I’ve always loved English and once dreamed of becoming a teacher. I wanted to share the joy of communicating through language with as many people as possible.

To me, teaching is a profession that can enrich people’s lives. Sophia’s strong focus on English education made it an ideal place to study the language, its history, and how it is taught. That’s why I chose the Department of English Literature. I was also attracted by the university’s international environment and diverse academic opportunities.

Q. What were you most involved in during your time at university?

The two things I devoted most of my time to were the teacher-training program and educational support activities.

The teacher-training program was demanding, with extensive coursework, assignments, and long-term requirements. To support one another, we built a community within the program, sharing information and helping each other stay on track. Looking back, it felt like everyone was putting Sophia’s educational philosophy, “For Others, With Others,” into practice.

I also took on a coordinating role at the request of a professor. Through those experiences, I came to see leadership as creating an environment where everyone can do their best. I later served as a student leader during a short-term study-abroad program in the UK.

Another focus for me was educational support. I joined a student-run NPO and also worked on a local government program providing career education and academic support for students from financially disadvantaged households. Alongside teaching, I helped run the program. During my time there, the number of students grew from around 20 to nearly 100, and university enrollment rates improved as well. Through these experiences, I came to value supporting people from their perspective and becoming someone they could turn to.

Q. How did you overcome the challenges you faced?

I’ve always been curious and quick to take action. That led me to get involved in a wide range of activities, from the teacher-training program to NPO work.

At the same time, changes in my family circumstances meant that I needed to support myself financially while attending university. With the help of scholarships, I worked part-time jobs to cover my living expenses while continuing to pursue new challenges. I also worked at clothing stores and electronics retailers with many international customers, which helped to improve my language skills.

Looking back, I was able to get through those busy years because of the people who supported me and the friends who encouraged me along the way. Just as important was my determination to follow through on everything I chose to take on.

Q. Why did you choose Oriental Land instead of becoming a teacher?

What mattered most to me was creating memorable experiences and bringing more joy to people’s lives. I went through some difficult experiences growing up, and felt that Oriental Land would be a place where I could help create an environment where everyone can smile. I was also drawn to the company’s commitment to creating happiness through outstanding guest experiences.

Another reason was the strong connection I saw between the company’s values and the educational support activities I had been involved in. Oriental Land is committed not only to its guests, but also to contributing to future generations and society as a whole.

I participated in internships at more than ten companies, but what stood out most was the warmth of the people I met at Oriental Land. Their ability to listen, support one another, and genuinely care about others made a lasting impression on me.

Q. How did you make use of the Career Center?

Q. Any messages for current students?

No matter where you are or what challenges you’re facing, you can find opportunities anywhere. If there’s something you believe in, don’t give up on it halfway; see it through to the end.

When I was unsure about my future, I always returned to one core goal: bringing more joy and meaning to people’s lives. Following that goal helped me find my own path.

Most importantly, value the people around you. Everything I’ve accomplished has been possible because of the support of others. Growing alongside others helped me become the person I am today.

※Please note that the information in this article is current as of October 2025.

Supporting Students Through Multiple Consultation Channels

At Sophia University, reasonable accommodation means making necessary and appropriate adjustments or changes to the environment and information, while respecting the student’s wishes and ensuring that doing so does not place an undue burden on the university, with the fundamental requirement that the core principles of education are not changed. Such accommodations are provided in response to a student’s request to address difficulties they are experiencing in their studies or university life.

To support this approach, we have gradually developed systems for consultation and for considering and coordinating reasonable accommodation, with the goal of creating an environment where everyone can learn with confidence. During the 2026 academic year, we are strengthening this support structure by welcoming staff members with professional qualifications in psychology and social welfare.

Students who wish to request reasonable accommodation at the university should first consult the Wellness Center Coordinator for Students with Special Needs, the primary point of contact for such requests. Staff members will carefully listen to the student’s situation and needs and then ask the student to submit the necessary documentation for a reasonable accommodation request. Several staff members will review the request and coordinate appropriate accommodations based on the student’s individual circumstances.

The Wellness Center Coordinator for Students with Special Needs is not the only point of entry for consultations about reasonable accommodation. Students may also seek counseling through Counselling Services, consult Mental Health Consultation through the Health and Wellbeing Center Health Services, or contact the Student Information Service. When staff at these services receive a consultation from a student, they may connect the student with the Wellness Center’s Coordinator for Students with Special Needs.

In this way, we are working to establish a system in which, regardless of which point of contact a student approaches, we can recognize the needs of students experiencing difficulties and connect them with the support they need. At the same time, the first step toward receiving any form of support is for the student to reach out. The student’s own decision to seek support is always respected.

Providing Individualized Accommodations Through Dialogue

Reasonable accommodation can take many forms. It is not limited to physical disabilities, but can include developmental disabilities, mental disabilities, internal disabilities, and other cases.

For example, a student who has difficulty retaining spoken information may be provided with important course information in written form. A student who requires additional time to write during an examination may, where appropriate, be granted additional examination time or permitted to use a computer provided by the university.

Dialogue with students is central to the process of determining reasonable accommodation. We carefully examine what the student has identified as difficult through the consultation and consider what the university can do in response to each requested accommodation. Through dialogue with the student, we work toward a shared understanding and agreement.

We also want to consider what a particular accommodation or form of support means for the student and what they hope to achieve through that support, as these are important parts of the conversation.

Addressing the Challenge of Determining the Scope of Accommodation

At the same time, reasonable accommodation is subject to the requirement that it must not alter the core principles of education.

Academic assessment must be equal for all students. A course’s learning objectives or assessment criteria cannot be lowered because of a student’s disability. However, determining where to draw the line in deciding what constitutes reasonable accommodation is not always straightforward.

For example, a student may request to complete a report instead of attending class because they are unable to attend. However, if practical training or face-to-face communication is an important part of the course’s learning objectives, it may be difficult to offer such an alternative.

Because the core principles of education differ from course to course, even when the university determines that a particular form of reasonable accommodation can be provided, it may not always be possible to implement that accommodation in the same way in every class. This is why there is an additional step in which the student and instructor discuss the specific arrangements that can be made.

The university must respond to the difficulties students are experiencing while maintaining the core principles of education and ensuring fair assessment.

Building a Community of Mutual Support: A Campus Where Everyone Can Thrive as Themselves

I believe that the university has an important responsibility not only to provide appropriate accommodations to students who genuinely need support, but also to help students develop the skills they need to enter and participate in society. Ideally, students will come to understand their own needs and be able to explain: “If I can receive this particular support, I can fully demonstrate my abilities.”

This connects with the three key skills that we emphasize in our approach to student support: seeking help when needed, understanding one’s own strengths and weaknesses, and finding ways to adapt to different circumstances.

Once students enter the broader world, they cannot always expect to receive the same level of consideration or accommodation from those around them. By developing these skills while they are at university, however, I believe students will be better equipped to work independently and proactively after graduating.

It is also important that the roles of those providing support and those receiving it do not become fixed in a one-way relationship. Instead, we should strive to build relationships in which people support one another.

In that sense, I feel there can be a slight disconnect in translating the English term “reasonable accommodation” into Japanese as *gōriteki hairyo*. “Accommodation” can encompass a range of meanings, including adapting or making adjustments to meet individual circumstances. What matters most is the attitude behind it: rather than viewing support as something provided in one direction, we should be willing to make adjustments together in response to each individual situation.

At Sophia University, all first-year students take the Universal Manners Certification, providing them with an opportunity to develop attitudes and awareness that promote consideration for people with diverse needs. Through initiatives such as this, we seek to foster an environment in which students understand one another as members of the same community, moving beyond a simple distinction between those who “provide support” and those who “receive support.”

Accepting and respecting differences is the starting point. Building on that understanding, step by step, creates a community in which people support one another. I believe that is what an ideal campus should look like.

A research team led by doctoral students Lei Li and Shujie Sun and Professor Xuepeng Qian of the Graduate School of Global Environmental Studies at Sophia University, together with Zijie Pang of Xinjiang University, Professor Liang Dong of City University of Hong Kong, and Professor Ji Han of Ritsumeikan Asia Pacific University, conducted a nationwide analysis of the relationship between urban morphology and carbon emissions in Japan.

The results show that compactness-related factors were particularly influential in dense metropolitan areas such as Tokyo and Osaka, whereas shape complexity and fragmentation were more influential in lower-density regions such as Hokkaido. For the analyzed prefecture-level data, the model identified a sharp increase in predicted emissions beyond approximately 60,000 hectares of built-up land. Adjacent urban-land shares of 55–70% and population densities of approximately 4,000–7,000 persons/km² emerged as key nonlinear response ranges associated with stronger mitigation potential.

This study shows that a more compact city is not always a lower-carbon city. In high-density cities, improving internal urban structure and public transport is especially important, while in lower-density regions, reducing excessive urban dispersion and fragmentation is more critical.

These findings highlight the need for urban planning strategies tailored to regional conditions. The study was published in Cities, Volume 171 (April 2026).

This study forms part of a broader series of data-driven studies on urban morphology and carbon emissions. The team published the methodological ISTNR study in Sustainable Cities and Society (Volume 125, Article 106381) in 2025 and presented the approach at the 2025 NEW Environmental Exhibition in Tokyo as a new spatiotemporal nonlinear regression model for optimizing low-carbon urban spatial planning. The present study extends that foundation to all 47 prefectures using 2005–2020 data.

Urban spatial structure affects emissions through travel distance, land-use efficiency, and energy demand. Although compact development can support public transport and shorter trips, greater compactness does not always mean lower carbon emissions. Previous single-city, single-scale, or linear studies have often been unable to capture interacting indicators and region-specific turning points.

In many parts of Japan facing population decline, aging, and urban shrinkage, the Compact City approach has become an important strategy for maintaining urban services and improving spatial efficiency. Japan provides a distinctive setting because urbanization is shifting from outward expansion toward internal spatial restructuring. The team extracted built-up land from satellite imagery and quantified six dimensions of urban morphology: scale, density, fragmentation, shape complexity, aggregation, and connectivity.

Urban scale and population density were particularly influential in eastern metropolitan areas; in western Japan, urban scale remained important while connectivity-related factors became increasingly influential; and in northern Japan, shape complexity and small-scale spatial inefficiencies played a greater role. These contrasts highlight the limits of a uniform nationwide densification strategy.

Within the analyzed data, predicted emissions rose sharply beyond approximately 60,000 hectares of built-up land and strengthened at higher aggregation levels. Population densities of approximately 4,000–7,000 persons/km² and adjacent urban-land shares of 55–70% appeared as key nonlinear response ranges more compatible with mitigation. When both urban area and connectivity were high, their interaction further amplified modeled emissions, underscoring the need to coordinate multiple indicators rather than treat any single value as a universal policy threshold.

The findings show that low-carbon planning should not pursue uniform densification or treat a single modeled threshold as a universal standard. Strategies should reflect regional conditions and coordinated response ranges across multiple urban-form indicators.

Future research will test ISTNR in other countries and cities and examine coordination across administrative boundaries. Integrating public transport, functional zoning, green infrastructure, and ecological measures could translate these findings into more effective low-carbon urban policy.

This work was supported by the Japan Science and Technology Agency (JST) SPRING program (Grant No. JPMJSP2169).

Graduate School of Global Environmental Studies, Sophia University

Professor Xuepeng Qian (qianxp@sophia.ac.jp)

Press contact

Office of Public Relations, Sophia University (sophiapr-co@sophia.ac.jp)

I attended an international school where Chinese was the primary language from elementary through middle school. Since I hoped to use both Chinese and English in my future career, Sophia’s global environment appealed to me.

Within the Faculty of Law, I chose the Department of International Legal Studies because I hoped to become a diplomat. My goal was to pursue a career that would enable me to connect countries and work across borders.

Q. What was your greatest turning point as a student?

The greatest turning point was an internship with Japan’s Ministry of Foreign Affairs during my second year. It gave me the opportunity to experience the world of diplomacy first-hand. While I learned a great deal, I also realized that it wasn’t quite what I had imagined. I enjoy communicating with people and value freedom, so I began to feel that the path I had been pursuing might not be the right fit for me.

After letting go of a goal I had worked toward for so long, I wasn’t sure what to do next. So I took a gap year and moved to Australia. Deciding to cover all the costs myself, I found a long-term internship and negotiated directly with companies to secure a paid position.

Looking back, I experienced setbacks during university, but never stopped moving forward. My time in Australia was incredibly meaningful and helped me rediscover that side of myself.

Q. What stands out most from your experience in Australia?

One experience that stands out was helping organize a promotional event for Japanese rice with both Japanese and Chinese companies during my internship.

At first, differences in opinion made coordination difficult. To address this, we increased face-to-face meetings and spent time understanding each other’s perspectives and values. Once that trust was built, things moved forward much more smoothly, and the project was a success.

That experience taught me the importance of understanding not only different cultures, but also the people behind them.

I was also involved in translating and writing M&A-related articles for the Japanese community in Australia. Through that work, I developed an interest in how companies raise capital and expand globally, which sparked my interest in international finance and sparked a new career goal.

Q. How did you approach your job search?

Until then, most of my achievements had been measured through clear results and scores. Job hunting felt completely different, and for a while I found that uncertainty difficult.

Then I realized something simple: because people work with people, what matters most is who you are as a person.

In interviews, I tried to relax and be myself. I wanted employers to get to know the real me, while also taking the time to understand them. As a result, I found that my personality and communication skills became some of my biggest strengths.

I also paid close attention to how people communicated—their timing, speaking style, and reactions—to make conversations more natural and meaningful.

Q What are your plans for the future?

After graduation, I’ll be joining Goldman Sachs and starting my career in Singapore. Working overseas has always been a dream of mine, so I feel very fortunate to have that opportunity from day one.

I hope to build on the legal and regulatory knowledge gained at Sophia and apply it to areas such as financial regulation. At the same time, I’m excited to keep learning and developing new skills as my career progresses.

My goal is to develop expertise at the intersection of finance and law, and one day work at Goldman Sachs’ headquarters in New York.

Q. Any messages for current students?

The greatest asset you have is yourself!

Throughout university, I made a point of meeting different people, exploring new opportunities, and learning more about who I am. Sometimes I realized that something wasn’t the right fit for me and chose a different path. Rather than seeing that as a failure, I saw it as part of the process of discovering what suited me best.

Whether through part-time jobs, relationships, academics, or extracurricular activities, take the time to get to know yourself. The better you understand who you are, the more fulfilling your future can become.

※Please note that the information in this article is current as of October 2025.

When I attended an information session for a short-term program, I felt that it might be my “last opportunity to study at a university overseas.” This became the turning point that led me to decide to study abroad.

Until then, I had assumed that studying abroad would not be an option for me due to family circumstances, so I was unsure whether I should follow my intuition and make such a decision. However, with the encouragement and support of the people around me, I decided to trust my instincts and take the opportunity.

I had been studying Southeast Asia, so I narrowed my options down to this program and another practical learning program, Learning from Southeast Asia.

I was particularly interested in insular Southeast Asia, where diverse cultures and peoples have interacted and exchanged with one another across the seas. I therefore chose Indonesia, one of the countries that best represents this region.

Although the program was designed for students to travel and study together as a group, I had applied individually, so I was concerned about building relationships with the other students.

I also never felt completely prepared, no matter how much time I spent preparing in advance. I constantly felt a sense of anxiety and pressure before my departure.

I prepared by studying Indonesian, the local official language, as well as learning about Indonesian society and its people through local media.

If I had to identify one thing I wish I had done differently, it would be preparing for self-introductions. I found it surprisingly difficult to talk about myself, and I wish I had learned more expressions beforehand so that I could communicate more smoothly with local students.

I participated in two types of classes: Indonesian language classes and classes centered on cultural experiences.

The Indonesian classes were similar to those in Japan, where students learn through textbooks. The cultural experience classes, however, were quite different. We left the classroom and learned through hands-on activities with local students, such as creating poetry together and playing gamelan, a traditional Javanese musical ensemble.

These classes offered a unique opportunity to learn through direct experience.

I devoted a great deal of time to learning about current social issues through local news and social media.

Whenever I encountered information online, I tried to understand what it represented and think about the social circumstances and individual values underlying different perspectives on what was considered right or wrong.

Yogyakarta, where I studied, is home to many universities, and I felt that many people were particularly friendly toward students.

I still remember an occasion when I had difficulty at a supermarket checkout. Someone standing behind me spoke to me and kindly helped me, even though my Indonesian was still quite limited.

During my stay, demonstrations took place, and for a period of time I was unable to go outside.

While restrictions were in place, I stayed in close contact with my professors and host family and made safety my top priority. At the same time, I viewed the situation as an opportunity to learn about the social conditions in Indonesia and continued to pursue what I could learn under the circumstances.

My perspective on learning has broadened considerably.

Through fieldwork, I developed an interest in academic fields that explore society, such as cultural anthropology and sociolinguistics. After graduation, I hope to continue deepening my understanding of Southeast Asian societies.

Some people may not be able to think of a specific reason to study abroad. I believe that simply thinking, “I want to go,” is a good enough reason.

There will certainly be many challenges, but it would be a shame to give up because of them. I hope you will value that first step you take and have the courage to move forward.

Reinforcing and Diversifying Global Educational Opportunities on Our Campus

The situation surrounding study abroad programs has changed significantly in recent years. The war in Ukraine and ongoing tensions in the Middle East have limited the range of available destinations. Furthermore, rising travel and living expenses, caused by exchange rate fluctuations, have increased the cost of short-term study abroad programs. Although these programs are often an important gateway to long-term study program opportunities, changing circumstances may influence how students approach decisions to study abroad.

In response to challenges, the university is working to strengthen programs that allow students to gain international experience in Japan. One of the most notable initiatives is the social engagement program, “Diverse Communities in Japan,” which provides students with an opportunity to learn about and engage with the various ethnic communities in Japan. In 2025, the program focused on Latin America, with students visiting Brazilian schools and participating in service-learning activities. Through these experiences, they gained a deeper understanding of the experiences and challenges of children and students with Brazilian and Peruvian roots, while developing an awareness and appreciation of multicultural coexistence.

Furthermore, as part of the new “SAFICs (Sophia-Africa Future Initiatives for Collaborations)” initiative to promote student exchange with partner universities in Africa, the university conducted a 10-day practical program in Sado Island, Niigata Prefecture, in the summer of 2026. This programme brought together students from partner universities in Africa and Sophia University to learn about environmental issues and sustainable communities. For example, they conducted interviews with representatives of the local fishing industry on topics such as the island’s marine environment and oyster farming.

Through these experiences, African students gained insights into environmental issues, regional communities, and Japanese culture. At the same time, Japanese students had the opportunity to explore the challenges facing their own country while working alongside their African counterparts. As they collaborated to develop proposals for the island’s economic, social and environmental challenges, they were exposed to diverse perspectives and came to realize the importance of intercultural dialogues and human connections.

Expanding Global Learning through COIL

Global learning at Sophia is not limited to experiential programs. We have also incorporated “COIL (Collaborative Online International Learning)” into our curriculum, enabling the student to engage in international learning with peers around the world.

COIL is an educational approach that uses online tools to connect students and faculty with other universities around the world for collaborative learning. For example, in my introductory course on Africa, I partner with Stellenbosch University in South Africa. As part of this course, a professor at Stellenbosch University gives a lecture on the history of Japan’s international cooperation in Africa. Following the lecture, the students have discussion sessions to examine how they see different countries and cultures, what elements contributed to shaping certain images and how gaps in understanding can be overcome. This is just one of the many COIL courses provided at Sophia. Through collaborations with overseas universities, we are expanding the opportunities of global learning for our students while also strengthening educational partnerships with the institutions around the world.

Interactive teaching is not limited to art and science subjects but is also being implemented in other academic fields. In particular, the Department of Nursing has a curriculum designed to prepare students for the national examination, so long-term study abroad is not always feasible. Therefore, opportunities to engage in global learning while on campus, such as COIL, are especially important.

Additionally, there are many English-language courses open to all students, and these courses help our students gain confidence in their English communication skills. By studying their specialist subjects in English and interacting with their peers from other countries, students came to realize that effective communication is possible even if their English is not perfect. Some gain the confidence to believe that they can study abroad with their current level of English, while others develop a more proactive attitude towards learning, including a stronger desire to express themselves and explore their subjects in greater depth. As a result, insights and experiences gained in the classroom can help students develop specific learning goals and take a more purposeful approach to studying abroad.

The Potential of Global Learning Beyond Study Abroad

In addition to the impact of global events, many students are now finding it difficult to balance study abroad with job hunting and internships, which often begin as early as their third year. As a university, we believe it is important to consider carefully how study abroad can impact students’ future goals and career development, while maximizing opportunities available to them.

Global learning does not necessarily require overseas experience. It is possible to broaden your international perspective by interacting with people from different cultural backgrounds on campus or by connecting with people overseas online. What is important is to clarify what kind of global perspective and experience you hope to gain and take the initiative in making the most of the opportunities available to you. Rather than giving up on the idea of studying abroad, I hope that students will explore the various opportunities for global learning available in Japan.

Lastly, we have recently been hosting programs in which overseas universities send groups of students and faculty members to Japan for several weeks. Based at our campus, they conduct classes and participate in student exchanges. These faculty-led programs are held during the overseas universities’ summer vacation period, which coincides with the academic term at Sophia. We therefore see these programs as valuable opportunities for Sophia students to engage with peers from around the world on campus.

One example is the collaboration between the Faculty of Liberal Arts and Dartmouth College, a prestigious university in the United States, which launched a second-quarter program in the 2026 academic year. Faculty members from both universities work together to deliver classes, and students from both institutions learn and engage in discussions in the same classroom. Building on initiatives such as this we hope to create more structured and sustainable opportunities for international educational collaboration in the future.