The "Nationwide Student Survey," conducted by the Ministry of Education, Culture, Sports, Science and Technology, serves as an invaluable investigation into university students’ learning experiences in Japan. It aims to examine various facets of students' learning environments, including their comprehension of course materials, engagement in independent study, and support received from faculty and teaching assistants (refer to our previous reports for more information). Utilising the dataset from the past three rounds of this survey project (conducted in Reiwa 1, 3 and 4), this report presents the transitions of learning experiences among students at national, public, private universities, and Hiroshima University.
　Findings (refer to the graph below: "Explanation of the Significance of Course Content") indicate a slight overall increase over time in students' perceptions that the importance and necessity of course content were sufficiently explained. Our institution has scored slightly higher in this regard compared to other universities. Course instructors’ clear communication of course objectives and importance has the potential to enhance students' motivation for learning. Previous reports from our centre have also highlighted the explanation of course content's significance and necessity as a factor that could significantly enhance students' learning experiences (See the report). 
 

　Regarding the provision of instructions for students’ independent learning such as class preparation and review (see the graph "Instructions for Preparation and Review"), data were collected only during the second and third survey rounds. In this category, our institution has shown slight improvements, though not significantly different from the overall trend observed across other university types. Furthermore, our university has received higher evaluations for the provision of supplementary instruction by teaching assistants (TAs) over the three survey rounds (see the graph "Supplementary Instruction by TAs"), suggesting that our students have access to a wider range of support channels, potentially contributing to enhanced learning outcomes.
　The feedback provided on assignments (see the graph " Comments on Submitted Work" below) has shown improvement across all university groups from the first to the third survey round, with our university following this positive trend.
 

　Regarding students’ opportunities for group work and discussions (refer to the graph "Groupwork and Discussions" above), our university's scores have fluctuated somewhat differently compared to other institutions, particularly noting a decrease in the third survey. While the reasons for this are not clear from the survey results, it may indicate a need to heighten faculty awareness of the importance of collaborative learning opportunities to enrich students’ learning experience. Despite the return of face-to-face classes post-pandemic, it is possible that our university has not reinstated classes that encourage group work and discussions for some reason. The opportunities for Q&A with instructors (see the graph "Opportunities for Q&A") show a trend similar to that of other university groups at our institution.
　This report highlights that while our university is highly rated for support from non-faculty members (such as TAs), there is a need for improvement in providing students with opportunities for group work and collaborative dialogue. Based on these findings, we will consider strategies to enhance students' learning experiences and incorporate them into our centre’s Basic Preparing Future Faculty Course, thereby contributing to the improvement of educational activities at our institution.