Can Diversity, Equity, and Inclusion (DEI) Espouse Through Social Constructivism? A Dynamically-Designed Multimedia Content Creation Programme for High School Students in Japan

This article presents a nonformal learning programme implemented in a Japanese high school, focusing on exploring Diversity, Equity, and Inclusion (DEI) topics through a multimedia content creation project. The programme employs a dynamic module design, characterized by student-centred learning, a comprehensive feedback loop, and timely adjustments to tailor to students’ learning paces. This nonformal approach allows students to experience DEI concepts closely, diverging from traditional formal education methods. Student reflections indicate increased awareness and appreciation of diversity, enhanced empathy, cross-cultural understanding, and development of critical soft skills through DEI experiences and multimedia content creation. The findings suggest that high school students can effectively grasp abstract concepts like DEI experientially. The programme’s dynamic design offers a model for creating large-scale, learner-focused curricula. Additionally, the collaboration between a graduate school and a local high school demonstrates a potential role for higher education institutions in supporting community education initiatives.