By Wonsuh Song
In Japan, the new university semester has just started, bringing a sense of excitement and anticipation for both students and faculty. At the beginning of each semester, I always dedicate the first class to explaining why this course is important, how it can play a role in society, what we will learn, and how students can benefit from it. I spend about an hour or so motivating them, because I believe that college life should be more than just earning credits. It should be a time for personal growth and deeper engagement with the world.
Typically, one class session in Japanese universities lasts around 90 to 100 minutes, with a total of 14–15 sessions per semester. Many professors include midterm and final exams, but I prefer an alternative: instead of testing rote memorization, I ask students to submit a comprehensive report at the end of the semester. They must compile and expand upon what they have learned throughout the course. While grading these reports takes considerable time and effort, I find that students benefit from exploring topics in depth and forming their own perspectives. Relying on last-minute cramming is no substitute for genuine inquiry and reflection, which I believe is the essence of true learning.
This semester, my course focuses on “Geography with AI.” Beyond simply covering geographic knowledge, we will be experimenting with AI tools to enhance the efficiency and creativity of presentations, research, and information gathering. Most students at Shumei University, where I teach, aspire to become teachers, and around half of the students in my class at Waseda University have a similar goal. If they become educators themselves, they will need to understand AI well enough to incorporate it responsibly into their future classrooms. In an era where it is no longer feasible (nor desirable) to simply forbid AI, it is crucial that students learn to harness its benefits while understanding its limitations.
One of the greatest pleasures of being a professor is observing my students’ initial reactions in the classroom. As I outline the course objectives and explain its value, I can read their interest and engagement on their faces. Seeing their curious smiles is a source of pure joy—it reminds me why I love teaching so much. Their positive energy also motivates me to make the class as engaging and impactful as possible.
Another profound reward comes from witnessing my students grow and evolve. When I see their perspectives broaden, their thought processes deepen, and their actions become more intentional, I feel a sense of fulfillment that is hard to match. Watching students apply the knowledge they gain—transforming it into meaningful contributions to society—is precisely why I stand at the lectern in the first place.
Traditional education methods that rely heavily on rote memorization are increasingly out of step with today’s rapidly changing world. AI continues to advance, and knowing how to use it effectively and ethically is quickly becoming an essential skill. Students must cultivate solid AI literacy during their time at university, employing it as a tool to enhance their learning. At the same time, educators need to guide them in evaluating information critically, using AI responsibly, and maintaining a sense of accountability.
In this evolving educational landscape, the bright smiles and boundless potential of my students remain my driving force. Through this semester’s “Geography with AI” course, I hope they will hone their knowledge and technical skills, and ultimately become people who can bridge their academic pursuits with broader societal needs. That is, after all, the ultimate joy of teaching.
Song Wonsuh (Ph.D.)
Full-time Lecturer, Shumei University / NKNGO Forum Representative
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