Hello! My name is Yuka Yano and I am a 1st year student at International College of Technology, Kanazawa. In this article, I will write about the time when six American students came to our Hakusanroku campus.

On the first day, we were nervously waiting for the American students to arrive. What will they be like? Would we be able to become friends? Whilst we were nervous, the excitement was winning. Once we met them, we were surprised by how tall they were. However, we were soon able to become friends with them. From the first day, we introduced ourselves in our unit and talked a lot about our interests.

During the Kanazawa tour, we were able to visit various tourist spots and experienced a vast array of things. Since I had never gone around Kanazawa, I was learning about the city with the American students at the same time. Though this experience, we were able to make bonds with the Americans.

I especially remember the time when we played UNO. We made groups with many people and everyone was hyped up during the game. In the end, everyone was laughing until their throats hurt. I think worldwide games such as UNO can create connections between people.

Throughout this experience, I was able to learn various things and create friendships with the American students. Next time I hope to be able to explain the aspects of Kanazawa to the American students with more detail.

Yuka Yano

Hello, this is Yuri Makada from the office. On Saturday, June 20th, 2026, Sports Festival for1st, 2nd, 4th and 5th grade students was held at Kanazawa Campus.

The event featured four activities: volleyball, dodgeball, an obstacle race, and tug-of-war. Students were divided into six mixed teams composed of members from different grade levels, and each team competed in all events in a rotation format. Throughout the day, 1st and 2nd year students were seen encouraging and communicating with their 4th and 5th senior students. They do not usually do this since the 1st and 2nd year students study at the Hakusanroku Campus while the 4th and 5th year students study at the Kanazawa Campus. This created a strong sense of unity across the venue. All competitions were highly engaging and intense, filled with the excitement of serious matches and loud cheers from participants and spectators alike. While students experienced both victories and defeats, what stood out most was how they praised and supported one another. 

After the competitions finished, one MVP was selected from each team and awarded a selection of snacks. In addition, all participating teams received snacks as participation prizes.

This Sports Festival provided a valuable opportunity for students to step away from their daily academic routines and experience the joy of teamwork and a sense of achievement. Through the mixed-grade team activities, students from both campuses were able to deepen their connections, making the day a lively and memorable one.

Opening Ceremony

Volleyball

Dodgeball

Obstacle Relay

Tug of War

Closing Ceremony and Awards presentation

Yuri Makada

Hello, this is Yuri Makada from the Hakusanroku office. From Saturday, June 6th to Wednesday, June 17th, 2026, six high school students from Columbia, Missouri, USA visited the Hakusanroku Campus. They stayed at the Hakusanroku Campus dormitory and experienced school life together with 1st and 2nd year ICT students.

During their stay, the students from Columbia took part in various programs, including hands-on manufacturing activities and classes alongside ICT students. They also went on a sightseeing excursion in Kanazawa and took part in a homestay program in Hakusan City organized by the local government.
In addition, on Saturday, June 6th, an event titled “Sister City Exchange Program with Columbia, USA – Let’s Interact with American High School Students!” was held at the Hakusanroku Campus. It was organized by the Hakusan International Exchange Association. Elementary and junior high school students from Hakusan City, as well as ICT students, took part. After the visiting American students gave a presentation about Columbia, event participants enjoyed interacting with them in English through quizzes, games, and a campus tour.

For the ICT and American students, even within this relatively short two-week period, living together in the dormitory provided valuable opportunities to learn and build friendships. This made it an irreplaceable and meaningful experience.

American students arrive at the Hakusanroku Campus

Kanazawa sightseeing

Hands-on manufacturing activities and classes alongside ICT students

Sister City Exchange Program with Columbia, USA – Let’s Interact with American High School Students!

Farewell party

Yuri Makada

Hello. This is Yuri Makada from the Hakusanroku office. At ICT, we welcomed 23 new students, who now appear to be settling into their new campus life. This time, I would like to write about the icebreaker events jointly held on Wednesday, April 1st and Thursday, April 2nd, 2026.

After the entrance ceremony on Wednesday, April 1st, an icebreaker event for 1st and 2nd year students was held at the Hakusanroku campus. The event began with a Rock-Paper-Scissors Self-Introduction Game. Students played rock-paper-scissors with those around them, and the winner earned one point before introducing themselves to each other. Although many students appeared nervous at first, smiles gradually began to appear as they enjoyed the game. As they celebrated wins and lamented losses, the students were able to interact with many classmates in a short amount of time, and the venue was soon filled with a warm and friendly atmosphere. At the end of the game, medals were awarded to the two students who earned the highest number of points.

Next, a game focused on finding common interests was held. Students wrote down information such as their hobbies, hometowns, favorite foods, and special skills on pieces of paper. The learning mentors collected the papers and read the contents aloud one by one. When students found that they shared something in common with what was read, they quickly took a seat, similar to a game of musical chairs. The responses included items such as “I am from California,” “I like video games,” and “I enjoy listening to music,” as well as humorous entries like “I am a cat,” which prompted bursts of laughter throughout the activity.

 

On Thursday, April 2nd, an icebreaker event for 1st, 2nd, 4th, and 5th year students, organized by the Student Council, was held at Kanazawa Campus. Students were divided into mixed-grade teams and began by introducing themselves to get to know one another. After that, each team took part in a Puzzle-Solving Game. Faculty members and representatives from the Student Council were stationed in various classrooms, and each team explored the campus to locate them. At each location, a variety of missions such as quizzes and gesture-based games were prepared, and teams earned points by completing the challenges successfully. As the students worked together to solve the quizzes and finish the missions, they could be seen actively discussing and cooperating, gradually deepening their friendships. 

This icebreaker event provided a valuable opportunity for interaction across different grade levels and served as a positive start to student life in the new academic year.

Yuri Makada

 

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