekri Rashed