Integrating 4P + IC Framework into Japanese Language Textbook Design in Indonesian Higher Education: A Conceptual Study
Keywords:
Japanese language education, Textbook design, 4P framework, Intercultural competence, Higher educationAbstract
This conceptual study explores the integration of the 4P framework (Product, Practice, Perspective, Person) and Intercultural Competence (IC) in the design of Japanese language textbooks for Indonesian higher education. Despite the rapid development of Japanese-language programs in Indonesia, most textbooks remain linguistically oriented and provide limited cultural representation. To address this gap, this study employs a theoretical synthesis approach that analyses and connects the content structure of the 4P framework with the intercultural process dimensions of IC. The findings revealed that the integration of 4P and IC creates a holistic learning model in which language, culture, and intercultural awareness are interconnected. The proposed 4P + IC conceptual model positions textbooks as tools for intercultural transformation, enabling students to not only acquire linguistic competence, but also develop empathy, critical reflection, and adaptive communication skills. This model provides a conceptual foundation for developing culturally responsive teaching materials and offers pedagogical implications for promoting intercultural competence in Indonesian Japanese language education.