Faculty of International Welfare Development

Many Japanese people probably associate the word “international” with “foreign country” or “English.” However, internationalization has been making progress within Japan as well. Nowadays, immigrants, foreign nationals who have lived in Japan for generations, or Japanese born and raised in a foreign country are found in Japanese society. Their roots are not limited to English-speaking countries and Japan is gradually shifting toward a multicultural society where diverse cultures and languages intermix; but the country still has many issues to resolve before becoming a multicultural inclusive society. The Faculty of International Welfare Development fosters the following skills: “multicultural communication” including English and ICT*; “facilitation” to collate many different opinions and facilitate progress; and “problem finding and solving.” The faculty aims to develop professionals who contribute to the creation of a multicultural inclusive society. Such acquired skills and abilities will surely be useful all over the world, and of course in Japan.

*ICT: Information and Communication Technology

Admission Policy

1. Our ideal student

We welcome applicants willing to actively tackle the following:

  • Those with an awareness of global issues such as the environment, poverty, and peace and motivated to continually address such issues
  • Those who, as a member of a multicultural inclusive society, respect diverse values, hold open dialogue with others, and are eager to work on local activities both at home and abroad
  • Those with a willingness to develop practical communication skills, such as the ability to utilize ICT or give presentations, and facilitation skills
  • Those who aim to become English or Japanese language teachers appropriately teaching in diverse languages and cultures, while developing communication skills in English or Japanese

2. Expected academic and social skills

We highly evaluate applicants with the skills listed below:

  • Be a high school graduate or capable of demonstrating similar abilities and knowledge.
  • Demonstrate team work skills through participation in student council, sports/cultural club, or volunteer activities or in other activities based in their local area.
  • Acquired commonly recognized qualifications and skills such as TOEIC or the Eiken Test in Practical English Proficiency.
  • Demonstrate empathic communication skills.
  • Demonstrate the ability to have an interest in and work for the greater good of people living in society.

3. Selection procedures

The faculty accepts new students as follows:

  • Admission office-managed entrance selection: Appropriate examination categories are set in accordance with the candidate’s eligibility for application. With a focus on the three elements of academic ability and Nihon Fukushi University Standards, any required skills are subject to a multifaceted evaluation through document screening, interviews, or other methods.
  • Admission based on a school recommendation: Any required skills and aptitude for learning are evaluated through an essay examination and report creation after attending a lecture.
  • General selection: By applying a diverse subject-selection system, a candidate’s academic ability acquired up until the end of high school is evaluated.

Curriculum Policy

Based on the “Nihon Fukushi University Standard” of the “ability to convey”, “ability to look”, “ability to empathize” and “the power to engage”, the curriculum consists of 4 subjects, namely English and Japanese Communication, Welfare Development, Social Education and Training. Active learning opportunities are in place from the first to fourth year that enable students to enhance and systemize their knowledge and skills while traveling back and forth between the classroom and training site, and applying what they learned in the field into practice both domestically and overseas.

English and Japanese Communication

By acquiring a good balance of the 4 Japanese or English language skills of “reading, writing, speaking and listening”, in addition to communication methods by integrating ICT utilization skills, a new course of study will be established to train students in comprehensive English and Japanese communication skills that can be used as a tool.

Welfare Development

We will establish a course of study for students to acquire skills in welfare society development methods based on a pluralistic viewpoint regarding different cultures and the education required to be active in the international community.

Social Education

We will establish a course of study that trains students to acquire universal organizational management skills and practical ICT utilization skills that goes beyond national, cultural and organizational forms (profit and nonprofit) and equips them with a basic knowledge of economics, management and society.


We have included training subjects that will integrate the knowledge and skills acquired by students throughout their overall learning process in the Faculty in the form of their own portfolio and graduation thesis for each year from the first to the fourth year.

A New Program to nurture global leaders

Super Global Class

A small group of elites who will study English and study abroad for half a year

Ten students with an excellent command of English are selected and offered special support. They will all participate in the overseas program for up to half a year in the latter part of their second year (with financial assistance). Students can also select destinations in countries and regions they are interested in, other than schools with exchange agreements with our university. Non-English—speaking countries can also be selected. This class will allow students to plan their careers at an early stage and steadily work towards becoming global leaders, while receiving guidance from graduates who are active in their desired industries.

Global Field Internship

Work internship in Centrair and around the world

An overseas internship program in countries such as the United States (New York, Los Angeles), Malaysia, Vietnam, and the Philippines has been developed in collaboration with AEON COMPASS Co., Ltd., which supports corporate international activities, and AEON TOPVALU Co., Ltd., a major distribution company. We also have many long-term paid internship programs in the global field, including reception clerk training at the Centrair Hotel at Chubu Centrair International Airport, which has a high rate of utilization by international visitors (credits can be acquired through application).

Global Career Design

Career education at the Centrair satellite campus

Chubu Centrair International Airport, a 19-minute ride away on the Nagoya Railroad (Meitetsu) from the Tokai Campus. Within that area, we have established the Nihon Fukushi University Satellite Campus based on an industry-university collaboration agreement. “Global Career Design I” is an intensive course for second-year students held on a satellite campus. Students will learn about and get an accurate picture of the airline and tourism businesses, along with the global distribution business, from people working at and near the airport. In addition, students will also acquire skills that will be useful in seeking employment in the airline and tourism industry.

Quarter system curriculum

The quarter system is a curriculum that divides a year into four quarters, allowing students to take one subject for approximately 2 months (8 weeks). This style of curriculum increases the degree of flexibility in a student’s course completion plan and is highly effective in the English communication subjects where intensive learning is particularly desirable. Students have the opportunity to study within the university campus up to the second-year third quarter, and then in the fourth quarter undertake field work and an internship until the end of the third-year first quarter.

Japanese Teacher Training Program

Even in the Chita Peninsula, there is an increasing number of foreign workers, mainly in fields such as the manufacturing and healthcare industry, who are not native speakers of Japanese. This program started in response to the regional needs for “Japanese language education for foreign colleagues in the community.” Students will study subjects systematically from the first year, and participate in Japanese language teaching practice in the fourth year. A certificate of program completion will be issued at graduation. This program will develop useful abilities not only for students who aim at a career teaching Japanese in Japan, but also those who want to work in manufacturing industry or enterprises offering/requiring nursing care welfare, or those who wish to participate in overseas volunteer activities such as the Japan Overseas Cooperation Volunteers.