Paper Title
EXPLORING INTERCULTURAL COMMUNICATION EDUCATION THROUGH VIDEO PRODUCTION OF JAPANESE CULTURE IN HIGHER EDUCATION: A PILOT STUDY

Abstract
Background: Intercultural communication education increasingly emphasizes active and experiential learning approaches. However, limited research has explored student-led media production as a pedagogical tool for developing intercultural communication competence. Purpose: This pilot study investigates the educational potential of video production in fostering intercultural communication skills among Japanese university students, with a particular focus on how the Project-Based Learning (PBL) framework supports intercultural outcomes. Previous studies: Recent research demonstrates the effectiveness of project-based learning and video creation in intercultural education contexts. Peraza and Furumura (2022) found that project-based learning in virtual exchange contexts effectively develops intercultural communicative competence among EFL students, positively influencing their skills, values, attitudes, and knowledge. Yeh (2023) examined video creation projects among Taiwanese students, finding that such activities significantly enhanced students’ comprehension of diverse cultures, awareness of their own cultural context, and language proficiency. However, few studies have specifically investigated student-led video production as a pedagogical tool for intercultural communication education in the Japanese higher education context. Methods: Ten undergraduates from the Department of Media Expression, Faculty of Informatics, at a private Japanese university participated in three video production projects between September 2024 and March 2025. Each group created short videos (approximately 3 minutes) highlighting different aspects of Japanese culture. Group 1: Visited Nippon TV, Fuji TV, and TV Asahi, introducing the distinctive features of each station in comparison with Korean television programs. They filmed exteriors, interiors, and posters, and introduced recommended programs such as dramas and variety shows. Group 2: Filmed in Akihabara and Ueno Ameyoko, capturing the atmosphere of the districts and documenting game centers. Group 3: Explored Yokohama, Yutenji, and Chigasaki, producing content on Japan’s vintage clothing culture and izakaya dining culture. Data were collected through reflective essays written by the students and analyzed thematically. While the videos were intended for Korean university students studying Japanese language and culture, this presentation focuses specifically on the Japanese students’ video production process and their reflections. Results: Three themes emerged: (1) cultural self-reflection through explaining Japanese practices to international audiences, (2) enhanced communication skills through increased awareness of cross-cultural expression, and (3) intercultural empathy through perspective-taking as cultural mediators. Conclusion: Findings suggest that student-led video production within a PBL framework can foster intercultural communication competence. While limited as a pilot study (n = 10), the results indicate potential for broader application. Future research should employ larger samples, control groups, and quantitative assessments to further validate these outcomes. Keywords - Intercultural Communication Education, Project-Based Learning, Video Production, Higher Education, Japan