Degree Project Theme

Designing interactive classes to enhance subjective well-being of students by using systems and design thinking methodologies and verifying effectiveness of the proposed solution: creating a place that fosters both acquisitive and cooperative well-being of young people

Degree Project Overview

This project aims designing interactive classes to enhance subjective well-being of students to enhance “well-being rooted in Japanese society” as set out in the Fourth Basic Plan for the Promotion of Education (approved by the Cabinet meeting of the Japanese Government in June 2023) by using systems and design thinking methodologies. This project also verifies the effectiveness of the proposed solution. It is expected to contribute to educational reform by proposing a model that improves wellbeing in a classroom for the future.

Taking on the challenge with systems and design thinking
The design of the “Happy Class” encourages self-growth

From my experience as a part-time tutor of cram school, I got interested in classes that make learning more fun and interesting, and lessons that help students to be more positive and improve their self-esteem in so-called “Happy Class”. I decided to try designing a class with the aim of improving wellbeing in school education. I created a framework for “a class that makes you happy” using systems and design thinking, and verified effectiveness of the proposed solution by actually holding mock classes, from the perspective of wellbeing, which becomes increasingly recognized in academia.

In particular, I focused on using systems and design thinking methods to organize and realize our own ideas in a logical way. I also made efforts to gain a multi-faceted perspective by actively incorporating the opinions of my advisors. One significance of this project was that I learned to seek the cooperation of people around me and to view things from a “multifaceted, multi-perspective” viewpoint. I am truly grateful for the guidance given to us to regularly interact with people who had different perspectives.

I conducted nine mock classes to examine the effectiveness by quantitative questionnaire. I conducted two types of English classes: one was a class where the teacher explained English grammar in a one-way direction, and another  was a class where the students thought of English sentences together with the teacher and debated. I created various frameworks, such as clearly presenting rules for students to respect each other’s opinions and choosing positive topics. As a result, there was a significant improvement in subjective well-being before and after the class in terms of standard scales of subjective well-being such as the Satisfaction With Life Scale (SWLS), Interdependent Happiness Scale (IHS), and the Positive and Negative Affect Schedule (PANAS). Thus the proposed solution is  proved to be effective while it is student-centered but also maintains classroom order.

Feedback at the final reporting session

I made a presentation on my project at the “Degree Project Final Reporting Session” held on Monday, November 11, 2024.

At the presentation session, the University invited stakeholders from companies and government as external evaluators to give feedback on the projects from the perspectives of novelty and feasibility. This project received feedback from Mr. ISHIZAKI Kotaro, Senior Professional, Innovation Laboratory, NEC Solution Innovators, Ltd. and Mr. Yuhei Miyasako, Representative Director, SANKYO, Ltd.

・The project, in which you used systems and design thinking to logically come up with solutions to the issues you identified, shows well achievement of your studies at EUH. I am happy to see that Mr. Enomoto, who participated in an internship at our company as a second-year student, has grown even more through his degree project as a fourth-year student.

・For future research, why not you would examine a framework that improves wellbeing in classes other than English and in group work on themes that are not familiar with students?

・Some high schools and other schools are already teaching similar themes, so I hope you will continue to gather information.

・As the most important aspect of this project is for students to learn with their agency. Please consider clarifying and communicating to students why and for what purpose they are learning about the subject matter of the class.

Personal growth through degree project

From preparing for the class to actually running it, I faced a lot of pressure and had to battle against my anxiety about whether what I was doing was really the right thing to do. However, I was able to overcome this by acquiring practical skills in systems and design thinking and by organizing what I needed to do and think about. The experience of launching a project and giving shape to my ideas based on academic methods was extremely valuable. I am aware that the perseverance and mental strength that allowed me to continue working hard for a long period of time, as well as the great sense of achievement I felt, led to my personal growth. And I am confident that this confidence will form the basis for supporting new challenges in my future career and life.