記述言語：英語   出版者・発行元：Proceedings of the Design Society  

This study focuses on the development of a creative model of SDGs education that promotes behavior change in upper secondary schools using an approach that combines design thinking and behavioral science nudge methods. The SDGs education for high school students, which utilized design thinking, was used as a case study. Questionnaire surveys of high school students and teachers who participated in the project were conducted. Based on the survey results, a new education model was proposed that can effectively improve SDGs education at the high school level and support educators in this field.

DOI： 10.1017/pds.2024.302

Scopus

記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：公益社団法人 日本工学教育協会  

F High School is collaborating with the SDGs Design School of Faculty of Design, Kyushu University to conduct group work using design thinking during the “Period for Inquiry-Based Cross-Disciplinary Study.” In this class, students formulate their own problems and think of solutions to those problems. In order for learning to be independent, interactive, and profound as an inquiry activity, it is important to have empathy for the issues. In this study, we examined the reasons and backgrounds behind the students’ choice of issues to analyze factors that enhance empathy towards those issues.

DOI： 10.4307/jsee.72.4_79

CiNii Research

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記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

This study evaluated the worksheets used in the Sustainable Development Goals (SDGs) Challenge Project from the students’ perspective and identified requirements for teaching materials to help students who are unfamiliar with design-based learning learn about the SDGs. We analysed students’ and teachers’ feedback in worksheet surveys. The findings revealed that the ideation process was the most difficult aspect for high school students. The reported reasons were categorised as originality, idea diversification, idea convergence, consistency with problems, feasibility, specificity, iterability, complexity, and procedure. Teachers mentioned that students did not sufficiently focus on problem identification, causing subsequent difficulties in the ideation process. Teaching material should meet the following requirements: (1) demonstrating methods for diversification and convergence of ideas to specify scaffolding, (2) clear goal setting in the problem identification process, and (3) iterability to allow for change according to the design process.

DOI： https://doi.org/10.35199/EPDE.2023.55

記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

This study aims to clarify the necessary interventions for supplementing teachers’ knowledge and skills related to the design process to facilitate the design-based activities in the SDGs Challenge Project. Using a qualitative approach and the SDGs Challenge Project as a case study, this study analysed teachers’ feedback before the project started and post-lesson surveys to determine the difficulties teachers have faced in facilitating the design process in 2021 and 2022. The findings showed that teachers have difficulties understanding design thinking, inadequate facilitation skills, limited content knowledge, and unfamiliarity with the worksheets provided. The educational resources for teachers to guide the design process in this project are necessary. The new educational resource should offer knowledge and the methodology of the design process. In addition, resources on pedagogical strategies to facilitate the design thinking is required. Exemplars of student outcomes for each design task and clear explanations of the purpose of each task is also necessary as a resource.

DOI： https://doi.org/10.35199/EPDE.2023.21

記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

As society slowly moulds the planet into a sustainable world in response to natural disasters and social injustices, human resources must be fashioned to meet the new challenges that such a future requires. The Sustainable Development Goals (SDGs) are obstacles that nations strive to achieve, and it is necessary to teach younger citizens how to accomplish them. This study approaches this type of education in a novel manner by applying design thinking. An SDGs Challenge project took place in a high school with support from a university to identify problems in SDGs education, devise a strategic support plan to carry out this specialized education, and observe the effects of such an implementation all while using a design approach. It was found that there are specific issues that arise in inquiry-based learning that must also be addressed in a unique way. The support system created through the project showed instructing educators to utilize design thinking improved their abilities to teach students, and also improved students’ output in identifying and solving SDGs related problems. The results show how much of an impact the design methodology can have on education and the positive implications for applying such teaching support methods in high schools worldwide.

DOI： https://doi.org/10.35199/EPDE.2023.53

記述言語：英語  

As society slowly moulds the planet into a sustainable world in response to natural disasters and social injustices, human resources must be fashioned to meet the new challenges that such a future requires. The Sustainable Development Goals (SDGs) are obstacles that nations strive to achieve, and it is necessary to teach younger citizens how to accomplish them. This study approaches this type of education in a novel manner by applying design thinking. An SDGs Challenge project took place in a high school with support from a university to identify problems in SDGs education, devise a strategic support plan to carry out this specialized education, and observe the effects of such an implementation all while using a design approach. It was found that there are specific issues that arise in inquiry-based learning that must also be addressed in a unique way. The support system created through the project showed instructing educators to utilize design thinking improved their abilities to teach students, and also improved students’ output in identifying and solving SDGs related problems. The results show how much of an impact the design methodology can have on education and the positive implications for applying such teaching support methods in high schools worldwide.

DOI： 10.35199/EPDE.2023.53

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記述言語：英語  

This study aims to clarify the necessary interventions for supplementing teachers’ knowledge and skills related to the design process to facilitate the design-based activities in the SDGs Challenge Project. Using a qualitative approach and the SDGs Challenge Project as a case study, this study analysed teachers’ feedback before the project started and post-lesson surveys to determine the difficulties teachers have faced in facilitating the design process in 2021 and 2022. The findings showed that teachers have difficulties understanding design thinking, inadequate facilitation skills, limited content knowledge, and unfamiliarity with the worksheets provided. The educational resources for teachers to guide the design process in this project are necessary. The new educational resource should offer knowledge and the methodology of the design process. In addition, resources on pedagogical strategies to facilitate the design thinking is required. Exemplars of student outcomes for each design task and clear explanations of the purpose of each task is also necessary as a resource.

DOI： 10.35199/EPDE.2023.21

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Web of Science

記述言語：英語   掲載種別：研究論文（学術雑誌）  

The purpose of this study is to understand and describe Japanese high school students’ perspectives in using online whiteboards during face-to-face group discussions for design activities in the Covid-19 pandemic. Using the SDGs Challenge Project in Fukusho High School in Fukuoka City, a qualitative research approach where the case study which included quantitative and qualitative inputs was adopted. Based on the findings, the following main points can be concluded. Firstly, even though students may feel that they are not competent users of digital devices, they may still think that effective group discussions can be achieved using an online whiteboard during face-to-face group discussions. This may be because real-time social interactions can still be achieved as lessons are conducted face-to-face. Secondly, students’ perceptions of achieving effective group discussions and the ease of use of the online whiteboard may influence their motivations in using the online whiteboard in future lessons. This may be due to the perception that as long as the online whiteboard is easy to use and it enhances performance, students may generally feel motivated in using the online whiteboard in future discussions. The findings from this study will provide insights for academics and high school teachers when conducting face-to-face lessons and attempting to use of online tools to mitigate challenges offered by the pandemic.

DOI： https://doi.org/10.1007/978-981-19-4472-7_100

記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

The purpose of this study is to clarify the difficulties instructors from different subject disciplines faced during the problem-finding stage, especially during the ‘Period for Inquiry-Based Cross-Disciplinary Study’ (“spirit of inquiry” as verbatim meaning), when conducting the SDGs Challenge Project, a pilot programme using design thinking methods with Fukusho High School. Pre- and post-questionnaire surveys were conducted to clarify the challenges faced by instructors in identifying social issues and the issues related to support. Before the programme started, the instructors had major issues with the understanding of the SDGs, design thinking, and the overall progress. Once the project got started, it was realized that the presence of even more specific issues such as student communication, use of digital tools, and use of design thinking strategies such as the KJ method. The challenges in implementing the programme can be categorized into (1) understanding the educational process of using design thinking, (2) facilitating group work, (3) using educational tools, and (4) others. Issues (1) and (2) were particularly prevalent.

DOI： https://doi.org/10.35199/EPDE.2022.58

記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

This study aims to clarify the necessary interventions to support Japanese high school teachers in facilitating problem identification and ideation in design-based learning. The SDGs Challenge Project in Fukusho High School was studied as a case study. This study analysed teachers' feedback before programme implementation and post-lesson surveys. The findings suggested that professional development for teachers before implementing the programme is necessary. Such professional development should focus on developing pedagogical competencies required to lead the design process, abilities to provide students with just-in-time knowledge and skills, and a good understanding of the nature of the design process.

DOI： https://doi.org/10.35199/EPDE.2022.47

記述言語：英語  

This study aims to clarify the necessary interventions to support Japanese high school teachers in facilitating problem identification and ideation in design-based learning. The SDGs Challenge Project in Fukusho High School was studied as a case study. This study analysed teachers' feedback before programme implementation and post-lesson surveys. The findings suggested that professional development for teachers before implementing the programme is necessary. Such professional development should focus on developing pedagogical competencies required to lead the design process, abilities to provide students with just-in-time knowledge and skills, and a good understanding of the nature of the design process.

DOI： 10.35199/EPDE.2022.47

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記述言語：英語  

The purpose of this study is to clarify the difficulties instructors from different subject disciplines faced during the problem-finding stage, especially during the ‘Period for Inquiry-Based Cross-Disciplinary Study’ (“spirit of inquiry” as verbatim meaning), when conducting the SDGs Challenge Project, a pilot programme using design thinking methods with Fukusho High School. Pre- and post-questionnaire surveys were conducted to clarify the challenges faced by instructors in identifying social issues and the issues related to support. Before the programme started, the instructors had major issues with the understanding of the SDGs, design thinking, and the overall progress. Once the project got started, it was realized that the presence of even more specific issues such as student communication, use of digital tools, and use of design thinking strategies such as the KJ method. The challenges in implementing the programme can be categorized into (1) understanding the educational process of using design thinking, (2) facilitating group work, (3) using educational tools, and (4) others. Issues (1) and (2) were particularly prevalent.

DOI： 10.35199/EPDE.2022.58

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

パイロットプログラムを基に高校生を対象としたSDGsデザインスクールの教育に有効な教育ツールの指標を示すことが本研究の目的である．SDGs教育の課題は教材不足であり，特にデザイン手法の活用例は少ない．そこで，本プログラムではデザイン研究者と高校教員、生徒との共創により８点の教育ツールを開発した．アンケート調査から， SDGsデザインスクール教育ツールの指標は「デザインの専門知識が高校教員にとって理解しやすい言葉で記述されており，高等学校学習指導要領に沿っていること」，「SDGsの課題に対して，正解のない最適解に向かって自ら取捨選択しながら方向づけできる教材であること」，「SDGsについて議論し，表現する創造性を引き出す教材であること」が示された．

記述言語：日本語  

パイロットプログラムを基に高校生を対象としたSDGsデザインスクールの教育に有効な教育ツールの指標を示すことが本研究の目的である．SDGs教育の課題は教材不足であり，特にデザイン手法の活用例は少ない．そこで，本プログラムではデザイン研究者と高校教員、生徒との共創により８点の教育ツールを開発した．アンケート調査から， SDGsデザインスクール教育ツールの指標は「デザインの専門知識が高校教員にとって理解しやすい言葉で記述されており，高等学校学習指導要領に沿っていること」，「SDGsの課題に対して，正解のない最適解に向かって自ら取捨選択しながら方向づけできる教材であること」，「SDGsについて議論し，表現する創造性を引き出す教材であること」が示された．

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出版者・発行元：Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022  

The purpose of this study is to clarify the difficulties instructors from different subject disciplines faced during the problem-finding stage, especially during the 'Period for Inquiry-Based Cross-Disciplinary Study' (“spirit of inquiry” as verbatim meaning), when conducting the SDGs Challenge Project, a pilot programme using design thinking methods with Fukusho High School. Pre- and post-questionnaire surveys were conducted to clarify the challenges faced by instructors in identifying social issues and the issues related to support. Before the programme started, the instructors had major issues with the understanding of the SDGs, design thinking, and the overall progress. Once the project got started, it was realized that the presence of even more specific issues such as student communication, use of digital tools, and use of design thinking strategies such as the KJ method. The challenges in implementing the programme can be categorized into (1) understanding the educational process of using design thinking, (2) facilitating group work, (3) using educational tools, and (4) others. Issues (1) and (2) were particularly prevalent.

Scopus

記述言語：英語  

The purpose of this study is to understand and describe Japanese high school students’ perspectives in using online whiteboards during face-to-face group discussions for design activities in the Covid-19 pandemic. Using the SDGs Challenge Project in Fukusho High School in Fukuoka City, a qualitative research approach where the case study which included quantitative and qualitative inputs was adopted. Based on the findings, the following main points can be concluded. Firstly, even though students may feel that they are not competent users of digital devices, they may still think that effective group discussions can be achieved using an online whiteboard during face-to-face group discussions. This may be because real-time social interactions can still be achieved as lessons are conducted face-to-face. Secondly, students’ perceptions of achieving effective group discussions and the ease of use of the online whiteboard may influence their motivations in using the online whiteboard in future lessons. This may be due to the perception that as long as the online whiteboard is easy to use and it enhances performance, students may generally feel motivated in using the online whiteboard in future discussions. The findings from this study will provide insights for academics and high school teachers when conducting face-to-face lessons and attempting to use of online tools to mitigate challenges offered by the pandemic.

DOI： 10.1007/978-981-19-4472-7_100

Web of Science

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記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）  

Case Study of Design for SDGs Project Development of Visualization Tool for High School Students on SDGs Education with Design Thinking

DOI： https://doi.org/10.15017/4372253

リポジトリ公開URL： http://hdl.handle.net/2324/4372253

記述言語：日本語   掲載種別：研究論文（学術雑誌）  

A New Plant Pot created with Nanocellulose×Design

DOI： https://doi.org/10.11247/adrjssd.26.1_1_14

記述言語：日本語   掲載種別：研究論文（学術雑誌）  

Keep on Challenging with Nanocellulose vs Design

記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

Unlocking Creative Minds to Engage SDGs Through Design Education in Japanese High School Education

DOI： 10.35199/epde.2020.16

記述言語：その他   掲載種別：研究論文（学術雑誌）  

Why do you work on the design for children?

DOI： https://doi.org/10.11247/jssds.28.1_18

記述言語：日本語   掲載種別：研究論文（学術雑誌）  

厚生労働省が取り組む子育て世代包括支援センターの活性化に向け，本研究はサービ スデザインの視点から福岡市が行う子育て支援サービスと子育てユーザーニーズを比 較し，現状の課題を明らかにすることを目的とする。まず，子育て支援サービスを把 握するために文献調査及び子育て支援サービスを提供する保健師へのヒアリング調査 を行なった。次に，子育てユーザーニーズを把握するために，子育て支援利用者へイ ンタビュー調査を行なった。 これらの調査から，福岡市の子育て支援サービスとして94項目が確認できた。また ，福岡市子育てユーザーニーズの評価として118項目が抽出された。このうち45項目 については満足である，73項目については不満・改善が必要であるという結果が出た 。 これらの結果を比較し，(1)経済的支援，(2)知識の蓄積，(3)頼られる祖父母，(4)仕 事と育児の4つの観点で課題を抽出した。これらの課題から社会的子育てモデルへ変 革する解決策として，経済的支援のニーズ把握，知識蓄積の仕組みづくり，仕事との 両立支援ライフサポーターについて考察した。

記述言語：その他  

To counter the trend of declining population, the Japanese government has requested each municipality to develop “Comprehensive Support Centers for the Child-rearing Generation”, using the Finnish Neuvola system as a reference. We report of our first collaborations with the city of Fukutsu to study the design of the maternity and child care ecosystem and to develop a co-design approach for supporting the city to develop its own implementation of the new care system.

記述言語：日本語   掲載種別：研究論文（学術雑誌）  

Neuvola Evaluation Research from Service Design Perspective —Childcare Support System in Finland

DOI： 10.11247/jssdj.65.3_15

記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

The Japanese government has planned by 2020 to introduce the Finnish Neuvola System, a fundamental social childcare system that covers the period of pregnancy to child care. The purpose of this research is to clarify the conditions for high quality of Neuvola service, comparing childcare of Finland and Japan. First, the social systems of Finland and Japan, legal actions and other related social backgrounds are covered. Following this, the results are analyzed. Secondly, the results of interviews in Finland with Neuvola public health nurses and three typical Neuvola users, including a father, mother, and pregnant woman are presented. As a result of survey, six conditions were identified as the basis of Neuvola services: personal health checks, facility preparation, pleotropic care, communication through mutual dialogue, customized information and management of service provider quality. In a society where nuclear families are increasing, it is harder to care for children without someone’s support. In comparing Finnish and Japanese childcare systems, the Finnish system perceives childcare as a social matter. In the Neuvola System, people are always open to discuss about any worries or queries. In Japan, the system is closed toward personal matters and private treatment options are not adequate. This is a major factor in larger problems that exist in the Japanese system. The results are discussed in relation to previous studies of participatory roles in social health care services in the Japanese government and users of these services, leading to the proposal of a Japanese childcare service design.

種別：大会・シンポジウム等 

参加者数：130

種別：大会・シンポジウム等 

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種別：大会・シンポジウム等 

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種別：大会・シンポジウム等 

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種別：大会・シンポジウム等 

参加者数：223

種別：大会・シンポジウム等 

参加者数：50

種別：大会・シンポジウム等 

参加者数：200

種別：大会・シンポジウム等 

参加者数：180

種別：大会・シンポジウム等 

参加者数：600

種別：大会・シンポジウム等 

参加者数：151

種別：大会・シンポジウム等 

参加者数：40

種別：大会・シンポジウム等 

参加者数：50

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参加者数：150

種別：大会・シンポジウム等 

参加者数：100

種別：その他

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対象：幼稚園以下,　小学生,　中学生,　高校生

種別：セミナー・ワークショップ

種別：セミナー・ワークショップ

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対象：幼稚園以下,　小学生,　中学生,　高校生

種別：セミナー・ワークショップ

対象：幼稚園以下,　小学生,　中学生,　高校生

種別：セミナー・ワークショップ

対象：社会人・一般,　学術団体,　企業,　市民団体,　行政機関

種別：講演会

九州大学大橋キャンパスの施設公開イベントの一環として、市民や子どもたちにわかりやすくアートやサイエンスなどの研究を紹介する講演

種別：講演会

九州大学大橋キャンパスの施設公開イベントの一環として、市民や子どもたちにわかりやすくアートやサイエンスなどの研究を紹介する講演

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対象：社会人・一般,　学術団体,　企業,　市民団体,　行政機関

種別：講演会

九州大学大橋キャンパスの施設公開イベントの一環として、市民や子どもたちにわかりやすくアートやサイエンスなどの研究を紹介する講演

種別：講演会

九州大学大橋キャンパスの施設公開イベントの一環として、市民や子どもたちにわかりやすくアートやサイエンスなどの研究を紹介する講演

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