A Study on the Curriculum Development of "Local Studies" in Universities in the Digital Age: Taking Taiwan and Japan as Examples

• In Event: Rethinking Higher Education Curriculum, Learning Spaces and Practices

Proposal

With the rapid advancement of globalization and the advent of the digital age, higher education institutions around the world have begun to contemplate how to fulfill their social responsibilities through local engagement. One key issue is how to cultivate talent that meets local needs through curriculum design. In recent years, university curriculum on "Local Studies" have received attention, the trend closely tied to the context of the times. Recognizing that different countries will adopt distinct approaches to developing "Local Studies" curriculum in response to their unique contexts, this study focuses on Japan and Taiwan, analyzing and comparing the strategies and challenges involved in the curriculum development of "Local Studies" courses in both countries, and providing suggestions for the future development of such curriculum.
In Japan, the impact of an aging population and the stagnation of development in local towns has prompted the government to encourage universities to play a central role in revitalizing local communities. The Ministry of Education, Culture, Sports, Science and Technology launched the "COC Project" in 2013, followed by the "COC+ Project" and "COC+R Project." These initiatives primarily focus on developing regional revitalization talent, including the introduction of region-oriented mandatory curriculum for all students, the establishment of departments and programs related to regional revitalization, and the incorporation of internships with local businesses. However, the implementation of these initiatives has faced several challenges. First, there are issues related to the sustainable development of the curriculum, such as the adjustment of curriculum schedules and the difficulties of cross-university curriculum selection. Second, the number of students securing local employment has fallen short of expectations. Third, there are challenges in establishing networks for collaborative talent cultivation involving industry, government, academia, and local communities, as well as in building resource-sharing partnerships among regional universities.
As for the curriculum development of "Local Studies" in Taiwan, it is closely tied to various humanities, social science, and social practice projects promoted by the government in recent years, particularly the University Social Responsibility (USR) project launched in 2017 and the Regional Revitalization Plan initiated in 2019. The formation of "Local Studies" in Taiwan’s universities is influenced not only by external environments and policies but also by the agency of key internal actors within the universities, especially the administrative leaders who oversee these curriculum. The different ideologies held by these key figures shape the various forms of "Local Studies", which may be centered on disciplinary knowledge, thematic issues, or inquiry process. These different approaches to curriculum design are not mutually exclusive. Additionally, the promotion of "Local Studies" courses in universities is often accompanied by supporting measures such as the organization of professional communities, reading groups, and academic seminars. However, many universities tend to place less emphasis on the thinking of curriculum design during the process of the curriculum development.
The curriculum development of "Local Studies" in universities in Taiwan and Japan reveals that both are influenced by social contexts and government policies, but their approaches to curriculum development differ. Japan’s approach is more focused on regional revitalization, while Taiwan’s approach is more diverse. Based on the analysis of "Local Studies" in both countries, the following recommendations are proposed: (1) Universities should adopt a populist and dynamic view of curriculum development, incorporating grassroots participation in the curriculum development and operation of "Local Studies". During the process, faculty and students should share in the decision-making and co-create learning experiences, including learning from local communities and inviting local stakeholders to participate in course development and design. Additionally, the process of the curriculum development should involve diverse connections. (2) In the digital age, the organizational structures and curriculum operational mechanisms for developing "Local Studies" in universities should involve cross-boundary governance. This governance model must involve collaboration among interdisciplinary organizations and personnel within the university, while also fostering connections with external local organizations.

Author

• CHIH-YING Yang, Pingtung University