<![CDATA[This study aims to analyse how educational paradigms influence Japanese language learning. Recent studies in Japanese language education indicate a shift from structural approaches toward communicative, contextual, and learner-centered learning. In Indonesia, empirical studies have also demonstrated the effectiveness of specific learning media in improving Japanese language outcomes, such as vocabulary mastery. However, most existing research focuses on instructional techniques or media effectiveness, with limited attention to the educational paradigms underlying teachers’ pedagogical decisions. Using a descriptive qualitative approach, data were collected through an objective questionnaire administered to ten Japanese language teachers. The data were analyzed by mapping teachers’ responses to five educational paradigms: behavioristic, cognitivistic, constructivistic, humanistic, and sociocultural. The findings reveal that teachers conceptually favor communicative and constructivistic paradigms, particularly in defining learning goals and success indicators. Nevertheless, instructional practices and assessment methods remain largely influenced by cognitivistic and behavioristic paradigms. This discrepancy suggests that paradigm transformation in Japanese language education remains partial and transitional. This study contributes to Japanese language pedagogy by positioning educational paradigms as a philosophical framework connecting learning objectives, classroom practices, assessment, and learning outcomes.]]>
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