#Students
Addressing Global Challenges
Reiko Ishimaru
Kochi Kokusai Senior High School (Japan)
2026/07/27
Addressing Global Challenges
I studied in the International Baccalaureate program from middle school through high school, where I explored international issues in a discussion-based learning environment. In my Geography HL class, I learned that countries in the Asia-Pacific region, such as Bangladesh and Kiribati, are vulnerable to climate change. From this experience, I aspire to solve the migration and food security issues in the Asia-Pacific region. To address these complex challenges, I thought learning international relations, history, culture and the specific affairs in the Asia-Pacific was necessary. For this reason, I chose the GLA dual degree program, where I can specialize in the Asia-Pacific region at ANU while studying a wide range of courses at Ritsumeikan University.
Timetable
Exploring My Academic Interests
In high school, I was interested in global interactions through geography classes. Based on this interest, I mainly took courses related to politics and international relations. Alongside my interest in politics, I also pursued courses in second language acquisition to explore my interest in language education. The program has allowed me to deepen my existing interests while broadening my perspective through new fields of study.
Although I developed strong time management skills through the IB program, managing my time in the GLA has still been a challenge. Many courses require multiple preparation assignments, reports and presentations. Whenever I had free time between classes, I tried to use it productively to study. Rather than studying constantly, I set clear boundaries and used my fully free days to relax and spend time with friends.Timetable
Challenging Myself in Economics
In the previous semester, many of the courses were related to subjects I had studied in high school. In the fall semester, I challenged myself by taking new courses, such as economics and business, that I had not explored before. Through studying economics, I developed the ability to analyze political issues from an economic perspective. At the same time, I continued taking language and education courses, which allowed me to further deepen my understanding of these fields and strengthen my interest in language education.
Curriculum
Special Lecture (Social Sciences) “Global Affairs from the Developing World: Local Perspectives”
In this course, we examined the impacts of development initiatives and foreign aid on developing countries, using Nepal as a case study. While international relations is often discussed on the large scale of interactions between states, I learned the importance of focusing on local communities and considering the perspectives of various actors. Our research group conducted research on waste management in Kathmandu. The time we spent discussing and interacting online with Nepalese university students every week was an invaluable experience.
Introduction to Education
In this course, we first learned the various educational concepts and theories and applied them to educational issues in different social contexts. One class that particularly impressed me focused on the relationship between education and society’s expectations for global human resources. Having experienced an international education through the IB program, I had been curious about why Japan has recently begun to actively promote intercultural learning. This class addressed my question that I had often considered. Furthermore, by discussing with students who had experienced diverse educational systems, I was able to critically reflect on my own educational background.
Campus Life
Actively Engaging in Extracurricular Activities
Utilizing my proactive skills, I devote myself to two main extracurricular activities at university.
Firstly, I am a member of the Ritsumeikan student organization “natuRable”, where I work on environmental education projects in the Federated States of Micronesia and Japan. This year, I was particularly involved in organizing workshops at Ritsumeikan and at an international exchange festival and conducting environmental education activities at a children’s center. Through these experiences, I gained many valuable insights about environmental education and the Federated States of Micronesia.
Second, I am a member of the GLA’s student council. Through planning and organizing events such as the freshman orientation and a Christmas party, I have found it fun to interact with many students.
Actively Engaging in Extracurricular Activities
Dormitory Life
Building Connections Through Dorm Life
At G-House, I enjoy interacting with students from diverse backgrounds. I have become especially close with students on the same floor. We sometimes cook dinner together in the shared kitchen or study together in the living room. Having an environment where I can continue speaking English even after classes has greatly helped me improve my communication skills.
Although I spend a lot of time with friends, we also have our own private spaces and respect each other’s boundaries. G-House also occasionally holds dormitory events. I particularly liked the Halloween party, where we shared pizza and enjoyed everyone’s unique costumes.