Learning Across Borders: How the Learning Environment in Toyo University is Perceived by International Students

Silence in Japanese classrooms, particularly in university settings, is a well-documented phenomenon, as reported by many international faculty members (King, 2013; Harumi, 2011; Egitim, 2024). As of May 2023, Japan hosted 279,274 international students which indicates the increasing efforts of internationalization of higher education (JASSO, 2024). Despite Japan's growing popularity among international students, studies have yet to adequately reflect international student perspectives on classroom interactions with Japanese students and how it affects them. Further research could help raise awareness and create an academic environment that is comfortable for both international and local students. Toyo University, a multicultural Top Global University with over 1,300 international students (Toyo University, 2024), was chosen as the context of this case study. Using qualitative methods, the present research aims to identify how international students perceive Japanese teaching methods and classroom interactions, and how these perceptions affect their motivation, engagement, and sense of belonging. The data was collected through open-ended surveys with twenty Toyo University students from diverse backgrounds to explore the connection between international students' experiences in the Japanese university system and the domestic academic environment.The findings suggest that international students frequently face challenges stemming from passive classroom environments, a lack of interaction with domestic students, and the resulting feelings of isolation, which also influence their study habits and academic performances. These findings suggest that differences in classroom culture and communication styles could impact international students’ social and academic integration. The findings indicate a need for interventions to promote active classroom participation and effective cross-cultural interaction. Implementing workshops and employing diverse teaching methods could help make the international classroom setting more welcoming for both Japanese and international students.