Active learning Curriculum Development for a Public Elementary School
Pangaea served as an advisor to Tsuneishi Elementary School, now known as Tsuneishi Tomoni Gakuen, in Fukuyama City, Hiroshima, from 2020 to 2024. The school embarked on a bold initiative to integrate active learning and exploration programs utilizing ICT. Inspired by Pangaea’s youth programs, which have been successfully implemented in various countries over the past 20 years, the Superintendent of Education of Fukuyama City visited a Pangaea activity held at Kyoto University and sought Pangaea support.
Pangaea’s programs, designed for participants aged 9 to 16, have earned international recognition and numerous awards. Yumiko Mori of Pangaea, a key figure in this collaboration, has an extensive background in education. She studied the Montessori Method and majored in Early Childhood Education and Child Development in the United States. Following her graduate studies in Comparative Education, she worked at a toy company as a manager of developmental toys for children aged 0–9. Her expertise in active learning was further honed when she became the executive producer for Japan’s first youth workshop center, CAMP, which she led from its inception in 2001 until 2004.
Yumiko Mori visited Tsuneishi Elementary School, a rural school nestled between the ocean and mountains, where the number of students had fallen to fewer than 70 due to the area’s depopulation. Facing potential consolidation with another school, the city chose instead to revitalize Tsuneishi with an innovative program. She worked closely with the school, spending three days almost every month collaborating with students and advising teachers. Under her guidance, the school implemented several dynamic programs, including the Weather Channel, Tsuneishi TV, World Hours for Global Exploration, and a reimagined Athletic Day.
One of the greatest challenges in working with Japanese public schools was helping teachers transition from being traditional instructors to facilitators of active learning. This shift required them to move from delivering knowledge to creating opportunities for students to discover their interests and develop self-directed learning skills. Through Yumiko Mori’s interactions with students, teachers began to notice a transformation. Students became more engaged, eager to express their opinions, and skilled at seeking and validating answers. Classroom discussions grew more focused, and circle time became a cherished opportunity for sharing and listening. Observers were astonished when over 100 students participated in a large circle, presenting their exploration projects for more than an hour. When asked how they maintained such focus, students explained, “Because we enjoy learning from others’ presentations.”
By the end of the fourth year, the school’s student population had nearly doubled to around 150, as families moved to Fukuyama so their children could attend. Programs like the Weather Channel evolved into comprehensive science projects, enabling students to explore climate, nature, and the relationships between plants, animals, and insects. Observing these connections inspired many students to develop their own exploratory projects.
HIP HOPE: Online collaborative peace project for public high school students during Covid-19
When COVID-19 began, we were asked by Hiroshima Prefecture to assist in coordinating a public high school project involving six different schools collaborating on an international program. The program had already started before Pangaea became aware of its existence. However, the Education Board faced significant challenges due to the COVID-19 pandemic, which forced them to restructure the entire initiative. While the original plan to send students overseas became impossible, the program still required the students to host an international conference. Pangaea’s role was to guide them in running program online.
Leveraging the internet, students quickly adapted to conducting online meetings, sharing ideas, and collaborating across distances. The six participating schools were sparsely spread across Hiroshima Prefecture, with one being an agricultural high school. The students decided to create their own website as the centerpiece of their project.
They named it HIP HOPE (Hiroshima International Peace for HOPE), and the objective was to foster international connections and promote peace. The site’s design and concept were entirely student-driven, with Pangaea facilitating the process and providing technical support.
The students conducted their own research and developed user guidelines for an international audience. Undertaking such challenging tasks offered them invaluable opportunities to grow. Their efforts culminated in the successful launch of the website, a testament to their determination and collaborative spirit.
Voices from HIP HOPE participants students
Ayaka
HIP HOPE project was a series of discoveries for me.
The fixed ideas I had been bound by were shattered, revealing a new world beyond them. My perspective expanded rapidly.
For instance, when designing a world map, I initially color-coded each continent. However, someone pointed out that such a design might unintentionally give off a negative impression to some people. At that moment, I felt ashamed of my lack of consideration. I realized that I might hurt someone without even meaning to. It was also a moment of profound learning.
Pangaea is a place where people with fascinating perspectives—like Yumi, Toshi, and many others with rich experiences—gather. Stepping out of Japan, a relatively small world, may not be easy physically, but our thoughts and ideas can fly anywhere, anytime.
Pangaea made me believe that. It’s a space that helps loosen up our rigid minds and provides opportunities to take on new challenges.
I sincerely hope that more and more people will connect with Pangaea and walk together toward an “exciting” life.
Kanon
HIP HOPE, which I participated in when I was a high school student, forgot the time and created a website together until late at night, and asked the Secretary-General of the United Nations to send a message to the international conference. The time when I was absorbed in the Covid-19 disaster without realizing it, which I was able to do my best, will be a treasure for my life. Currently, I am participating as a facilitator from a university student. At KISSY, I studied the history of Japanese food with the participants’ children. At first, I thought I was helping, but when I realized it, I was absorbed in researching and preparing for the presentation. Even in daily activities, the participants’ children’s selfless efforts to find out what they want to know are sparkling.