Episode
The eight competencies developed at Ritsumeikan Academy.
We introduce how they are developed through daily experiences, along with diverse episodes.
*These episodes are based on responses actually submitted by students at every level of education—including elementary, junior high, and high school students, as well as university and graduate students—in the Quantitative Survey for Ritsumeikan Academy Competency Framework conducted in the 2024 academic year. Information that could identify individuals has been removed or modified before publication.
Competency
Episode
- Classes
- StudyAbroad
- ExtracurricularActivities
- ClubsAndSocieties
- StudyingOutsideOfClass
- Research
- SchoolEvents
- ExtracurricularLessons
- Community
- Family
- FriendsAndPeers
- TeachersAndMentors
- Goals
- Effort
- Achievement
- Growth
- Collaboration
- SeekingAdvice
- GivingUp
- Worries
- Happiness
- Anxiety
- Confidence
- Change
- EntranceExamsAndQualifications
- JobHuntingAndInternships
- PartTimeJobs
In Ritsumeikan University, I had the opportunity to attend few cross cultural interactive courses. Here, I had classmates who only speak Japanese with very little English whereas, I am still learning very basic Japanese. Due to the language barrier, at the beginning, I found it difficult to cooperate in team activities. However, with the expert guidance of my professors and my classmates, I gradually found a middle ground and was more confident in contributing to the team and class. This opportunity has helped me feel confident while working with people from different cultures and backgrounds which I can use more in my life.
Teamwork
This skill has been influenced by many people: my classmates, senpai and professor. It happened gradually and I realize such while doing this survey .
Innovation
In my first year in Ritsumeikan University, I was assigned to proficient classes based on my English language skills. However, as a fresher in a very new environment, it was very hard for me to carry out my course works to my best abilities. My struggle in completing my research work was especially hard on me leading me to feel mentally drained and anxious. However, my professors have guided me and prepared me for the next step in my academic journey. Their advice, counseling and guidance has made me learn from my failure and helped me be resilient beyond I could ever imagine.
Resilience
I realized the competency that i had acquired was resilience was during the time around my exams. During the exam period there were many things that i had to study and i didn't know what to do. Instead of giving up and just failing the exams or getting a bad score, I continued to study hard and asked my professors, seniors and friends when i didn't understand something. I am someone who usually finds it hard to concentrate on tasks so this was very difficult to me. By asking my teachers and not giving up in the early stages I got good scores on my exams and i hope that translates to a good grade at the end of the semester.
Resilience
People helped me decide whats best for me and what I need to do and when I need to do it, mostly seniors and other friends who have more experience than me.
Empathy
During my final year of high school, I faced significant academic pressure while preparing for IB exams, which included moments of failure and self-doubt when my efforts didn’t yield the desired results. One instance was receiving disappointing feedback on a major project I had worked hard on, which initially left me feeling defeated. However, instead of giving up, I reflected on the feedback, sought help from my teachers, and focused on improving step by step. Through persistence and learning from my mistakes, I not only improved my project but also developed the resilience to bounce back stronger from setbacks. This experience taught me that failures are opportunities for growth, shaping my ability to tackle challenges with determination and adaptability.
Resilience
During my final year of high school, I volunteered as a mentor in our school’s peer support program, working with younger students facing academic and social challenges. One student struggled with feelings of isolation and self-doubt, initially finding it hard to open up. By actively listening, reflecting their emotions, and imagining their perspective, I built trust and created a safe space for them to express themselves. Over time, they grew more confident, and seeing their progress reinforced the importance of empathy in fostering meaningful connections. This experience not only helped the student but also deepened my understanding of others and myself, making empathy a lifelong skill I strive to nurture.
Empathy
My understanding improved the more I tried my best and took more ownership of my own work of studies and club. Especially in biology, where I improved my understanding the more I studied and asked the teacher questions, taking ownership and responsibility of my studies.
Understanding
In the DP intro, there was a class where the teacher asked us what kind of person the other people in the class were, and a lot of people said that I am kind.
Empathy