Patterns and Characteristics in General-specialized Integration of Japanese Undergraduate Education —Case Study of Tokyo University and Tohoku University

Against the backdrop of globalization and the knowledge economy, the integration of general education and specialized education (known as “general-specialized integration”) has become a key direction in higher education reform. This paper reviews the development of general education policies in Japan since the 1991 “Curriculum Guidelines Reform”, analyzing the policy orientation and societal motivations behind promoting this integration. Using the University of Tokyo and Tohoku University as case studies, it provides an in-depth comparison of two integration approaches, the “2+2” model and the “wedge-shaped” model. The former emphasizes broad exploration and personal development in early-stage general education, while the latter focuses on systematic construction and progressive deepening of the disciplinary core. This study examines the similarities and differences between the two universities in terms of educational philosophy, curriculum structure, faculty allocation, and evaluation systems, noting that while the models differ in form, both treat specialized education as the main axis with general education as a supporting framework, reflecting a shared goal of cultivating multidimensional, interdisciplinary talent. Both universities emphasize diversity and interdisciplinary learning in their curricula, integrating innovation skills and critical thinking, while also establishing multi-stakeholder evaluation mechanisms. Finally, the paper suggests that China, in advancing its own integration reforms, should draw lessons from Japan’s experience by strengthening the transition between high school and university, optimizing curriculum structures, enhancing interdisciplinary development, and establishing diversified evaluation systems—all aimed at improving students’ comprehensive competencies and future competitiveness.