19/03/2026
The 1998 revision introduced the concept of fostering ikiru-chikara (“competencies for living”) for the first time. In subsequent revisions in 2017, 2018, and 2019, the expression was updated to ikiru-chikara manabi no sono saki e (“competencies for living—beyond learning”).
Ikiru-chikara specifically refers to a balanced development of knowledge, virtue, and health. Knowledge represents academic ability, virtue reflects humanity, and health encompasses overall physical health. Since all of these are considered essential qualities for members of society, Japan has long practiced what is called “whole person” education, aiming to cultivate well-rounded and harmonious individuals.
Mixed-age group activities foster social connections between pupils of different ages. For example, in interactions between first and sixth graders in elementary school, the older pupils develop a sense of responsibility as senior members, while the younger pupils look up to them and emulate their behavior. Through these vertical relationships, social connections within the school expand and deepen. The emphasis on group cohesion is one of the appealing aspects of Japanese school culture.
Japanese teachers carefully observe students during their lessons, paying close attention to each child’s emotions and relationships with peers, and engaging with them thoughtfully. This approach to teaching has been highly regarded internationally.
In Japan, the working conditions of teachers have also become a pressing issue. The workload involved in fully supporting students’ lives can be overwhelming, and many teachers experience physical and mental stress from “education without a break.” As a result, the number of teachers taking extended leave has increased, and fewer young people tend to choose teaching as a career due to concerns about the work environment. This is regrettable, as teachers play an extremely important role in shaping children’s personalities and laying the foundation for their lifelong happiness. In Japan, former students continue to hold their teachers in high regard long after graduation. Creating a school work environment where teachers can fulfill these vital and honorable responsibilities with a sense of purpose and satisfaction is therefore essential.
Amid these various challenges, there is a growing momentum to introduce learning approaches tailored to each child’s thoughts and pace, emphasizing learning in which students engage deeply with the subject matter and are emotionally involved. The concept of well-being should be respected for every child and every teacher. Looking ahead, it is desirable for schools to continue creating educational environments that respond to the changing times, while asking how schools can be places that foster a sense of attachment and belonging for all.
1. Being in a state of good physical, mental, and social condition. A concept that includes not only short-term well-being, but also sustainable well-being in the future, such as having a sense of purpose and meaning in life.
2. While cognitive abilities refer to skills that can be measured numerically, such as academic performance or IQ, non-cognitive abilities are more difficult to quantify and include traits such as perseverance, social skills, and self-esteem.
Initiatives developed in Japanese schools have recently attracted international attention and are being adopted in educational settings overseas. What has Japanese school education, which has shaped a distinctive culture, sought to achieve? We spoke with Professor AKITA Kiyomi to explore its journey...
