The Learning of Tomorrow Association (General Incorporated Association; Chairperson: Nanako Ishido, Professor at Keio University) presents its views on the Minister’s response regarding digital textbooks, based on previous empirical research and insights from the field of education.

Opinion on the Minister’s Response Regarding Digital Textbooks

　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　April 2026

　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　Policy Team, Learning of Tomorrow (General Incorporated Association) 

We express our deep concern regarding the Minister’s response concerning digital textbooks.

In Japan today, following many years of empirical research and practical application in the classroom, digital textbooks are recognized as a vital educational infrastructure that contributes to improving the quality of learning, providing personalized instruction, and promoting inclusive education. In particular, features such as text-to-speech, zoom functions, and recording and playback capabilities provide essential support for each and every learner, regardless of their diverse needs.

Despite this body of evidence, if a policy is proposed that would uniformly restrict the use of these materials in specific grade levels or subjects, such a policy should be approached with the utmost caution from the perspective of evidence-based policymaking, and it must be supported by sufficient justification and explanation.

Furthermore, this matter is an issue that requires careful consideration in light of the objective set forth in the “Act on the Promotion of Information Technology in School Education (Act No. 47 of Reiwa 1)” to “create an environment in which all students can receive an effective education in accordance with their individual circumstances.”

Of particular importance is the scope and positioning of the “digital textbooks” referred to in this statement.Under the current system, digital textbooks are already widely used to supplement paper textbooks, and I understand that this statement does not deny that fact. At the same time, I am aware that while discussions are underway regarding usage models that do not rely on paper, there is also ongoing debate about the scope of their implementation.

However, in any discussion, we must not lose sight of the need to ensure individually optimized learning and to guarantee learning opportunities for all children, regardless of their diverse backgrounds. Above all, for children who cannot access the main text of textbooks due to visual or other impairments, restrictions based on grade level or subject can pose a significant disadvantage.

Education evolves through the integrated development of technology, systems, and the design of learning environments. Digital textbooks are not merely a replacement for traditional media; they hold the potential to redesign the very nature of learning. We should not limit that potential based on narrow assumptions or an incomplete understanding.

Based on the findings of previous empirical studies and insights from the field, we strongly urge that a calm and open discussion grounded in scientific evidence take place.

Above all, I hope that we will return to our fundamental goal of providing a better learning experience for all children, and that we will properly evaluate and further develop the potential of digital textbooks.

Web URL: https://lot.or.jp/report/16546/