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Between Society 5.0 and Educational Traditions: Exploring Cultural and Philosophical Misalignment in Japan's Integration of Generative AI

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Title: Between Society 5.0 and Educational Traditions: Exploring Cultural and Philosophical Misalignment in Japan's Integration of Generative AI
Language: English
Authors: Phuong-Thao T. Luu (ORCID 0009-0002-2833-8540), Manh-Tung Ho (ORCID 0000-0002-4432-9081), Hong-Kong T. Nguyen, Duc-Hung Nguyen (ORCID 0009-0006-9193-1514), Ngoc-Thang B. Le, Hung-Hiep Pham (ORCID 0000-0003-3300-7770)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Artificial Intelligence, Foreign Countries, Educational Policy, Technology Uses in Education, Philosophy, Ethics, Cultural Influences, Technology Integration
Geographic Terms: Japan
DOI: 10.1111/ejed.70487
ISSN: 0141-8211
1465-3435
Abstract: This article critically examines Japan's integration of Generative AI (GenAI) into education by analysing national and local policy frameworks alongside the cultural, ethical and philosophical traditions that shape Japanese views of technology and schooling. The analysis highlights the limitations of AI-driven digital acculturation in the Japanese educational context. It identifies major cultural misalignments between approaches to integrating AI in education (AIED) and the values underpinning the Japanese schooling system across three dimensions: the relational and interdependent self ('jiko') versus individualised AI learning pathways; the selfless teacher ideal ('kenshin-teki kyoshi-zo') challenged by new professional pressures; and community-based school practices ('tokubetsu katsudo') that cannot be authentically replicated through digital technologies. While Japan's Society 5.0 vision promotes human-centred innovation grounded in dignity, diversity and sustainability, AI policy often reflects neoliberal values emphasising efficiency and individualism. The findings suggest that integrating AI harmoniously into Japanese educational culture requires the promotion of interdependent learning, the balanced role of teachers and enhancement in community-forming aspects of education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497715
Database: ERIC
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  Data: Between Society 5.0 and Educational Traditions: Exploring Cultural and Philosophical Misalignment in Japan's Integration of Generative AI
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  Data: <searchLink fieldCode="AR" term="%22Phuong-Thao+T%2E+Luu%22">Phuong-Thao T. Luu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-2833-8540">0009-0002-2833-8540</externalLink>)<br /><searchLink fieldCode="AR" term="%22Manh-Tung+Ho%22">Manh-Tung Ho</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4432-9081">0000-0002-4432-9081</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hong-Kong+T%2E+Nguyen%22">Hong-Kong T. Nguyen</searchLink><br /><searchLink fieldCode="AR" term="%22Duc-Hung+Nguyen%22">Duc-Hung Nguyen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-9193-1514">0009-0006-9193-1514</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ngoc-Thang+B%2E+Le%22">Ngoc-Thang B. Le</searchLink><br /><searchLink fieldCode="AR" term="%22Hung-Hiep+Pham%22">Hung-Hiep Pham</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3300-7770">0000-0003-3300-7770</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy%22">Philosophy</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink>
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  Data: 10.1111/ejed.70487
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  Data: This article critically examines Japan's integration of Generative AI (GenAI) into education by analysing national and local policy frameworks alongside the cultural, ethical and philosophical traditions that shape Japanese views of technology and schooling. The analysis highlights the limitations of AI-driven digital acculturation in the Japanese educational context. It identifies major cultural misalignments between approaches to integrating AI in education (AIED) and the values underpinning the Japanese schooling system across three dimensions: the relational and interdependent self ('jiko') versus individualised AI learning pathways; the selfless teacher ideal ('kenshin-teki kyoshi-zo') challenged by new professional pressures; and community-based school practices ('tokubetsu katsudo') that cannot be authentically replicated through digital technologies. While Japan's Society 5.0 vision promotes human-centred innovation grounded in dignity, diversity and sustainability, AI policy often reflects neoliberal values emphasising efficiency and individualism. The findings suggest that integrating AI harmoniously into Japanese educational culture requires the promotion of interdependent learning, the balanced role of teachers and enhancement in community-forming aspects of education.
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