Abstract: Creative writing, as a modern Western disciplinary paradigm, exhibits distinct endogenous and transformative characteristics when adapted to the Japanese context. Japanese universities have not pursued a singular path of disciplinary specialization but instead integrated it into existing literary traditions and disciplinary reform processes, achieving a profound fusion of foreign methodologies(workshops)and indigenous traditions(literary and artistic creation). In practical terms, three modes have emerged: aesthetic endogenous, cross-disciplinary conceptualization, and social collaboration, respectively embodying an aesthetic tradition centered on “life practice”, creativity development oriented toward “cultural conceptualization”, and an open writing perspective within the globalized context. Such a gradual localization pathway not only shows the characteristics of the Japanese model, but also provides a comparative point of view for how creative writing can be developed in non-English contexts. Through a comparison of the developmental paths and practical challenges faced by creative writing education in China and Japan, similarities can be identified between the two countries in terms of collaborative mechanisms, curriculum systems, and disciplinary evaluation. Universities in China and Japan may explore pathways for coordinated development by promoting regular practical cooperation, cross-media curriculum development, and academic exchange mechanisms. By jointly exploring the aesthetic resources of East Asian narratives, they can advance the construction of localized paradigms for creative writing education in non-English contexts, and foster the discursive co-construction and the enhancement of international expressive capacity in East Asian creative writing education.

Key words: Japanese universities, writing education, creative writing, literary and artistic creation, discursive co-construction