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1-4-1　Progress in the Top Global University Project

In 2014 Sophia University was selected as a Top Global University (Type B) by MEXT.
With the vision of “Creating a Global Campus with Multi-layered Hub Functions and Establishing Supportive Governance,” the University aimed to lead the globalization of Japanese universities and, ultimately, Japanese society.
This was to be achieved through the development of new educational programs, the promotion of student exchanges, the advancement internationalization at home, and pioneering governance reforms, all based on our past achievements.

Many aspects of this initiative align with the specific action plans for globalization and governance reform outlined in our university’s long-term plan, the “Grand Layout.”
As a result, many of the efforts initiated under this project will continue even after its conclusion.

The project’s performance indicators included both common metrics shared by all selected universities and unique metrics set by each institution.
Common indicators encompassed figures related to the globalization of faculty and staff, the number of inbound and outbound students, and the number of courses offered in foreign languages.
Indicators set by Sophia included the number of double degree agreements, special admission programs for overseas graduate schools, and partnerships with high schools abroad (designated overseas schools).

Number of foreign faculty members and faculty members with a foreign degree or overseas research/education experience

In line with the long-term plan “Grand Layout,” faculties and graduate schools have been actively recruiting faculty members who are either foreign nationals, have obtained degrees from foreign universities, or have overseas educational and research experience. This recruitment strategy is based on a mid-term personnel plan and reflects a university-wide consensus on the importance of considering international achievements and evaluations in research and education. Since the 2020 academic year, the actual proportion of such faculty members has already surpassed the final target of 312(57%), and this trend continued smoothly until the end of the project.

Courses taught in a foreign language (number of courses & percentage, full-year)

With the introduction of the new English course (SPSF), the proportion of foreign language courses, excluding those at the graduate level, has steadily exceeded the final target of 21.2% at undergraduate programs since the AY2021. The university-wide general education courses (liberal arts courses) offered as part of the global education program, which are available to all students now number around 100 courses annually. The concept of nurturing individuals who can think and express themselves in foreign languages has become widely accepted within the university, and the number of students actively enrolling in these courses has increased.

Percentage of Japanese students with study abroad experience (full-year)

The number of Japanese students with study abroad experience has steadily increased, as a result of various measure to enhance study abroad, such as the study abroad counselling program, the steady growth in the number of partner institutions, and expansion of variety of overseas short-term programs and internship courses. In AY2019, the number of outbound students reached 1,000 students. However, due to the COVID-19 pandemic, all study abroad programs were suspended in the 2020 academic year, resulting in a significant decrease. From the latter half of the AY2021, the University partially resumed, and in AY2022, the number of semester outbound exchange students recovered, and short-term programs have also gradually resumed with travel. Despite challenges such as changes in global conditions and the rising costs of studying abroad due to the depreciation of the yen, which posed new barriers to studying abroad, the final figure for the AY2023 recovered to 889 students (7.1% of all students), although it did not reach the target value.

*This figure represents the number of full-time students with Japanese nationality who have experienced study abroad programs that include credit acquisition, regardless of the duration of the study abroad period.

Percentage of international students to all students (full-year)

In addition to expanding partner institutions for exchange programs, the revision of the Summer Session Program and the expansion of short-term programs primarily targeting China and the Pacific region, as well as customized programs addressing Japan’s latest trends and environmental issues, have maintained a high level of international student enrollment throughout the year. From the AY2020, the suspension of new international student entries and the limitation of exchange programs to online participants resulted in a plateau. However, with the resumption of study abroad programs in Japan from the AY2022, the number of incoming exchange students and others rapidly recovered, reaching 2,480 students (17.2% of the total student body) by the end of the AY2023.

✽The number of overseas students includes both overseas students with “study abroad” residence status as well as those of short-term programs without “study abroad” residence status.

Number of inbound and outbound students under students exchange agreements

By the end of the AY2023, the number of partner institutions for exchange programs reached 343 universities in 63 countries, more than doubling from 169 institutions in 32 countries before the project（2013）. Approximately 70% of these partner institutions are located in Europe and North America, but other regions have also seen an overall increase, promoting regional diversity in student exchanges during the project period. The number of accepted incoming students based on exchange agreements has steadily increased along with the number of partner institutions, and after a temporary decrease due to the COVID-19 pandemic, it reached 1,000 students (6.9% of all students) by the end of the AY2023, significantly exceeding the target of 726 students. On the other hand, the number of outbound students based on university exchanges agreements did not reach the target of 1,600 students (11% of all students), but it rapidly recovered from a significant decrease during the pandemic, achieving 993 students (6.9%).

1-4-2　Outbound exchange students

The figures show the number of outbound exchange students who studied at overseas partner institutions and its transition by region. Due to the impact of COVID-19, the University decided to cancel all outbound programs, including exchange programs, in AY2020. However, in AY2021, the University resumed the long-term exchange programs with special assessments. Some students started their study abroad from online and transferred to in-class after traveling to the country in the second semester, and some canceled their original plan to study abroad in fall, AY2020 and took online courses in spring, AY2021. In AY 2022, the number of outbound students had almost recovered to the pre-COVID-19, and many students experienced on-site study abroad. Although students could choose to study abroad online if the partner institutions allowed, due to reasons such as time differences and limited opportunities to experience different cultures, and that the infection situation had calmed down worldwide, most of the students chose to take in-class courses. In the following AY 2023, all students in the regular exchange and the German-Japanese exchange programs successfully flew out for the on-site study abroad opportunities, with approx. 370 students dispatched to various countries, and even more students of approx. 390 students studied abroad in the AY 2024 and 2025. Under the University’s world-wide network,  with North America and Europe being the primary destinations,students achieved their growth and development by selecting their destinations based on personal interests, goals, and their language and academic levels.

1-4-3　Inbound students from Overseas Partner Institutions

The figures show the number of inbound students from overseas partner institutions and their regional distribution. In 2025, the number of incoming exchange students reached a record high of 712. Europe was the largest source region, followed by North America, with students from these two regions accounting for approximately three-quarters of the total. In 2025, following the University’s selection for Type II (African Countries) under the Ministry of Education, Culture, Sports, Science and Technology’s Inter-University Exchange Project—Support for the Formation of Inter-University Exchanges with Global South Countries—the University welcomed four exchange students from Africa.
Beyond the classroom, incoming exchange students engage in a variety of cultural and extracurricular activities, including the Welcome Reception, English Rakugo performances, student clubs, interaction with exchange student supporters, and volunteer activities with local high school students.

1-4-4　Student Exchange and the Number of Partner Institutions

Sophia University has actively pursued the expansion of its network of partner institutions to promote student exchange and academic collaboration with overseas universities. Since 2012, the number of partner universities increased significantly at a rate of approximately 20 to 30 institutions per year. Following the impact of the COVID-19 pandemic, the total number of partner institutions is around 410. In FY2025, Sophia University concluded new partnership agreements with seven institutions resulting in 415 partners in total. Student exchange mobility, which serves as the cornerstone of collaboration, has been realized with approximately 90% of student exchange partner institutions. By providing students with a wider range of study abroad opportunities, these partnerships have contributed to growth in both inbound and outbound student mobility.
From a regional perspective, the trend toward greater geographic diversity among newly established partner institutions has continued. Following the establishment of partnerships with universities in countries where the University previously had no agreements, such as Honduras and Serbia in FY2024, Bulgaria and Jordan were newly added to the network in FY2025. The expansion of these partnerships demonstrates the diversity of Sophia’s global network, which spans Asia, Europe, Latin America, North America, and the Middle East and represents a significant achievement that reflects the continued diversification and advancement of Sophia’s internationalization efforts.
In addition to developing and expanding new partnerships, Sophia places strong emphasis on strengthening collaboration with existing partner institutions and deepening these relationships. In recent years, activities have increasingly expanded beyond the traditional framework of student exchanges and now encompass a wide range of areas, including joint research, faculty and staff exchanges, the organization of international conferences, etc. Through sustained engagement and collaboration with partner institutions, Sophia continues to foster mutual understanding and build trust, advancing more substantive and sustainable forms of international cooperation.

1-4-5　International students

Although there were temporary and significant declines in some years due to the cancellation of study abroad programs and travel restrictions caused by the COVID-19 pandemic from AY2020 to AY2021, the overall trend has been upward.
By region of nationality, the number of international students tends to be higher among those from Asia, North America, and Europe.

1-4-6　Number of Students Enrolled in Language Courses

Since the reorganization of the Center for the Teaching of Foreign Languages in General Education into the Center for Language Education and Research (CLER) in AY2012, CLER has continued to refine its language curriculum. From AY2014, four new languages—Swahili, Turkish, Vietnamese, and Hindi—were added to the existing 18, bringing the total number of languages offered to 22.

The data reflects the number of students enrolled in each language course over the past five years.
In English, some changes were made in the compulsory Academic Communication courses in AY2022. Starting with students admitted in AY2023, the test-score–based credit transfer system was discontinued.
At the same time, a new level, Advanced III, was introduced to provide students who enter with a high level of English proficiency with meaningful opportunities to further develop their skills.

The number of students enrolled in Japanese classes dropped to half during the period of strict entry between AY2020 to AY2021; however, in the latter half of AY2022, the physical inbound exchange programs resumed, and the number of students taking Japanese classes is increasing to near pre-pandemic levels.
For the 20 other language courses, although enrollments fluctuate depending on global events and the varying popularity of individual languages, or changes in course structuring for certain languages, the overall number of students has remained relatively stable. The only exception was a temporary spike in AY2020, when classes shifted to online due to the pandemic.
(The number of students excludes participants of the short-term overseas language courses and intensive courses)

1-4-7　Participants in internship programs

Since 2015, Sophia University has offered an internship course in which a student is given credits for accepting an internship at a training firm with which the University has entered into an agreement and for taking lectures or submitting assignments before or after the internship. The purpose of the internship course is to deepen students’ learning and raise their motivation to learn through their work experience by understanding the structure and actual conditions of global society; improve their necessary competency for society; and connect their study in class with real-world experience.
Training firms include our domestic and overseas partners in various fields, such as the global business field (e.g. global companies), the international cooperation field (e.g. international organizations and international cooperation institutions), the global media field (e.g. news media), and the global politics field (e.g. embassies in Japan and research institutes), providing various training opportunities. In AY2025, the trainings were conducted face-to-face or online depending on the situation at the training firms.

1-4-8　Participants in Short-term Overseas Programs

The figure below shows trends in the number of students participating in programs held during summer and spring recess by region of destination. In AY2019, establishment of new programs mainly increased the number of students who went for study to Europe and Southeast Asia, and the largest number of students ever participated in short-term overseas programs.
In AY2025, all Short-term Overseas Language Programs, Short-term Study Abroad Programs and Social Engagement Programs, were conducted travel-based, and a total of 572 students participated.

✽Total number of participants in Short-term Overseas Language Programs, Short-term Study Abroad Programs and Social Engagement Programs
✽ The program hosted by Sophia university and conducted domestically does not include the number of participants.

1-4-9　Participants in inbound Sophia Short-term Programs

Sophia University has offered a short-term international program called Summer Session in Asian Studies for the past 60 years, attracting large numbers of international students. In AY2018, the form of the program was altered, and the University provided it as the Summer Session in East Asian Studies and Japanese language twice in June and July until AY2019. Also, since AY2013, another program called January Session for Japanese Studies has been offered mainly to students from Oceanian countries in January.
In AY2025, the Summer Session in East Asian Studies (July) and the January Session in Japanese Studies (January) recorded a total of 214 international participants.