学校間連携・学校－行政連携カリキュラムによる生徒エージェンシーに関する実証的研究 : 地域のウェルビーイングを最大化する，探究的な「町の幸福論」の授業実践を通して

Abstract

Student agency, the quality and ability for children to autonomously be motivated, think critically, and take responsible actions in their local community, is considered to be a cornerstone in the realization of individual and societal well-being. This research aims to investigate the significance of such an approach by comparing the outcomes of the inquiry-based “community’s well-being” initiatives during language and integrated study classes, conducted for primary 6th-grade students in Kumamoto City, involving their interaction with the local community and municipality to maximize community well-being. By comparing pre- and post-intervention results with a non-participating group, this study attempts to empirically validate the outcomes and reflect upon the implications of these efforts. The results of the statistical analysis show that this initiative, utilizing integrated study classes, positively influenced indices related to community engagement and the value of exchanging opinions with others. However, significant effects were not observed in indicators related to philanthropic attitude, future orientation, and self-efficacy. From these findings, it is concluded that while this initiative contributed to exploring solutions for enhancing community well-being and influencing the valuation of relationships with diverse others, it did not fully realize into implementing community development ideas, thus not leading to a sense of self-efficacy