BRIDGING THE DIGITAL DIVIDE? ICT UTILIZATION DISPARITIES IN JAPANESE EDUCATION AND THE GIGA SCHOOL INITIATIVE

Abstract

The integration of Information and Communication Technology (ICT) in education has emerged as a pivotal factor in shaping pedagogical practices and enhancing learning outcomes worldwide. In Japan, the application of ICT in educational settings is marked by significant disparities. This paper aims to explore the multifaceted dimensions of ICT utilization in Japanese education, examining the underlying factors contributing to these disparities, the implications for educational equity, and potential pathways for harmonizing ICT integration across diverse regions. By synthesizing existing literature, this analysis will elucidate the nuanced interplay between technology, pedagogy, and regional contexts, thereby contributing to a deeper understanding of the challenges and opportunities inherent in the digital transformation of education in Japan.

Headnote

Abstract: The integration of Information and Communication Technology (ICT) in education has emerged as a pivotal factor in shaping pedagogical practices and enhancing learning outcomes worldwide. In Japan, the application of ICT in educational settings is marked by significant disparities. This paper aims to explore the multifaceted dimensions of ICT utilization in Japanese education, examining the underlying factors contributing to these disparities, the implications for educational equity, and potential pathways for harmonizing ICT integration across diverse regions. By synthesizing existing literature, this analysis will elucidate the nuanced interplay between technology, pedagogy, and regional contexts, thereby contributing to a deeper understanding of the challenges and opportunities inherent in the digital transformation of education in Japan.

Keywords: Japanese education, ICT, disparities, GIGA School Initiative

Information and Communication Technology (ICT) has become an integral component of modern education systems worldwide. ICT encompasses a broad array of digital tools and resources, including computers, tablets, interactive whiteboards, educational software, and internet-based learning platforms. These technologies are increasingly being integrated into classrooms and curricula to enhance teaching methods, improve student engagement and motivation, and prepare young learners for the digital age. However, in the context of modern education, Japan's technological integration has lagged behind that of other developed countries, such as South Korea, Britain, and the United States!. In comparing Japan's integration of ICT in education with that of other developed nations reveals significant regional discrepancies influenced by various socio-economic and cultural factors. For instance, while countries like Finland and South Korea have made substantial investments in digital infrastructure and pedagogical training, Japan's approach has been characterized by a more fragmented implementation, often resulting in disparities between urban and rural educational institutions.

Japan's response to the COVID-19 pandemic and subsequent school closures highlighted not only the extent of the country's unpreparedness for emergency situations but also a significant digital divide between regions and types of educational institutions. The digital divide refers to the gap between individuals who have access to digital media, the internet, and the digital literacy and skills necessary to utilize these resources effectively?. Despite an early start back in the 1990s, and notwithstanding Japan's need to enhance digital competencies nationwide, implementation of ICT in Japanese education has been slow and inconsistent. During the pandemic, while prefectural-funded schools in metropolitan areas possessed the infrastructure necessary to address the challenges posed by school closures, local schools funded by municipalities lacked comparable access to ICT resource 4. Such inequalities in ICT infrastructure not only affect the quality of education but also risk exacerbating the gap in digital literacy between urban and rural students, presenting a significant challenge to Japan's objective of ensuring equal access to education across the nation. Furthermore, OECD statistics revealed that although Japan's usage of digital devices outside of school (such as for gaming and chatting) was higher than the OECD average, the use of ICT in the classroom was the lowest among OECD member states'.

In 2019, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT), recognizing the existing disparities and the critical role of technology in modern education, launched the Global and Innovation Gateway for All (GIGA) School Initiative. This educational reform aims to reduce regional disparities in ICT within the education sector. The initiative includes increased funding for public elementary and junior high schools to acquire digital, as well as teacher training programs designed to enhance ICT skills. Additionally, it focuses on the development of nationwide e-learning platforms. The initiative mandates the provision of one device per student and the establishment of a highspeed, large-capacity communications network to create a fair and optimal educational environment where all children can develop their skills and abilities. Furthermore, it emphasizes maximizing the potential of both teachers and students by integrating Japan's traditional educational practices with cutting-edge ICT·, such as the promotion of digital textbooks, the standardization of educational data, and the nationwide deployment of online learning systems. In terms of human resources, the initiative includes enhancements in ICT usage within teacher training courses, improvements in training materials and instructor development, and the creation of a supportive environment for ICT support staff7. Although the initiative was scheduled to begin in fiscal year 2019 and to be completed within four years, the distribution of digital devices was accelerated to meet the growing demand for tablets and computers for online lessons during the pandemic. Despite the success of the initiative, its effectiveness in practice has been mixed. While some regions have experienced significant improvements in ICT integration, others continue to lag behind due to factors such as inadequate infrastructure, resistance to change among educators, and varying levels of support from local governments. The disparity between urban and rural areas remains a persistent challenge, with many remote schools struggling to fully implement and benefit from these national policies. This situation highlights the complex nature of addressing technological inequalities in education across diverse geographical and socioeconomic contexts.

In the following sections, we will detail the disparities in ICT implementation at the onset of the pandemic, followed by an overview of the current situation, as well as the challenges and criticisms faced.

1. Regional disparities

1.1. Disparities in infrastructure

One of the primary factors contributing to regional disparities in the use of ICT in Japanese education is the uneven distribution of technological infrastructure. Urban areas typically have superior access to high-speed internet and advanced technological resources compared to rural areas. As a result, schools in urban settings are often better equipped to integrate ICT into their curricula, leading to significant differences in educational experiences and outcomes. For instance, while students in urban schools may engage in interactive online learning platforms and collaborative projects with peers from around the world, their counterparts in rural areas may struggle with slow internet speeds and limited access to digital resources. This technological divide not only affects the immediate learning environment but also has long-term implications for students' future opportunities in higher education and the job market.

Surveys conducted by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in the years leading up to the pandemic revealed two significant challenges in the implementation of ICT: disparities in infrastructure and variations in teachers' abilities to effectively utilize ICT for instruction. For instance, in 2017, notable disparities were observed in the number of students using computers at school, with figures ranging from 1.9 students per computer in Saga Prefecture to 8.0 in Kanagawa Prefecture®. Only 5.7% of schools in Toyama Prefecture had a wireless LAN environment, compared to 63.1% in Shizuoka Prefecture. Furthermore, while the proportion of schools equipped with presentation display devices was 128.5% in Saga Prefecture, only 11.3% of schools in Gunma Prefecture had such equipment. In terms of teachers' abilities and skills to utilize ICT for classroom instruction, Saga Prefecture boasted the highest proportion at 92.4%, whereas Fukushima Prefecture had only 66.7%.

One possible explanation for these disparities is that disadvantaged municipalities, which have a higher number of students receiving school assistance and fewer college graduates, have lagged in their ICT dissemination efforts compared to more advantaged municipalities. The regional disparities can also be attributed to the varying methods of fund allocation and expenditure by each prefectural government and municipality. Consequently, some prefectures and municipalities, such as Saga Prefecture, Kumamoto City, and Shibuya City, were able to transition to online instruction seamlessly due to proactive measures implemented well before the outbreak of the pandemic!. For example, in 2018, the local government of Kumamoto City collaborated with NTT Docomo, Kumamoto University, and the Prefectural University of Kumamoto by entering into a four-party agreement. This agreement focused on acquiring knowledge and sharing expertise on ICT utilization, developing a model curriculum for ICT integration, and promoting programming education. Likewise, the Saga Prefecture Board of Education has been at the forefront of ICT education since 2012, implementing measures to promote and integrate ICT in schools. As a result, from 2014 onward, the use of tablets became mandatory for all first-year students in prefectural high schools. Prior to this, between 2011 and 2014, the prefectural government focused on preparing the ICT environment and providing teacher training on the use of ICT in classrooms!?,

1.2. Disparities in teachers' ICT literacy

Teacher training and professional development in ICT skills vary significantly across different regions of Japan, resulting in inconsistent levels of technological competency among educators. While urban areas often benefit from more frequent and comprehensive ICT workshops, rural regions may struggle to offer regular, up-to-date training opportunities. This disparity presents considerable challenges in achieving a uniform standard of ICT proficiency among teachers nationwide. Teachers' digital literacy is influenced by factors such as age, personal background, and professional pride. Consequently, some Japanese teachers may be either unable or unwilling to utilize computers or digital materials for instruction in the classroom.

The pedagogical approaches utilized by educators demonstrate considerable variation across different regions, shaped by local educational policies, cultural attitudes toward technology, and the professional development opportunities accessible to teachers. In urban areas, where there is frequently a stronger emphasis on progressive teaching methods, educators may be more inclined to adopt ICT tools that promote collaborative learning and enhance student engagement. These educators often receive training that fosters innovative practices, such as project-based learning and flipped classrooms, which can significantly boost student motivation and achievement. In contrast, rural educators may adhere to more traditional teaching practices, which can hinder the effective integration of technology into their classrooms. The limited exposure to modern pedagogical strategies and restricted access to professional development opportunities can lead to a reluctance to embrace ICT, further widening the gap between urban and rural educational experiences. This divergence in pedagogical approaches not only affects student engagement but also influences their perceptions of technology as a learning tool.

In 2017, significant disparities existed among prefectures regarding the proportions of teachers who received ICT training and were able to conduct their classes using ICT. Specifically, 99.5% of teachers in Saga Prefecture received training in ICT, compared to only 15.6% of teachers in Iwate Prefecture. The proportions of teachers capable of using ICT in the classroom varied considerably, ranging from 92.4% in Saga Prefecture to 66.7% in Fukushima prefecture'. A 2018 OECD survey revealed a notably low percentage of Japanese teachers who could effectively utilize digital technology in the classroom, with only 35% compared to the OECD average of 67%1·. Out of these, only 18% reported using computers for classroom instruction, in contrast to the OECD average of 53%15. As a result, students in different regions of the country may experience vastly different qualities of technology-integrated education, potentially exacerbating the digital divide and affecting their future academic and career prospects.

2. School Types and Socioeconomic Disparities

In addition to infrastructural disparities, school types and socioeconomic factors significantly influence the adoption and utilization of ICT in education. Regions with higher socioeconomic status typically have better access to funding for technological resources, professional development for educators, and support for innovative teaching practices. Schools in affluent areas often benefit from partnerships with technology companies, equipping students with advanced tools and resources that enhance their learning experiences. Conversely, economically disadvantaged regions may struggle to secure the necessary resources to effectively implement ICT initiatives, resulting in a digital divide that exacerbates existing educational inequalities. In these areas, schools may lack the budget to purchase new technology or invest in teacher training, leading to a reliance on traditional teaching methods that do not fully leverage the potential of ICT. This situation creates a cycle of disadvantage, where students in lower socioeconomic regions are less prepared for a technology-driven world.

Another explanation for the disparities in Japan's educational outcomes lies in the country's complex educational system, which comprises three types of institutions: national, public, and private, each with its own funding sources. Compulsory education includes elementary and junior high schools. Public elementary and junior high schools are established and managed by local wards, cities, towns, and villages. The majority of students in Japan are enrolled in public compulsory education institutions. In 2020, most students were enrolled in public elementary schools, with only 0.6% attending national elementary schools and 1.3% attending private elementary schools. Similarly, at the junior high school level, 0.9% of students were enrolled in national junior high schools, while 7.5% attended private junior high schools. The situation changes at the senior high school level, where of up to 56.4% of students opted for private education institutions!6.

In addition to elementary, junior high, and senior high schools, other types of public schools have been established. These include compulsory education schools (integrated elementary and junior high schools) and secondary schools (integrated junior high and senior high schools). The former are managed by local municipalities, while the latter are established and funded by prefectural governments. Secondary schools are funded by prefectural governments and compete with private schools to promote digitalization initiatives!7.

When the state of emergency was declared in April 2020, most public elementary and junior high schools had limited digital capabilities for online education. Consequently, at the beginning of the pandemic, only 5% of public elementary schools and 10% of junior high schools were able to offer online instruction. In contrast, other types of schools, such as secondary schools and senior high schools, were able to provide online education in proportion of up to 709618.

2.1. Disparities in Parents' Socioeconomic Status

Family income serves as a crucial determinant of a student's ability to access digital resources. Households with higher incomes are more likely to provide advanced technological tools and reliable internet connectivity at home. This disparity in access often results in varying levels of ICT proficiency among students, as those from more affluent backgrounds typically enjoy greater exposure to and practice with digital technologies. Furthermore, the influence of socioeconomic status extends beyond mere access; it also affects the quality and frequency of ICT utilization in educational settings. Unlike public junior high schools, admission to secondary schools is contingent upon entrance exams, making these institutions more competitive than public schools. Additionally, these secondary schools offer higher-quality education and facilities, making them particularly desirable for affluent families. Students from lowerincome families may encounter challenges in fully utilizing ICT resources for their academic endeavors, which could exacerbate the achievement gap and perpetuate cycles of educational inequality across various regions of Japan.

Parental involvement and support play a crucial role in the successful integration of ICT in education; however, significant disparities exist across different regions in Japan. Urban areas often benefit from techsavvy parents who can actively engage in their children's digital learning experiences. In contrast, rural communities may encounter challenges due to limited parental familiarity with modern technologies. This disparity can result in varying levels of home support for ICT-based educational initiatives, potentially widening the digital divide between different parts of the country. Furthermore, regional economic factors can influence parents' ability to provide necessary devices or internet access at home, further exacerbating the uneven landscape of ICT adoption in Japanese schools.

3. Current Situation: Outcomes and Challenges

In June 2023, the Cabinet approved the Basic Policy on Economic and Fiscal Management and Reform 2023, which stipulates that the GIGA School Initiative will continue and be promoted as a national policy. The implication of this decision is that ICT education will be extended nationwide, with the aim of reducing the digital divide at the national level.

However, some disparities continue to exist, albeit to a lesser extent compared to the pre-pandemic period. As of fiscal year 2022, the objective of providing one device per student in public elementary and junior high schools has been achieved in 99.9% of municipalities 2021, A survey conducted by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in 2022 identified several areas requiring improvement: information security policies, the installation rate of largescreen displays in classrooms, and the implementation rate of digital textbook implementation2.

At the elementary school level, the focus was on teaching skills for managing ICT and digital data, including typing and basic computer operations. Teachers utilized digital devices to assign tasks, explain procedures for experiments or observations, and students employed these devices to present their learning outcomes, activities, or creations?. At junior high school, 96.5% of institutions had begun using digital devices in 2021. These digital terminals were primarily used for research, summarizing information, and communication. However, concerns persisted regarding the inadequate utilization of ICT in classrooms?4.

Japan achieved improved results in the recent PISA 2022 assessment compared to 2018, ranking fifth in mathematical literacy, second in scientific literacy, and third in reading literacy, demonstrating advancements in all three areas since the previous survey?>. It is not clear whether these improvements can be directly attributed to the GIGA School initiative. A concurrent survey on ICT usage among students, conducted alongside PISA 2022, indicated that while Japanese students' ICT capabilities and interests were comparable to or exceeded the OECD average, high school students in Japan utilized digital resources less frequently for collecting, analyzing, and reporting information2 . The survey also highlighted challenges related frequency of ICT use in classes across various subjects, which was lower than in other OECD countries. Notably, 53.5% of students in mathematics and 48.5% in Japanese reported that they or almost never use ICT in class".

The 2023 National Academic Ability and Learning Status Survey revealed significant disparities in the use of ICT. The percentage of schools utilizing ICT devices almost daily in classrooms has increased by approximately 7 percentage points from 2022, now exceeding 60% for both elementary and junior high schools. However, nearly 10% of schools report using these devices only once or twice a week·S.

Regarding the outcomes of the GIGA School initiative, it is premature to evaluate its benefits due to the brief period since its implementation. Nevertheless, reports indicate that disparities in the use of digital devices for educational purposes have persisted following the pandemic. Critics express concern that the GIGA School initiative has placed excessive emphasis on hardware and online education, which were utilized only for a limited duration and in specific contexts?.

Conclusion

The exploration of discrepancies in the use of ICT in Japanese education reveals a complex interplay of factors that influence the integration of technology into pedagogical practices. While significant strides have been made in promoting ICT utilization, the existing disparities underscore the need for a concerted effort to address the underlying causes of these inequities. By prioritizing equitable access to technological resources, enhancing teacher training, and fostering collaborative approaches to ICT integration, Japan can advance toward a more inclusive educational landscape that empowers all students to thrive in an increasingly digital world.

The implications of this discussion extend beyond the borders of Japan, providing valuable insights into the global challenges of educational equity in the digital age. As countries worldwide grapple with similar issues, the lessons learned from Japan's experience can inform policies and practices aimed at ensuring that all students, regardless of their background or location, have the opportunity to succeed in a technology-driven future. Ultimately, the goal should be to create an educational environment where technology acts as a bridge rather than a barrier, fostering a generation of learners equipped to navigate the complexities of the modern world.

Japan's position in the global landscape of Information and Communication Technology (ICT) in education highlights the necessity for a more cohesive strategy that addresses existing disparities. This approach will ensure that all students, regardless of their geographical location, can benefit from the transformative potential of technology in their learning experiences.

Footnote

1 Niculina Nae, "Online learning during the pandemic: Where does Japan stand?", Euromentor, Vol. XI, Nr. 2, June 2020, pp. 7-24.

2 Information and communication technology (ICT) in education, ITEP Learning Portal, https:/ / learningportal.iiep.unesco.org/ en/ issue-briefs/improvelearning/ information-and-communication-technology-ict-in-education

3 What are the barriers to introducing ICT into schools? (Interview with Toyofuku Shinpei), The Edupedia, 2022/ 9/24, https:/ / edupedia.jp/ archives/ 26553 (accessed on 13 Sept., 2024)

4 Hiroshi Suzuki, "Covid-19: Crossing the gaps between schools in Japan to bridge an online future", GrasPP, The University of Tokyo, https://www.pp.utokyo.ac.jp/en/ graspp-blog/ covid-19-crossing-the-gaps-between-schools-in-japan-tobridge-an-online-future/, (accessed on 15 Sept., 2024)

5 MEXT, "Realizing the GIGA School Initiative", 2020,

https://www.mext.go.jp/content/20200625-mxt_syoto01-000003278_1.pdf (accessed on Sept. 10, 2024)

6 Idem, "Realizing the GIGA School Initiative"

7 Cabinet Office, "Promoting the GIGA School Initiative", 2020/11/25, https:/ /wwwb.cao.go.jp/keizaishimon/ kaigi/ special/ reform/ ab1/20201125/ shiryou2.pdf (accessed on Aug. 25, 2024)

8 MEXT, "Results of the 2017 Survey on the Actual State of Informatization of Education in Schools", https://www.mext.go.jp/component/a_menu/education/ micro_detail/__icsFiles /afieldfile/2018/03/07/1399330_01.pdf (accessed on Sept. 02, 2024)

9 Yuka Uzuki, Examples of how the GIGA initiative has led to more time being saved include characteristics of local governments and schools that have made progress in "ICT utilization", Toyo Keizai, 2023/09/15, https:/ / toyokeizai.net/articles/-/ 699831 (accessed on Aug. 31, 2024)

10 Kazuaki Iwabuchi, Kouki Hodama, Yutaka Onishi, Shota Miyazaki, Sae Nakae, and Kan Hiroshi Suzuki, "Covid-19 and education on the front lines in Japan: What caused learning disparities and how did the government and schools take initiative", Primary and Secondary Education During Covid-19: Disruptions to Educational Opportunity During a Pandemic, Fernando M. Reimers (ed.), Springer, 2022, pp. 125-151; Byeongwoo, Kang, "How the COVID-19 pandemic is reshaping the education service", in The Future of Service Post-COVID-19 Pandemic, Volume 1: Rapid Adoption of Digital Service Technology, Jungwoo Lee and Spring H. Han (eds.), Springer, 2021, pp. 15-36.

11 NTT Docomo, Kumamoto City Signs Collaboration Agreement to Promote ICT in Education-Kumamoto City, Kumamoto University, Kumamoto Prefectural University and DOCOMO to Start ICT Equipment Utilization Initiatives, Oct 22, 2018, https:/ /www.docomo.ne.jp/info/news_release/ 2018/10/22 01.html (accessed on Sept. 01, 2024)

12 Nikkei XTech, Saga Prefecture, all prefectural high schools provide one tablet per student for improved comprehension, 2015/02/26, https:/ /xtech.nikkei.com/it/ atcl/ interview /14/262522/022500127 / #:~:text=%E4% BD %90%E8%B3%80%E7%9C %8C %E3%81%A7%E3%81 %AE%E3%82%BF %E3%83%96 % E3%83%AC%E3%83%83%E3%83%88, %E8% A6% 81% E9% A0%98%E6%94%B9%E8% A8% 82%E3%81%8C%E8%A1%8C%E3%82%8F%E3% 82% 8C%E3% 82% 8B%E3% 80% 82 (accessed on Sept. 15, 2024)

13 MEXT, "Results of the 2017 Survey on the Actual State of Informatization of Education in Schools", https://www.mext.go.jp/component/a_menu/education/ micro_detail/__icsFiles /afieldfile/2018/03/07/1399330_01.pdf (accessed on Sept. 02, 2024)

14 OECD, "School education during Covid-19: Were teachers and students ready? Country note: Japan", 2020, http://www.oecd.org/education/Japan-coronaviruseducation-country-note.pdf (accessed on Aug. 22, 2024)

5 Idem

16 MEXT, "Reiwa 2 nendo gakko ~ kihon cho sa (kakuteichi) no ko hyo nit suite [Announcement of the result (latest estimates) of the basic survey of schools as of 2020". Cited in Kazuaki Iwabuchi, Kouki Hodama, Yutaka Onishi, Shota Miyazaki, Sae Nakae, and Kan Hiroshi Suzuki, "Covid-19 and education on the front lines in Japan: What caused learning disparities and how did the government and schools take initiative", in Primary and Secondary Education During Covid-19: Disruptions to Educational Opportunity During a Pandemic, Fernando M. Reimers (ed.), Springer, 2022, pp. 125-151.

17 Hiroshi Suzuki, op. cit.

18 Kazuaki Iwabuchi, Kouki Hodama, Yutaka Onishi, Shota Miyazaki, Sae Nakae, and Kan Hiroshi Suzuki, op. cit.

19 Idem

20 MEXT, "Results of the 2022 Survey on the Actual State of Informatization of Education in Schools, 2023/10/31, https://www.mext.go.jp/content/20231031mxt_jogai01-000030617_1.pdf" (accessed on Sept. 10, 2024)

21 MEXT, "Promotion of the GIGA School concept and other recent trends in education policy, 2022/3/23", https:/ /www.mext.go.jp/ content/20220322mxt_kyokasyo01-000021425_14.pdf (accessed on Sept. 10, 2024)

22 MEXT, "Results of the 2022 Survey..."

23 Tomofumi Sato, Takanobu Yoshinaka, Tomoki Hirano, Ryota Yamamoto, Junichiro Ishibashi, Masataka Sugimoto, Yuhei Yamauchi, "Comparison of ICT use in elementary and junior high schools under the GIGA School Initiative." Japan Society for Educational Technology Research Reports, Nr. 1, 2023, pp. 112-118

24 Spaceship Earth, "What is the GIGA School Concept? Current status, problems, and specific examples of use", 2023/12/21, https://spaceshipearth.jp/ giga-school/ (accessed on Aug. 31, 2024)

25 National Institute of Educational Policy Research (NIER), "Key features of OECD Programme for International Student Assessment 2022 (PISA 2022)", August 30, 2024, https:/ /www.nier.go.jp/ kokusai/ pisa/ pdf/2022/01_point_eng2.pdf (accessed on Sept. 01, 2024)

26 Ibidem

27 Ibidem

28 National Institute of Educational Policy Research (NIER), "Results of the 2023 National Academic Ability and Learning Status Survey", 2023, https:/ /www.nier.go.jp/ 23chousakekkahoukoku/ (accessed on Sept. 11, 2024)

29 Kazuaki Iwabuchi, Kouki Hodama, Yutaka Onishi, Shota Miyazaki, Sae Nakae, and Kan Hiroshi Suzuki, op. cit; What are the barriers to introducing ICT into schools? (Interview with Toyofuku Shinpei), The Edupedia, https:/ / edupedia.jp/ archives/ 26553 (accessed on 13 Sept., 2024)

References

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