Multiple Pathways to Postnational Belonging: How ASEAN Students in Japan Navigate National, Regional, and Global Identities

• In Event: Regional Pathways to Reconciliation through International Education: Identities, Institutions, and Cross-Border Collaborations

Proposal

International education is often assumed to produce global citizens whose sense of belonging transcends national boundaries, yet empirical evidence reveals far more complex identity negotiations. This mixed-methods study examines how ASEAN students develop diverse pathways negotiating national, regional, and global identities with significant implications for peace education in a divided world.
Drawing on surveys (n=30) and in-depth interviews (n=69), this convergent mixed-methods research maps both patterns and processes of identity transformation during study abroad. Through quantitative cluster analysis and qualitative narrative analysis, the study reveals how students navigate the complexity of maintaining national identity while building new forms of belonging. Japan's unique context— complex interplay of intra-regional, inter-regional, and international mobility —provides a particularly revealing setting for understanding these identity negotiations.
Quantitative analysis reveals stronger national identification correlates positively with stronger regional and global identification (r=0.42-0.58, p<.001), contradicting zero-sum assumptions. 65.5% of surveyed students showed highly integrated identities. The most powerful statistical predictor of expanded belonging is intergroup exposure on campus, with community knowledge building also playing a significant role. Notably, these processes operate primarily through affective and aspirational dimensions rather than cognitive understanding alone.
In-depth interviews illuminate how these statistical patterns emerge through lived experience. Qualitative analysis reveals three distinct developmental pathways. First, over half of interviewed students maintain their national identity as primary anchor while developing varied relationships with broader identities—some experiencing paradoxical strengthening ("being more international makes me understand Indonesia better"), others adopting pragmatic "bring-it-home" approaches. Second, approximately 30% of interviewees fundamentally reorder their identity hierarchies, often discovering in regional peers their "true family" or embracing universal values that transcend national boundaries. Third, a smaller group actively constructs new identity configurations, either strategically managing multiple identities across contexts or rebuilding after feeling disconnected from their home country.
The qualitative data further reveals how critical incidents—from political upheavals to moments of unexpected connection—catalyze these transformations. Students describe how shared struggles with ASEAN peers create regional affinity while confrontations with stereotypes or historical narratives prompt deep reflection on belonging. These mechanisms explain why the survey found affective connections more powerful than cognitive learning for identity transformation.
These converging findings offer crucial insights for reimagining peace education. Rather than promoting a single ideal global citizen, the evidence suggests that sustainable peace-building must accommodate multiple legitimate pathways to belonging. Findings demonstrate that international education can foster inclusive "both/and" frameworks rather than divisive "either/or" choices. The prominence of emotional connections over abstract learning suggests that peace education should prioritize creating conditions for meaningful cross-cultural encounters.
Against the rise of aggressive nationalism and divisions in today’s world, this research shows how educational mobility can cultivate integrated and inclusive identities essential for 21st-century cooperation. By documenting how students successfully navigate multiple belongings through diverse pathways, the study provides evidence-based alternatives to zero-sum identity politics, suggesting new possibilities for fostering the flexible, inclusive identities essential for addressing both regional tensions and global challenges.

Author

• Du Viet Nguyen, Waseda University