Japan has long faced the challenge of an IT talent shortage. The Ministry of Economy, Trade and Industry (METI) presented survey results indicating that there could be a shortage of 550,000 professionals in cutting-edge information technology by 2030 (METI, 2019)
. On March 29, 2019, the government announced its AI strategy.Amid a period of major societal transformation, the government has identified the training and securing of AI-related talent—which is a major catalyst for this transformation—as an urgent priority. With the era of lifelong learning in mind, the government has outlined a policy to promote education in mathematics, data science, and AI across a broad spectrum, ranging from elementary and secondary education to higher education and continuing education.The policy emphasizes the importance of providing students with early exposure to problem-solving using science and mathematics to address societal challenges, and states that it is essential to introduce new approaches such as STEAM education and to conduct cross-curricular learning focused on solving real-world problems. Furthermore
, the policy sets specific goals, including ensuring that all high school graduates acquire basic literacy in science, mathematics, data science, and AI;the development of approximately 250,000 professionals per year capable of applying data science and AI, and the identification and development of approximately 2,000 individuals per year capable of driving innovation through the effective use of data science and AI.
　Although challenges remain regarding the development of STEM talent in higher education and beyond, the results of the PISA assessment—conducted by the OECD every three years—show thatJapan has consistently ranked among the top since the survey began in 2000, and in 2015, it ranked first among OECD member countries in both scientific and mathematical literacy. Science education at the elementary level also ranks highly on the international stage. On the other hand, it must be acknowledged that there are challenges regarding attitudes toward science.“Enjoyment of science” and “self-efficacy as a science learner” fall significantly below the OECD average. Furthermore, the percentage of students who expect to be working in science-related professions by age 30 is 18% in Japan, compared to the OECD average of 25%.
　Based on these findings, while Japan has achieved certain successes in science and mathematics education at the elementary and secondary levels, there remain challenges regarding students’ ability to articulate their own ideas while providing evidence and reasoning, to analyze and interpret experimental results, and reflect on and explain them; and to recognize the connections between their learning and their own lives and society, draw upon their own abilities, apply what they have learned, and proactively use it to solve challenges encountered in daily life and society—challenges remain (Ministry of Education, Culture, Sports, Science and Technology, 2016).
　In order to foster students’ ability to think by applying knowledge systematically and across disciplines, to cultivate an interest in science and technology, and to foster an attitude of proactive learning within the context of their relationship with society and the world, it is necessary to move away from learning methods based on one-way knowledge transmission.
　The Course of Study for elementary, junior high, and high schools—which will be revised sequentially starting in 2020—identifies three pillars of qualities and abilities to be cultivated: knowledge and skills,thinking, judgment, and expression; and “learning-oriented abilities and character.” To foster these qualities and competencies, the guidelines emphasize not only “what to learn” but also “how to learn.” Students develop an interest in learning and engage in proactive learning.They learn collaboratively while engaging in dialogue with their peers, faculty, staff, and members of the local community. By interconnecting the knowledge acquired in various subjects, they deepen their thinking, engage in inquiry, solve problems, and create new value. Through “active, interactive, and deep learning,” they develop the ability to continue learning throughout their lives.
　Inquiry-based learning, such as “Comprehensive Inquiry Time” and “Science and Mathematics Inquiry” outlined in the new Curriculum Guidelines, can be considered prime examples of this approach.These are learning experiences designed to help students acquire scientific and mathematical knowledge and skills, proactively set and explore problems, and cultivate the ability to solve problems and exercise creativity from a cross-curricular perspective within the context of their relationship with society (Ministry of Education, Culture, Sports, Science and Technology, 2017). This direction aligns with the educational goals of STEM education.
　The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has pointed out that, with STEM education at the forefront, there is a global emphasis on enhancing science and mathematics education and fostering creativity, and that this aligns with the emphasis placed on inquiry-based learning in Japan (MEXT, 2016).Furthermore, the initiative “Human Resource Development for Society 5.0” emphasizes the importance of “STEAM education.”
　Furthermore, the government is focusing its efforts on developing STEM talent through initiatives such as the “Super Science High Schools” program, which supports high schools implementing advanced science and mathematics education; the “Global Science Campus” program, which supports universities in nurturing outstanding international science and technology professionals with scientific inquiry skills; support for the International Science Olympiads; and the hosting of the “Science Koshien” competition.
　The joint efforts of the Ministry of Education, Culture, Sports, Science and Technology (MEXT), the Ministry of Internal Affairs and Communications (MIC), and the Ministry of Economy, Trade and Industry (METI) to promote programming education starting in elementary school, along with METI’s “Classrooms of the Future” initiative, are also expected to serve as major driving forces for STEM education in Japan.
　The field of community education is also seeing a surge in STEM education. Ahead of the mandatory implementation of programming education, programming classes are spreading nationwide, and the programming education market is projected to expand to 25.7 billion yen by 2024 (Funai Research Institute, 2019). Recently, there has been an increase in classes that promote STEM education rather than just programming education.Earlier this year, the SoftBank Group announced its entry into the STEM education sector and aims to roll out STEM schools nationwide.
　Additionally, “Rough & Peace Mother,” a platform for global distribution of educational content launched by NTT and Yoshimoto Kogyo with a 10 billion yen investment from the Cool Japan Organization, is set to offer 21st-century learning and play content, including STEM education.The main content of this platform comes from CANVAS, which has been promoting learning environments that foster creativity and expressive skills in the digital age through collaboration among the private sector, government, and academia.Since its establishment in 2002, CANVAS has been conducting programming education and other programs in a workshop format. While it has implemented numerous curricula that emphasize learning by creating through the application of STEM knowledge and skills, in 2017 it relaunched the “STEAM KIDS” project and has been working to promote STEAM through exhibitions and workshops.
　CANVAS places the highest priority on nurturing imagination and creativity; for this reason, it promotes “STEAM education,” which combines STEM with Art. The fact that I studied under Professor John Maeda—who advocated the shift “from STEM to STEAM”—and later founded CANVAS is another reason for our commitment to promoting STEAM education.
　Furthermore, as the practice of STEM education gained momentum, the Japan STEM Society was established in 2017 in response to the lack of an organization in Japan dedicated to conducting academic research and translating those findings into more effective educational practices. I am also involved as a founding member and executive committee member.

What Is STEM/STEAM Education? Vol. 7: Conclusion
https://creativekids.jp/?p=18651
What Is STEM/STEAM Education? Vol. 6: The Current Situation in Japan
https://creativekids.jp/?p=18648
What Is STEM/STEAM Education? Vol. 5: The Global Landscape
https://creativekids.jp/?p=18643
What Is STEM/STEAM Education? Vol. 4: STEM Education and Programming Education
https://creativekids.jp/?p=18640
What Is STEM/STEAM Education? Vol. 3 What Is STEM Education?
https://creativekids.jp/?p=18637
What Is STEM/STEAM Education? Vol. 2 STEM Literacy as a Foundation of General Education
https://creativekids.jp/?p=18633
What Is STEM/STEAM Education? Vol. 1: Social Change
https://creativekids.jp/?p=18628