高校生によるSDGsグローバル対談(2026.08.19)　日本・台湾・ヨルダンをつなぐESD探究学習発表会・国際対談

Overview

This video features a Zoom-based “International Education for Sustainable Development (ESD) Exploration and Learning Presentation”, held as part of Japan’s UNESCO Kameyama 75th Anniversary Project.

The session centers on a global dialogue among high school students from Japan and Taiwan and a vocational project called Tribo(l)ogy, which supports refugee women in the Middle East through:

• work and income generation,
• fair/ethical marketing, and
• craft production.

---

Main Points and Arguments

1) Purpose of the ESD dialogue: peace, dignity, and learning through exchange

Organizers describe the event as moving beyond viewing refugee women only as “recipients of aid.” Instead, the program emphasizes that refugees are individuals with culture, skills, and agency who participate in society through employment.

Through direct dialogue, participants aim to learn about peace, culture, work, and human dignity.

---

2) Tribology’s model: economic independence through craft and market access

Tribology staff and representatives describe the organization as an income-generation and vocational training initiative supporting vulnerable Syrian, Palestinian, Iraqi, and Jordanian women.

Their craft products are described as being sold internationally (with subtitles linking the work to UNHCR’s “Made 51” initiative).

The presentation highlights that work provides:

• economic support (families need income beyond cash aid alone),
• psychological well-being and purpose, and
• a way to connect to broader society.

An ESD-related takeaway is that purchasing is not only charity—it is a pathway to understand the design process, creators, culture, and context behind each product.

---

3) Students’ learning theme: Israel/Palestine conflict complexity through the product lens

Student presentations use the products and makers as a starting point to explore the broader conflict context in Israel/Palestine, referencing:

• a UN resolution in 1947,
• the Oslo Accords, and
• continued violence including Gaza.

Students stress that there are no simple solutions, and they encourage meaningful actions such as:

• forming study groups to learn history and culture, and
• beginning with ordinary people who choose to learn and care, rather than relying only on leaders.

---

4) Ichimura High School’s inquiry-based conclusion: don’t assume—ask and verify

A student presentation argues that learning should not stop at textbooks or online information. Instead, participants should:

• purchase the products to engage more deeply,
• observe the craftsmanship and design details, and
• listen to creators directly to avoid presumptions about creator intentions.

For example, whether products “embody peace” should be treated as something to ask, not something to assume.

The presentation also emphasizes makers’ dignity—buyers should consider craft appeal, creator dignity, and the embedded technologies/cultures, treating makers and buyers as equal global citizens.

---

5) Q&A outcomes: pride, cultural meaning in design, and “buying for quality” plus support

During the discussion, questions focused on Tribology representatives’ answers about:

• how makers feel in their work (responses emphasized pride/self-esteem, not only producing goods),
• cultural meaning behind designs (patterns inspired by nature, such as desert/flowers, and related cultural motifs), and
• why buyers would purchase (responses emphasized buyers should like the product for its design and practicality, while still recognizing that purchasing supports work and reduces poverty).

Makers repeatedly returned to the idea that each product should be valued as a good in its own right, not merely an aid item.

---

6) Students’ stated actions after the dialogue

The closing discussion links learning to concrete steps:

• buying thoughtfully (supporting creators),
• learning accurately about background contexts,
• communicating and re-examining biases, and
• continuing dialogue across borders.

Students from Japan and Taiwan also express intentions to purchase in the future and to spread awareness of Tribology and its approach.

---

7) International/Taiwan and UNESCO-aligned framing

Taiwanese contributions emphasize supporting women’s economic independence and pride, and they mention internal/company efforts to promote fair trading.

Overall, the event frames fair and ethical consumption as an ESD-related peace initiative.

---

Presenters / Contributors (as named in subtitles)

• Hosts: Kawase, Suzuki, Matsui, Kawaguchi
• Tribology staff: Honey (project manager; joining from the evening group)
• UNESCO / Nagoya University of Economics (staff): Matsuno (also referenced earlier self-introduction in subtitles)
• Syrian refugee woman / Tribology maker: Ms. Tani Hani (spelled inconsistently in subtitles)
• Japanese designer: Mr. Hayashi
• Student presenters:
  • Students from Saitama Prefectural Kita High School
  • Students from Muragakuen Hon Vocational High School (mentioned in context)
  • Students from Ichimura High School
  • Students from Taiwan National Headquarters High School / National Taiwan Commercial High School (subtitles vary)
• Interpreters: mentioned generally; no individual names provided