Vol. 16 No. 2 (2026): Journal of International Students | Special Issue Building Inclusive Futures

View Vol. 16 No. 2 (2026): Journal of International Students | Special Issue Building Inclusive Futures

Academic Editor: Dr. Doris Zhang, University of Tokyo, Japan
Academic Committee: Dr. Yujin Yaguchi | Dr. Yuki Ohara | Dr. Kimberly A. Noels |Dr. Rui Zhang

Vol. 16, No. 2 (2026) of the Journal of International Students presents a timely and compelling Special Issue, Building Inclusive Futures,  brings together 22 scholars representing 13 institutions across 6 countries (Japan, Finland, China, Taiwan, India, and the United States) offering a rich collection of international scholarship that advances our understanding of equity, intercultural learning, and global partnership in higher education. Under the leadership of Academic Editor Dr. Doris Zhang and an esteemed academic committee, this volume includes diverse empirical and theoretical contributions. The articles examine intercultural competence, virtual exchange, student resilience, counseling services, and transformative learning through collaborative and community-engaged pedagogies. They demonstrate how inclusive practices can foster cultural identity formation, support student well-being, and promote sustainable, rights-based approaches to international education. This special issue is an essential resource for scholars, practitioners, and policymakers committed to shaping equitable and inclusive futures in global higher education.
Published in collaboration with the University of Tokyo Center for Global Education

Published: 2026-02-02

Special Issue | Building Inclusive Futures

  • Perceived learning outcomes of a short-term collaborative learning program Toward developing intercultural competence and equitable Global North‒South partnerships

    Sho Shimoyamada
    1-24
    DOI: https://doi.org/10.32674/6rtaba49

  • Intercultural sensitivity as a pathway to support students' cultural competence and identity formation in virtual exchanges

    Andreas Rogler, Lijuan Wang, Kiyoko Uematsu-Ervasti
    25-44
    DOI: https://doi.org/10.32674/tt2dv337

  • The intercultural experiences of Vietnamese students in Taiwan A transformative learning analysis of written reflections

    Nguyen-B-Ngoc Jade, Kazuaki Nakazawa, I-Chung Ke
    45-68
    DOI: https://doi.org/10.32674/68m00x13

  • Counseling services for international students in Japanese universities

    Akiko Onishi
    69-88
    DOI: https://doi.org/10.32674/86tkdf78

  • Applying the developmental model of intercultural sensitivity to measure student growth after an on-campus intervention in Japan

    Hui Ling Wang
    89-114
    DOI: https://doi.org/10.32674/bevp8142

  • Developing multicultural intergroup dialogue at a Japanese university Toward sustainable and holistic international student support

    Tomoko Tokunaga, Akira Sawata, Yoshiyuki Kawano
    115-134
    DOI: https://doi.org/10.32674/wbf7bw59

  • "All I have is myself” The resilience of international students navigating cultural transitions and support systems in India

    Bipasha Das, Satyam Verma, Alok Gardia
    135-156
    DOI: https://doi.org/10.32674/e7d71t32

  • Transformative learning through intercultural collaborative learning A case study across university and primary school contexts

    Miki Horie, Xiaoxian Liang, Yuki Azuma
    157-188
    DOI: https://doi.org/10.32674/52t79z84

  • Fostering interculturality through near-peer role models in Japanese university classroom settings

    Soyhan Egitim, Daniel Hooper
    189-198
    DOI: https://doi.org/10.32674/ba22sm24

  • Bridging global goals and local contexts Advancing equity and human rights in university classrooms

    Robert Sheridan , Kathryn Tanaka
    199-226
    DOI: https://doi.org/10.32674/28zzev43