Minna no Code x Japan Women's University Junior High School Announce Teaching Plans for Technology and Information Fields
Minna no Code and Japan Women's University Junior High School have released teaching plans and lesson slides for the technology and information fields. Supported by Kyndryl, this project aims to bridge the gender gap in technology by developing curricula that include AI utilization, fostering student engagement in technology.
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- 📰 Published: May 9, 2026 at 00:00
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Minna no Code (a non-profit organization based in Yokohama, Kanagawa, Representative Director: Akiko Sugenohara, hereinafter "Minna no Code") has released teaching plans and lesson slides for the technology and home economics technical field (hereinafter "technology education"), specifically in the information domain, which were developed in collaboration with Japan Women's University Junior High School (Kawasaki, Kanagawa, Principal: Yukiko Nonaka, hereinafter "Japan Women's University Junior High").
This project was conducted with a grant from Kyndryl Japan Co., Ltd. (hereinafter "Kyndryl") and aims to eliminate the gender gap in the technology field.
About This Project
Minna no Code and Japan Women's University Junior High School signed a "Cooperation Agreement on Fostering Cross-Curricular Information Literacy" in September 2023. With an eye on eliminating the gender gap in the technology field, they have been working on creating curricula that allow students to leverage their individuality and providing accompanying support for teachers.
From July 2024, with assistance from Kyndryl, they developed a curriculum to enhance information literacy through experiences more closely related to daily life, including the utilization of AI.
In the creation and implementation of the curriculum, former junior high school teacher instructors from Minna no Code held repeated discussions with teachers, refining the curriculum while observing student reactions. Kyndryl employees with deep knowledge of programming also participated in classes as volunteers, providing support to boost students' interest in the IT field.
Released Teaching Plans and Lesson Slides
Through this project, the following six teaching plans and lesson slides have been created and released.
First Year
- Programming Dot-Art Chat! ~From the Basics of "Information" to Network Mechanisms~ (https://miratan.code.or.jp/news-61/)
- Creating Conversational Programming with 'BOCCO emo' (https://miratan.code.or.jp/news-62/)
- Programming to Change Inconvenience into Convenience. Measurement and Control Starting from "Problem Discovery" (https://miratan.code.or.jp/news-63/)
Second Year
- How Does QR Code Payment Work? Utilizing Bidirectionally Connected Networks (https://miratan.code.or.jp/news-60/)
Third Year
- Exploring Words Understood by AI! Prompt Introduction to SDGs Poster Creation (https://miratan.code.or.jp/news-13/)
- Learning AI Mechanisms through 'Experience'! Rock-Paper-Scissors Game with Image Recognition AI (https://miratan.code.or.jp/news-64/)
In all these classes, importance was placed on whether the examples used in class were familiar and relatable to students, and whether the tasks aligned with students' interests and concerns, aiming for "classes where students create what they want to create."
For instance, when introducing experts involved in information technology such as generative AI, gender balance was considered. Additionally, efforts were made to set themes for solving familiar problems, such as "letting home robots play an active role in school events" or "creating electronic payment systems."
Comment from Teacher Toyama, Japan Women's University Junior High School
Regarding the information field of technology education, I initially had concerns, but as a result of various support, we ourselves came to enjoy teaching it. We also became able to devise improvements for the content and materials, thinking "how can we make this easier for students to understand?" or "I want to try using this material that students might find appealing." I believe that students have developed the ability to think about how they themselves can utilize information technology and have deepened their learning by shaping their ideas.
Furthermore, among Kyndryl's volunteers, there were some alumnae of our school, and I was particularly impressed by how actively students participated in classes where these volunteers were involved.
We will continue to learn as teachers in collaboration with external partners and strive to create classes that foster students' imaginative power.
Comment from Akiko Sugenohara, Representative Director of Minna no Code
Since the establishment of our organization, we have been working with the vision of "making Japan a country where everyone can creatively enjoy technology," promoting information education in schools and communities. Especially in the technology field, a significant gender gap is recognized, and Minna no Code is focusing on this as a priority initiative.
In this project, with the assistance of Kyndryl, we experimented with creating classes where each student can feel the potential of technology as an extension of their daily lives and express what they like and are good at. We aimed to provide both students and teachers with the joy of solving "familiar problems" with their own hands.
This project was conducted with a grant from Kyndryl Japan Co., Ltd. (hereinafter "Kyndryl") and aims to eliminate the gender gap in the technology field.
About This Project
Minna no Code and Japan Women's University Junior High School signed a "Cooperation Agreement on Fostering Cross-Curricular Information Literacy" in September 2023. With an eye on eliminating the gender gap in the technology field, they have been working on creating curricula that allow students to leverage their individuality and providing accompanying support for teachers.
From July 2024, with assistance from Kyndryl, they developed a curriculum to enhance information literacy through experiences more closely related to daily life, including the utilization of AI.
In the creation and implementation of the curriculum, former junior high school teacher instructors from Minna no Code held repeated discussions with teachers, refining the curriculum while observing student reactions. Kyndryl employees with deep knowledge of programming also participated in classes as volunteers, providing support to boost students' interest in the IT field.
Released Teaching Plans and Lesson Slides
Through this project, the following six teaching plans and lesson slides have been created and released.
First Year
- Programming Dot-Art Chat! ~From the Basics of "Information" to Network Mechanisms~ (https://miratan.code.or.jp/news-61/)
- Creating Conversational Programming with 'BOCCO emo' (https://miratan.code.or.jp/news-62/)
- Programming to Change Inconvenience into Convenience. Measurement and Control Starting from "Problem Discovery" (https://miratan.code.or.jp/news-63/)
Second Year
- How Does QR Code Payment Work? Utilizing Bidirectionally Connected Networks (https://miratan.code.or.jp/news-60/)
Third Year
- Exploring Words Understood by AI! Prompt Introduction to SDGs Poster Creation (https://miratan.code.or.jp/news-13/)
- Learning AI Mechanisms through 'Experience'! Rock-Paper-Scissors Game with Image Recognition AI (https://miratan.code.or.jp/news-64/)
In all these classes, importance was placed on whether the examples used in class were familiar and relatable to students, and whether the tasks aligned with students' interests and concerns, aiming for "classes where students create what they want to create."
For instance, when introducing experts involved in information technology such as generative AI, gender balance was considered. Additionally, efforts were made to set themes for solving familiar problems, such as "letting home robots play an active role in school events" or "creating electronic payment systems."
Comment from Teacher Toyama, Japan Women's University Junior High School
Regarding the information field of technology education, I initially had concerns, but as a result of various support, we ourselves came to enjoy teaching it. We also became able to devise improvements for the content and materials, thinking "how can we make this easier for students to understand?" or "I want to try using this material that students might find appealing." I believe that students have developed the ability to think about how they themselves can utilize information technology and have deepened their learning by shaping their ideas.
Furthermore, among Kyndryl's volunteers, there were some alumnae of our school, and I was particularly impressed by how actively students participated in classes where these volunteers were involved.
We will continue to learn as teachers in collaboration with external partners and strive to create classes that foster students' imaginative power.
Comment from Akiko Sugenohara, Representative Director of Minna no Code
Since the establishment of our organization, we have been working with the vision of "making Japan a country where everyone can creatively enjoy technology," promoting information education in schools and communities. Especially in the technology field, a significant gender gap is recognized, and Minna no Code is focusing on this as a priority initiative.
In this project, with the assistance of Kyndryl, we experimented with creating classes where each student can feel the potential of technology as an extension of their daily lives and express what they like and are good at. We aimed to provide both students and teachers with the joy of solving "familiar problems" with their own hands.