Access to high-quality care at the end-of-life is a fundamental human right; therefore, it is necessary to examine how end-of-life care should be taught in nursing education to prepare for a super-aging society. Japan and Hong Kong are both in the East Asian region and are facing similar super-aging challenges, such as increased mortality and declining birth rates. This paper explores the literature on this topic and discusses how end-of-life care is taught in undergraduate nursing education in both Japan and Hong Kong. A comprehensive literature search was performed using end-of-life care keywords. Subsequently, the authors engaged in a discourse on expert perspectives, insights, and results from the literature. It is necessary to bridge the gap between the desired manner of spending oneʼs final days and the practical reality of considering patientsʼ best interests by referring to the existing policies, laws, guidelines, and frameworks of healthcare systems. This study suggests the importance of understanding patientsʼ views on life, death, values, and cultural backgrounds and educating healthcare personnel to apply these principles flexibly in their practice.

For Chinese people, study abroad is an important matter. During the COVID-19 pandemic, many countries implemented travel regulation policies. Except for the early part of 2020, however, long term residents, including international students, were allowed to enter Japan. Despite the COVID pandemic, some of the degree program students entered Japan from abroad. In addition, as soon as the international travel regulations ended, a huge number of non-degree students including kenkyusei（ research students） and language program students rushed to Japan.

During the COVID time, international students could not enter Japan easily. Until March 2022, regulation and deregulation for degree course students often changed in Japan. Like tourists, furthermore, non-degree shorter student mobility opened later. For exchange, research, and other short course students, they needed to wait until October 2022 to come to Japan.

In the 2000s, English-Medium Instruction (EMI) in non-English countries developed worldwide. Japan is one of these countries and the number of English-based students who cannot utilize Japanese language increased. Some of the Japanese universities offer dormitories for international students, who can gradually get used to learning the Japanese way of life after they arrive in Japan. Some of the universities also offer cultural exchange programs for EMI students. However, due to the COVID-19, the situation has changed.

To minimize the impact of the COVID-19 pandemic, the Japanese government regulated the mobility of international visitors including students. Before March 2020, international students could enter Japan without restriction. During October and November 2020, a limited number of international students entered Japan with expensive air fares and a 14-day quarantine. However, except these months, many students, especially newly enrolled ones, could not enter Japan.

Due to the COVID-19, many countries including Japan have reinforced regulations at the borders. As many international students could not enter Japan due to the COVID-19 pandemic, some universities offered online education services as an alternate. On the other hand, since April 2020, many of international student livening in Japan have not been able to go back to their countries.

本論文では，理論および実証研究の結果を踏まえ，山東省における日系情報通信企業の関連会社と子会社のそれぞれ1社ずつに対してインタビュー調査を行った。関連会社の生産性も子会社のそれも本社に左右されることが明らかになったが，関連会社の経営は厳しいものの労働集約的な業務から知的集約的なものに移行し生産性を高める努力をしている一方，子会社は親会社の経営が順調である限り労働集約的な業務でも生産性を上昇させることができるが，人的資本がかなり成長している中国においては，労働集約的な業務での労働者の採用が難しくなっていることが明らかになった。これまでの研究では親会社の視点で書かれた先行研究が多く，ほとんど明らかにされていなかった関連会社と子会社に分けて調査する必要性を示すことができた。