‘Super-ageing crisis’ puts focus on HE’s global appeal

Japan, a country renowned for its technological advancements and rich cultural heritage, faces a significant challenge: a steady decline in domestic university enrolments due to low birth rates and a rapidly ageing population.

The “crisis of super-ageing” has raised concerns among economists and educators about the global competitiveness of Japan’s economy and its higher education.

Yet despite these demographic shifts presenting undeniable challenges, they also offer unique opportunities for much needed innovation in and internationalisation of Japan’s higher education. The key question is whether these changes will lead to a new dawn or a downfall for the nation’s international education landscape.

The ‘2025 problem’

Japan’s demographic crisis is well-documented. Its population of 125 million is projected to shrink by more than a quarter in the next 40 years, according to the International Monetary Fund. The country has one of the oldest populations in the world, with nearly 30% of its citizens aged 65 or older.

The ‘2025 problem’ is a popular topic in local media highlighting the baby boomer generation entering advanced age, specifically those aged 75 and older. Concurrently, the birth rate remains critically low, resulting in a shrinking youth population.

According to the Ministry of Education, Culture, Sports, Science and Technology (MEXT), the number of high school graduates has steadily declined, dropping from 1.2 million in 2013 to around 1 million in 2023.

Projections suggest this number could fall below 800,000 by 2030. This demographic shift directly impacts university enrolments. With fewer high school graduates, universities face declining admission numbers, leading to financial strains and potential closures.

The National Institution for Academic Degrees and Quality Enhancement of Higher Education reports that over 40% of private universities in Japan are already operating at a deficit, a situation exacerbated by the falling student population.

Despite these challenges, Japan’s higher education system stands at a pivotal moment where it can leverage these demographic changes to foster a more international and dynamic academic environment.

International student recruitment

With fewer domestic students, Japanese universities have a strong incentive to attract more international students to fill the gap. This shift could lead to increased efforts at creating welcoming environments and competitive programmes for global students.

Akita International University (AIU) is a pioneer among lesser-known institutions in Japan in terms of internationalisation. AIU offers all of its courses in English, making it highly accessible to international students.

The university has a comprehensive exchange programme with over 190 partner institutions worldwide, allowing students to gain global exposure. The university’s focus on global education has resulted in a diverse student body, with nearly 20% of its students coming from overseas.

Ritsumeikan Asia Pacific University (APU) in Beppu, Oita Prefecture, is another example. APU’s unique bilingual education system offers courses in both English and Japanese, catering to a diverse student population. The university actively recruits international students, who make up approximately 50% of its student body.

APU offers a variety of undergraduate and graduate programmes in fields such as international relations, business and environmental studies. The university also provides extensive support for international students, including orientation programmes, language courses and career services, ensuring they are well-integrated and successful in their studies.

English-medium instruction

Japanese universities are increasingly making their programmes globally competitive by emphasising English-Medium Instruction (EMI) courses and boosting international student enrolments.

This strategic shift is aimed at enhancing the global appeal and academic standing of Japanese higher education institutions. These courses are taught entirely in English, allowing universities to attract non-Japanese-speaking students.

EMI not only broadens the student demographic but also enhances Japanese students’ language and intercultural communication skills. However, to fully realise the potential of EMI courses, Japanese universities must prepare for several challenges.

One critical aspect is the need to systematically train Japanese faculty and administrators. Many professors and staff members may not have extensive experience teaching or managing courses in English, which can hinder the effectiveness of EMI programmes.

Therefore, comprehensive training programmes focusing on English language proficiency, learner-centred teaching methodologies and cross-cultural communication are essential.

These training initiatives should be ongoing to ensure that faculty and administrators remain adept at delivering high-quality education in English.

Interdisciplinary programmes

A smaller student population should encourage universities to innovate and offer interdisciplinary programmes that can attract a diverse range of local and international students.

Programmes that combine multiple fields of study, such as technology and humanities, or science and business, could appeal to students seeking unique and comprehensive educational experiences.

For instance, the proposed concept of the College of Design at the University of Tokyo, which integrates arts and natural sciences, could exemplify this idea.

Such innovative programmes could position Japanese universities as leaders in cutting-edge education, appealing to students interested in interdisciplinary studies and enhancing the institutions’ global reputation.

University infrastructure

The decline in domestic student numbers provides an opportunity for Japanese universities to collaborate with companies to re-evaluate and upgrade their infrastructure.

With fewer students, universities can invest in modern facilities and technologies that appeal to international students.

For example, transforming teacher-centred auditoria into open learning spaces, creating state-of-the-art research labs, upgrading dormitories to meet international standards and developing advanced digital learning platforms could make Japanese universities more attractive to students from around the world.

Enhanced infrastructure not only improves the learning environment but also demonstrates a commitment to providing a high-quality education, thereby attracting a global student body.

A new dawn

In my view, Japan’s ability to adapt to its demographic realities and embrace internationalisation could lead to a new dawn for its higher education system.

By fostering a more globally connected and innovative academic environment, Japan could transform its universities into attractive destinations for international students and researchers. This, in turn, can mitigate the financial challenges posed by declining domestic enrolments and revitalise the country’s academic institutions.

On the other hand, if Japanese universities fail to adapt, demographic decline could lead to significant problems for them. Continued financial strain may force many institutions to cut programmes or close entirely, reducing Japan’s competitiveness on the global stage.

A less diverse academic environment could stifle innovation and limit opportunities for domestic students to engage in global academic discourse.

Dr Murod Ismailov is an associate professor at the Institute of Humanities and Social Sciences, University of Tsukuba, and a visiting professor of policy studies at the Tokyo University of Foreign Studies, Japan. He is a founding president of Central Asia, Mongolia, the Caucasus, and Afghanistan (CAMCA) Academic Consortium and CAMCA Academy, an interregional non-governmental organisation supporting education, science and technology-related projects in 10 countries of Central Eurasia. His research has appeared in high impact journals, including Computers & Education, Interactive Learning Environments, Computers & Education Open, International Journal of Science and Mathematics Education, Educational Psychology, The Asia-Pacific Education Researcher, Journal of Multilingual and Multicultural Development, E-Learning and Digital Media, Frontiers in Psychology, The Proceedings of the American Educational Research Association (AERA) and other peer-reviewed periodicals. He is a co-author of Social Capital Construction in Central Asia (Palgrave MacMillan, NY, 2017). Email: ismailov.murod.gm@u.tsukuba.ac.jp

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.