The collaboration with Japan implements interactive learning methods by offering an international perspective on professional skill development. This cooperation is based on joint projects carried out between AYBÜ-YDY and KUIS, and is strengthened especially through two main projects and subsequent activities.
Firstly, the Independent Learning Center Cooperation Development Project (Project Number: 1628), conducted in 2014-2015, laid the foundation stones for cooperation between the two universities. This project aimed to improve AYBÜ-YDY's learning consultancy services through formal meetings and observations with KUIS's Self-Access Learning Center (SALC). This process included activities such as needs analysis, material design, and development between the two institutions, enabling significant steps to be taken in providing more comprehensive guidance to students in both institutions (AYBÜ-YDY, 2015).
Subsequently, the Learning Consultancy Unit Development Project (Project Number: 3934), conducted in 2017-2018, further deepened this cooperation and initiated a comprehensive training process to enable the implementation of the learning consultancy model in Turkey. In this process, the training and visits provided by experts from KUIS enabled the establishment of a learning consultancy unit at AYBÜ-YDY and the implementation of innovative methods that increased student participation through digital platforms. This process aimed to provide students with independent learning skills and support the professional development of faculty members (Kato & Mynard, 2015).
These two projects were reinforced by knowledge transfer events and observation-sharing activities carried out later. The positive psychology, cognitive behavioral therapy, and sociocultural education theories on which KUIS's learning consultancy model is based have made language learning processes more efficient by increasing student motivation (Kato & Mynard, 2015). These approaches have deepened the cultural and educational interaction between the two universities while developing strategies to promote students' independent learning skills.
As a result, this cooperation with Japan aims not only to develop professional skills but also to make students' language learning processes more effective and sustainable from an international perspective. Both universities contribute to educational approaches not only in their academic structures but also at a global level through this cooperation.
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