This is Apirak Sang-ngenchai, and I am currently a lecturer at ICT. As an alumnus of Rajamangala University of Technology Lanna (RMUTL), Thailand. I feel fortunate to have witnessed and contributed to the development of the relationship between RMUTL and ICT.
　My journey began as a student at RMUTL, studying Technical Education in Electronic Engineering. I participated in the Learning Express (LeX) program with Kanazawa Technical College (KTC), which became ICT, Kanazawa. I learned Design Thinking and worked with Japanese students on community projects. This enhanced my problem-solving skills and introduced me to international collaboration.
　In 2017, I visited Japan through the Sakura Science Project at Kanazawa Institute of Technology (KIT), gaining exposure to Japanese educational practices, research, and innovation. It deepened my understanding of the friendship and cooperation between RMUTL, KIT, and ICT.
　These exchanges laid the foundation for stronger academic ties between our institutions. Over the years, faculty members, staff, and students from both sides continued to build mutual trust and understanding through educational activities, research discussions, and cultural programs. When I joined ICT in 2020, I was pleased to contribute to this longstanding relationship　from a new perspective as a faculty member.
　A significant milestone was achieved on September 15, 2026, when RMUTL and ICT officially signed a Memorandum of Understanding (MoU). For me, this was more than just a formal agreement. It reflected years of collaboration, exchanges, and shared experiences between our institutions. I was honored to support this important event and to witness the beginning of the next chapter of our partnership.
　The MoU provides a framework for future cooperation in several important areas, including student exchanges, joint academic activities, collaborative research, and cultural and experiential learning programs. We hope to create more opportunities for students to study and learn from each other's cultures, while also encouraging faculty members to work together on educational and research initiatives.
　Looking ahead, I would like to see the partnership develop through activities such as short-term exchange programs, international project-based learning, Design Thinking workshops, collaborative research in engineering and technology, and cultural immersion programs for students from both countries. These activities will not only strengthen academic cooperation but also help students develop global perspectives and lifelong international friendships.
　As someone who has benefited greatly from the relationship between RMUTL, KIT, and ICT, I am proud to have been part of this journey. I sincerely hope that the MoU signed this year will serve as a foundation for many new opportunities and meaningful collaborations in the future, bringing lasting benefits to students, faculty members, and both institutions for years to come.

Apirak Sang-ngenchai

 

Hello everyone. I’m James Taylor, one of the English teachers at ICT Hakusanroku Campus. In this journal, I’d like to tell you about an event I held during the summer holiday.

On Tuesday, August 18th, 2026, I went to Shiramine to lead an English Café event for local children, organised by the Oguchi and Shiramine Community Centres. This year, we had seven children from Shiramine Primary School (that’s more than half of the school population!) and one child from Kawachi Nursery, along with some parents and young siblings of participants who watched.

August was very hot this year, but luckily the Shiramine Community Centre staff had brought ice creams for everyone, so we started by eating them while I read a few stories: “Leo the Late Bloomer” by Robert Kraus, about a lion who learns much more slowly than everyone else, but since everyone learns at their own pace, it doesn’t matter; “The Smartest Giant in Town” by Julia Donaldson, which is about a giant who buys new clothes but then gives them away to help his friends; and “They All Saw a Cat” by Brendan Wenzel, which shows how different creatures view the same cat. Each of these books has an important message for children (and adults).

Next, it was time to move around, so we played musical chairs: the children walked or danced around a circle of chairs while the music played and had to sit down when the music stopped. There was always one chair too few, so someone was always eliminated. The children enjoyed it enough to play three times!

Finally, we played bingo, but with a slight twist: the children had to make their own bingo cards before we could play! We used the animals from “They All Saw a Cat”, learnt the names in English, and then the children filled in the spaces on their bingo cards by drawing each animal that I said. After that, we could play! The Community Centre staff prepared prizes for everyone, along with extra presents to take home at the end.

As always, it was fun to spend time with the children in Shiramine, and I’m grateful to the staff of the Oguchi and Shiramine Community Centres for their hard work organising everything.

James Taylor

Walking With Anthony
By Dr. Pauline Baird

 At ICT, students are encouraged to "SHINE IN YOUR OWN WAY." Let me introduce one such student.
His name is Anthony Purba, a 2nd year student. On almost any weekday at about 4:45 p.m., you can find him walking around campus. His route takes him past the gymnasium, the dormitories, the onsen, the cafeteria, the main office building, and the school building—circling the campus again and again.
 At first, I simply noticed him walking. Then one Sunday, I decided to join him. As we walked, I discovered that he often uses this time to call his mother in Indonesia. Since then, we have walked together after school on most weekdays and occasionally on weekends. Anthony has made walking something worth noticing.
 Many students shine in sports such as basketball and badminton, while others excel in academics. Anthony may enjoy those activities too and do well in his studies, but what stands out to me is his commitment to a simple daily habit. From approximately 4:45 p.m. until 6:30 p.m., when the cafeteria opens for dinner, he walks steadily around campus. On his busiest day, he completed 17 laps. More than once, we have ended our walk by heading directly from the pathway into the cafeteria for our evening meal.
 When I asked Anthony how this routine began, his answer was surprisingly simple.
 "Nothing inspired me to start walking every day," he explained. "I just wanted to spend time on my own by calling my mom or listening to music. Sitting made me feel bored, so I decided to make my body move by walking."

 For Anthony, the walk is also a chance to stay connected with home.
 "I wanted to talk with someone I trusted the most in Indonesian," he said.
Over the past two months, a few other students have joined us from time to time. As we walk, our conversations wander naturally through topics such as family, hobbies, future dreams, personal challenges, and everyday life. Sometimes, we spend several laps simply enjoying the quiet.
 Anthony says what he enjoys most is "talking about any topic while keeping my body fit." He hopes more students will join in the future so they can "share a lot of stories while keeping our body sustained."
 Walking with Anthony becomes more than physical activity; it becomes a time for friendship, reflection, and connection. What appears to be an ordinary walk is, in fact, something quite meaningful. Anthony is quietly demonstrating another way to experience campus life—by spending time outdoors, enjoying the fresh mountain air, maintaining a healthy routine, and making space for conversations with family and friends.
 When I asked Anthony what he would say to someone who thinks walking is boring, he smiled and replied,
 "Be grateful to have the ability to walk. Not all people can enjoy what you have."
 At ICT, students are encouraged to shine in their own way.
 I believe Anthony is doing exactly that.

By Dr. Pauline Baird

Hello, this is Alaa Hussien from Egypt. I am a professor in the Department of Science and Technology at ICT. I am writing this article to highlight the contributions of ICT in supporting the establishment of the Egypt–Japan KOSEN (EJ-KOSEN), the first KOSEN institution not only in the Middle East but also in Africa. It was officially launched in June 2024 as a development cooperation project between the Government of Japan, represented by the Japan International Cooperation Agency (JICA), and the Government of the Arab Republic of Egypt. The Egyptian partners include the Educational Development Fund (EDF) as the implementing agency, along with the Ministry of Higher Education and Scientific Research (MoHESR), the Ministry of Communications and Information Technology (MCIT), and the Ministry of Education and Technical Education (MoETE). The overall goal of the project is to introduce the KOSEN education system in Egypt as a new model of higher education. The project specifically aims to ensure that the pilot KOSEN operates effectively using a curriculum translated and adapted from the KOSEN Model Core Curriculum, with the objective of achieving KOSEN International Standard (KIS) accreditation, thereby assuring the quality of Japanese-style KOSEN education.

In Egypt, engineering education has traditionally been delivered through two main pathways, each with distinct limitations. University education primarily emphasizes theoretical knowledge, with relatively limited focus on practical skills and minimal connection to industry. As a result, graduates often possess strong theoretical backgrounds but lack real-world problem-solving abilities and hands-on experience. On the other hand, technical and vocational schools focus mainly on the operation of machinery. Graduates from these institutions are typically skilled in operating equipment but have a limited understanding of underlying principles, design processes, or the development of technology. In the last few years, the environment has been shifting toward advanced technological and experiential educations by establishing many technological universities and developing various cooperation programs with successful existing educational systems around the world.

One of these systems is the KOSEN model in Japan, where this model integrates theoretical knowledge with practical application through a well-balanced and industry-oriented curriculum. By incorporating project-based, problem-based, and inquiry-based learning approaches, KOSEN education enables students to develop both analytical thinking and hands-on skills. Furthermore, its strong emphasis on collaboration with industry ensures that students gain exposure to real-world challenges, thereby fostering innovation, design capability, and practical problem-solving skills. In this way, the KOSEN model offers a comprehensive solution that bridges the divide between theory and practice in engineering education in Egypt.

The idea of introducing KOSEN education in Egypt can be traced back to 2016, following the official visit of the President of Egypt to Japan. During this visit, he toured various educational institutions, including kindergartens, elementary schools, and KOSEN colleges, where he was particularly impressed by the KOSEN system as it emphasizes the development of engineers who possess not only operational skills but also strong foundations in design, innovation, and problem-solving. Following this visit, the Egyptian government requested support from the Japanese government to introduce this educational model in Egypt. The project was implemented through JICA, which dispatched Japanese experts from various KOSEN institutions, including myself and Nagwa Fekri Rashed Sensei. Our involvement was particularly relevant as our International College of Technology (ICT) is unique in Japan in delivering education primarily in English, closely aligning with the educational context in the EJ-KOSEN, where instruction is also conducted in English. These Japanese experts have been collaborating closely with the Egyptian team from the Educational Development Fund (EDF), the JICA project management staff, and the newly appointed faculty and staff at EJ-KOSEN.

As a professor at ICT, my role, along with other Japan-side experts—including Nagwa Fekri Rashed Sensei—has extended beyond curriculum support to encompass contributions to the formulation of the school’s vision and the development of key institutional policies. In particular, we have played a central role in designing the diploma policy, the curriculum policy, and the admission policy. In addition, we have supported the design of STEM curricula, have participated in the recruitment and selection of faculty members, have assisted in student admissions processes, and have contributed to the development of entrance examinations and admission procedures.

Prior to the official opening, we conducted an intensive three-week training program in Egypt in August 2025 for newly recruited faculty members. This training introduced the philosophy and structure of KOSEN education, including the KOSEN International Standard (KIS) framework, as well as modern teaching methodologies such as project-based, problem-based, and inquiry-based learning. We also provided guidance on the development and refinement of teaching materials. During that period, we played an active role in the admission process by participating in student interviews and contributing to the selection of the first intake of EJ-KOSEN freshmen. After the program’s launch, our responsibilities expanded to include continuous academic support, follow-up, and professional development for faculty members.

In late January 2026, staff and faculty members from the EJ-KOSEN came to Japan to visit several KOSEN institutions, including Osaka KOSEN, Ishikawa KOSEN, and our International College of Technology in Kanazawa, for further training. During their visit, they explored our two campuses facilities, observed the integration between the college and its parent institution, the Kanazawa Institute of Technology, and participated in a series of intensive workshops. These workshops were designed to provide detailed feedback on all aspects of the first-semester academic program, including lecture notes, experiments, practical applications, worksheets, and final examinations. We also focused on assessment strategies, covering formative assessment, portfolio-based assessment, and the use of rubrics to ensure clarity, consistency, and transparency. In addition, I delivered a presentation on project-based learning, addressing implementation strategies, evaluation criteria, transparency in assessment, and evidence-based evaluation. These sessions aimed to strengthen the pedagogical skills of the Egyptian faculty and ensure that the EJ-KOSEN program maintains high standards of teaching, learning, and assessment aligned with the KOSEN International Standard.

Through these strong and growing collaborations, the Egypt–Japan KOSEN project is well positioned to build a sustainable, high-quality model of engineering education in Egypt—one that not only meets international standards but also directly addresses the pressing challenges facing society in Egypt and the evolving needs of its industry. As an Egyptian, I am truly excited to witness the continued success of this initiative and confident that it will nurture a new generation of engineers who are capable, innovative, and committed to solving real-world problems and contribute to Egypt’s sustainable development.

Alaa Hussien