Ehime University Institutional Repository

小長谷, 圭志

寺田, 淑乃

谷, 涼太

白石, 悠介

中山, 未奈美

高橋, 学

八木, 秀次

柴田, 論

穆, 盛林

清水, 園子

山本, 智規

Japanese

流路を移動する植物プランクトンの深層学習による自動計数

IRIE, Noriko

－ 53 －
『愛媛大学社会共創学部紀要』第６巻第１号　2022年　p.53－55
Abstract
Education through collaboration among universities, high schools, and industries is valuable and high-quality, 
as it would be based on both theory and application, enabling students to obtain various perspectives on the 
multiple stakeholders within society. However, such collaboration may face challenges  in  terms of ensuring 
stakeholders are  in agreement regarding objectives and collaborative activities, and managing cumbersome 
administrational procedures. This study  introduces a method of double collaboration between high school-
college and industry-college while focusing on energy education and examines its significance and challenges.  
要旨
高大連携や産学連携での教育は、理論と実践の両方に基づいた教育となる点や、学生が多様なステークホル
ダーの視点を学ぶことができる点で、質の高い貴重な教育となる。一方で、高大連携や産学連携は、関係者の意
識合わせや事務作業の煩雑さの点の課題もある。この論文では、エネルギー教育のテーマでの、高大連携と産学
連携のダブル連携の取組を紹介し、当該取組の重要性と課題について検討する。
論　説
1．Background and overview of high school-
　industry-college collaboration.
1.1　Background 
　High school-industry-college collaboration regarding 
energy education was  initiated as a single  industry-
college collaboration. The collaboration was a part 
of project exercises  implemented by the Faculty of 
Collaborative Regional  Innovation, Ehime University 
along with Shikoku Electric Power Co.  Inc. There 
was no precedent for collaborative activities between 
the  faculty and the electricity company, and  it was 
considered challenging. 
　Nonetheless ,  the  possibi l ity  and  merits  of 
collaboration between the university and the electric 
company were discussed. Moreover, a strong interest 
was observed among students  in the department to 
collaborate with  the electric company on any topic, 
which accelerated the collaboration. 
　The collaboration was analyzed so that the third-
year students, who had little expertise on any topic, 
could sufficiently engage with  it within half a year 
of  starting  the  project. After  assessing  various 
possibilities, we noted  that provision of  education 
from university  students  to  high-school  students 
could be both probable and  interesting. Thereafter, 
the  idea  of  collaboration with  an  interested high 
school was explored, which altered  the  framework 
into  high  school-industry-university  collaboration. 
Although  the  institutes were not  finalized and  the 
initiative was challenging, it was necessary to decide 
on an  idea  for collaborative activities. The  themes 
of  collaboration,  repeatedly  consulted  among  the 
three university students and the electric company, 
included  "energy-mix", “supplying a  stable electric 
power" and  "advancing environmental preservation 
activities" in light of CSR and SDGs.  
　Then，the  Institute  for Collaborative Relations at 
Ehime University approached Misaki high school，an 
Ehime prefectural high school,  for collaboration. The 
consultations  among  the  high  school，the  electric 
power company, and  the  three students determined 
the collaborative activities，which would be a debate 
Study on High School-Industry-College Collaboration: Focusing on Energy Education
Noriko IRIE（Environmental Design）
入　江　賀　子（環境デザイン学科）
Keywords: high school-university cooperation, industry-university cooperation, energy education
キーワード：高大連携、産学連携、エネルギー教育
【原稿受付︰2022 年 1 月 17 日　受理・採録決定︰2022 年 1 月 31 日】
－ 54 －
『愛媛大学社会共創学部紀要』第６巻第１号　2022
on  energy-mix  among  the  high  school’s  55  first-
year  students moderated  by  the  three  university 
students. The content would  include a discussion on 
future  energy-mix. Although  energy  choice, which 
is  indispensable  for  everyday  life,  is  an  important 
concern, information about its production, procurement, 
and merits and demerits of alternative energy choices 
may not be well known. Energy education to harness 
this knowledge  is  important and can be effective  in 
educating high school students.
1.2 Overviews of the collaboration 
　The  collaboration was  undertaken  from April 
to August  in 2021 as part of project exercises  for 
third-year students  in  the Faculty of Collaborative 
Regional  Innovation. The  content  for  the  debate 
on  energy-mix was  complicated,  and  the  three 
students moderators  needed  to  have  sufficient 
prior knowledge about  the  topic before  the debate. 
Therefore, while students and the electric company 
closely  examined  the  content  and  schedule,  from 
April  to July for about 10 hours,  the three students 
learned about energy  issues,  taught by the electric 
company. Most of  this pre-education was conducted 
through online video conferences due to COVID-19, 
but  the  university  allowed  some  lectures  to  be 
provided face-to-face to improve students’ incentives. 
The  energy  lessons  taught  to  students  from  the 
company included the merits and demerits of various 
power production methods, professional knowledge 
regarding  energy mix,  and  other  energy  issues. 
The  interpretation of energy-related news and their 
discussions among  the students and  the electricity 
company further increased students’ knowledge and 
interest  in  the subject. Moreover,  they participated 
in a pre-debate to prepare for the possible problems 
that may arise during the debate. 
　Two pre-studies on general  energy  topics were 
also provided to high school students  to participate 
in  the debate sufficiently well. The three university 
students were the ice-breakers during the pre-studies 
to make  them enjoyable. Finally,  the  energy-mix 
debate was conducted in the high school （Picture. 1）. 
After  the debate, high school  students engaged  in 
self-introspection, and an overall evaluation meeting 
was held. 
1.3　Content and evaluation of the debate 
　The debate was conducted on July 14, 2021, with 
55  first-year  students  from Misaki High School  in 
three  classrooms. The  university  students were 
moderators  for  the  three classes, with one student 
assigned to each class. One person from the electric 
company was also present  in each class. The high 
school students were divided into three groups with 
different  types  of  electricity  production methods. 
They  discussed  the  merits  of  these  methods 
and  criticisms. They  also  defended  their  power 
production methods  by  rebutting  the  criticisms. 
When  the  debate  did  not  proceed well  because 
of  insufficient  information,  students  searched  for 
relevant  effective  information using  the  Internet 
during the debate. The debate was completed within 
100 minutes and voting was used to decide the most 
preferable electricity production method. 
　For  an  effective debate  on  energy-mix,  several 
perspect ives  were  needed .   The  pre-studies 
conducted  by  the  electricity  company  for  the 
three university  students provided  the necessary 
information or viewpoints regarding  the amount of 
power generation,  land  area  required  for  energy 
facility siting,  stability of  fuel procurement, amount 
of CO2  emission,  and  facility  costs  of  alternative 
power  generation methods.  These  viewpoints 
were also shared with high school students  to help 
them understand energy  issues before conducting 
the debate. These perspectives  can be difficult  to 
comprehend  for high  school  students  and general 
adults,  and  pre-studies may  not  be  sufficient  in 
helping students understand such  issues correctly; 
however, the students  in the study seemed to  learn 
that there were various types of energy production 
methods,  each with various merits  and demerits. 
A  staff  of Misaki  high  school  later  informed  that 
the  debate  and  collaboration  with  university 
students also  stimulated  the high  school  students. 
Moreover,  the three university students  found their 
Picture. １ Debate in the high school 
－ 55 －
Study on High School-Industry-College Collaboration: Focusing on Energy Education
experiences studying and discussing with the power 
company, moderating the debate, and watching high 
school  students’ ardent participation  as valuable. 
All  three  students  participated  in  their  initiative 
with a  sense of  responsibility until  the end of  the 
debate. The above-mentioned  findings suggest  that 
this  collaborative activity provided a considerably 
favorable educational opportunity for high school and 
university students.  
2．Discussion: Significance and challenges of 
collaboration
　High  school-industry-college  collaboration  has 
become  an  effective  device  for  students’  self-
learning. Additionally,  students can grasp practical 
and  societal  knowledge  that  is  difficult  to  obtain 
through university  lecturers,  and which  could be 
valuable for their future. 
　However,  the  collaboration  also has  challenges. 
First,  it  is difficult  to ensure  that  institutes are  in 
agreement regarding the objectives and collaborative 
activities and managing cumbersome administrative 
procedures,  especially  when  the  collaboration 
involves new themes and  institutes. However,  such 
collaborations would be most effective because they 
could provide  fresh  learning experiences and more 
findings.  Collaborative  activities with  the  same 
themes among the same institutes for multiple years 
would render  fewer new findings;  furthermore,  the 
initiative could become mechanical,  although  there 
could be some gradual accumulation of knowledge 
and experiences. 
　However, ensuring an effective new collaboration 
is also challenging as collaborative aims and activities 
will  need  to be  sufficiently well-defined  from  the 
outset. Each collaborative  institute participates  in 
activities with various aims, and the institutes usually 
take time to understand each other’s aims. Moreover, 
after  understating  the  collaborative  aims  among 
the  institutes,  deciding on collaborative  themes  is 
not easy as  it requires trial and error, which needs 
additional  time. There  is a risk of  the collaboration 
being unsuccessful, which should be accounted for at 
the outset.  
　Second,  the adjustment of  schedules  among  the 
collaborating  institutes  is difficult and cumbersome. 
In  general,  collaboration with many  institutes 
would make  the  activities more  effective,  but 
scheduling  becomes more  difficult  and  relevant 
office work  increases. This may seem trivial but  it 
can be a significant hurdle  for  the  involved parties. 
The  additional  office work generated because  of 
collaboration would  further  increase  the  burden 
on  the  collaborative  staff ,  including  teachers 
and  lecturers  in  high  schools  and  universities. 
Enhancement of support systems should be seriously 
considered to increase effective collaboration.  
Acknowledgment
　I would  like  to acknowledge all  the students and 
staff members  of  the high  school-industry-college 
collaboration,  including  the  students  and  staff 
members of Misaki High School;  Shikoku Electric 
Power  Co.  Inc.;  the  Institute  for  Collaborative 
Relations  at  Ehime  University;  and  the  three 
students, Rin Kikugawa, Mio Matsuda, and Shunichi 
Muroga,  from the Faculty of Collaborative Regional 
Innovation at Ehime University.


English

Study on High School-Industry-College Collaboration: Focusing on Energy Education

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