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Position |
Associate Professor |
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Degree |
Ph.D. in Global Environmental Studies(Kyoto University), B.A in Philosophy (University of Calgary) |
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Research Field |
Education for Sustainable Development (ESD), Language Education for Sustainable Development (LESD), Global Environmental Studies |
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Homepage URL |
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Mail Address |
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Other name(s) |
Dr.J |
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Profile |
Dr. Joshua Jodoin, affectionately known as Dr. J by his students, serves as an Associate Professor at Konan University in the Hirao School of Management (甲南大学 マネジメント創造学). He holds a PhD in Global Environmental Studies from Kyoto University’s Graduate School of Global Environmental Studies (GSGES). With a rich academic background that includes a Bachelor’s degree in Philosophy from the University of Calgary, a Cambridge Diploma of English Language Teaching to Adults (DELTA), and a Master’s Degree in Educational Management from Bilkent University, Dr. Jodoin brings a diverse and comprehensive perspective to his field. |
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Graduate School 【 display / non-display 】
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Kyoto University Global Environmental Studies Doctor's Course Completed
- 2019.10
Campus Career 【 display / non-display 】
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KONAN UNIVERSITY Hirao School of Management Hirao School of Management Department of Management Konan University Hirao School of Management Associate Professor
2024.4
Professional Memberships 【 display / non-display 】
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The Japan Association for Language Teaching (JALT)
2016.10
Papers 【 display / non-display 】
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Environmental Accountability in Japanese Higher Education ―Moving Beyond the Recycle Bin―
Markel, Stewart Broadus; Jodoin, Joshua John
Memoirs of the Center for Education in General Studies, Konan University No.3 3 77 - 91 2025.4
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Re-envisioning English Language Teaching in a Post-COVID World: Using Language Education for Sustainable Development Invited Reviewed
Joshua John Jodoin
Local Research and Glocal Perspectives in English Language Teaching 251 - 265 2022
Authorship：Lead author Publisher：Springer Nature Singapore
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Promoting Global Awareness Using Language Education for Sustainable Development (LESD): Case Studies from Japanese Higher Education Invited Reviewed
Joshua John Jodoin, Harika Basak Bilici
EAP for the 21st Century: The University of Nottingham Ningbo China (UNNC) Impact' (21世纪 学术英语:宁波诺丁汉模式) 131 - 171 2022.9
Authorship：Lead author
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Promoting language education for sustainable development: a program effects case study in Japanese higher education Reviewed
Joshua John Jodoin
International Journal of Sustainability in Higher Education 21 ( 4 ) 779 - 798 2020.5
Single Work
Authorship：Lead author
© 2020, Emerald Publishing Limited. Purpose: The purpose of this study is to examine the effectiveness of education for sustainable development (ESD) approaches in English as a foreign language (EFL) in Japanese higher education. Design/methodology/approach: A content and language integrated learning (CLIL) University-level course was run over two separate semesters: the first as a lecture-based course and the second was a similar course that integrated ESD best-practice. A program effects case study was used to see if any significant changes could be measured between the separate semesters. A mixed-methods approach to data collection was used and student marks, survey results using values, beliefs and norms (VBN) model and reflection tasks were collected across the two courses. Findings: A meaningful change in the ascription of responsibility and personal norms was present in the ESD best-practice course. This shows that ESD best-practice integration into language teaching has a positive impact on student environmental VBN and more research is necessary for this area. Practical implications: ESD integrated into language teaching correlates positively with environmental behavior change according to the VBN-model. A new field of study is proposed, language education for sustainable development, to better integrate the disciplines of EFL and ESD. Originality/value: This study is looking at the integration of ESD in language teaching and CLIL based courses in Higher Education and, at present, there are no other studies of this kind.
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Mainstreaming Education for Sustainable Development in English as a Foreign Language: An Analysis of the Image-Text Interplay Found in EFL Textbooks in Japanese Higher Education Reviewed
Joshua Jodoin, Jane Singer
World Sustainability Series 545 - 565 2020
Joint Work
© 2020, Springer Nature Switzerland AG. The Sustainable Development Goals recognize climate action, sustainability, and quality education as critical issues, with Education for Sustainable Development regarded as a central approach for promoting the attitudes and behaviours needed to achieve the Sustainable Development Goals. Education for Sustainable Development efforts at the university level include mainstreaming environmental content in all curriculum, including in requisite courses like English as a Foreign Language at Japanese universities. Although environmental topics and themes are popular content for English textbooks, there has been little research examining whether this content is being used effectively to educate university students and promote environmental behavior. This paper presents an analysis of a corpus built from sample texts with environmental themes found in English as a Foreign Language textbooks commonly used at Japanese universities, employing codification and corpus analysis techniques. The research offers a novel approach to mapping image-text interplay within a corpus using the KPV-model (Scientific Knowledge, Social Practices, and Values). The results suggest that the image-text interplay found in the corpus often do little to further the attitudes, values, and practices considered central to effective Education for Sustainable Development and there appears to be little thematic interconnectedness between topics, images, and texts. The results also suggest that textbook creators are paying little regard to the inherent aims of including environmental content, either in terms of promoting Sustainable Development Goals or promoting ESD-linked sustainability competencies. To improve the efficacy of environmental content in English as a Foreign Language curriculum the authors introduce a holistic framework for English as a Foreign Language content creators.
Books and Other Publications 【 display / non-display 】
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Jodoin, J. J., & Singer, J. （ Role： Joint author）
Springer International Publishing 2020.1
Presentations 【 display / non-display 】
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Joshua Jodoin
The University of Tokyo Global Faculty Development (Tokyo University, Komaba Campus) 2022.11 Tokyo University
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JODOIN Joshua John
ICOLLEC 2023 (Grand Whiz Hotel Ballroom, Bali) 2023.10 MINISTRY OF EDUCATION, CULTURE, RESEARCH AND EDUCATION UNIVERSITAS B R AW I J AYA FACULTY OF CULTURAL STUDIES
Event date： 2023.10
Country：Indonesia
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JODOIN Joshua John
RELC 2025 (SEAMEO Regional Language Centre) 2025.3 SEAMEO Regional Language Centre (RELC)
Event date： 2025.3
Country：Singapore
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JODOIN Joshua John
Global Negotiation Symposium (GNS) 2024 (Notre Dame Seishin University, Okayama) 2024.6 Japan University English Model United Nations (JUEMUN)
Event date： 2024.6
Country：Japan
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A Comparison of Environmental Accountability in Japanese Higher Education: Moving Beyond the Recycle Bin
Joshua Jodoin, Stewart Markel
The Tenth Annual Conference on Global Higher Education at Lakeland University Japan (Lakeland University Japan ) 2024.6 Lakeland University Japan
Academic Activities 【 display / non-display 】
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Thesis Advisor
Role(s)： Review, evaluation
Kobe University of Foreign Studies 2021 - 2022
Type：Scientific advice/Review
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Journal Reviewer for Gaidai Ronso
Role(s)： Review, evaluation
Kobe City of Foreign Studies 2021
Type：Scientific advice/Review
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Journal Reviewer
Role(s)： Peer review
Common Ground Research Networks 2018
Type：Peer review