Learning of Tomorrow Association Releases Viewpoint on the Minister's Statement Regarding Digital Textbooks
The Learning of Tomorrow (LOT) association expressed concern over a minister's response suggesting potential restrictions on digital textbook usage in specific grades or subjects, emphasizing the importance of inclusive education and personalized learning based on empirical evidence.
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Statement on the Minister's Response Regarding Digital Textbooks
April 2026
Policy Team, Learning of Tomorrow (LOT)
We express deep concern regarding the recent response from the Minister concerning digital textbooks.
In Japan today, digital textbooks are positioned as an essential educational foundation, following years of empirical research and practical application on the ground. They contribute significantly to improving learning quality, enabling personalized learning, and promoting inclusive education. Specifically, features such as text-to-speech, magnified display, and recording/playback functions serve as indispensable support for various types of learners.
Despite this accumulated knowledge, any direction suggesting a uniform restriction on the use of digital textbooks in specific grades or subjects must be approached with extreme caution from the perspective of evidence-based policymaking. Such restrictions require sufficient justification and explanation.
Furthermore, this issue requires careful consideration in light of the 'Act on the Promotion of Informatization of School Education (Act No. 47 of 2019),' which aims to 'develop an environment where all children and students can receive education effectively according to their individual situations.'
Of particular importance is the scope and positioning of 'digital textbooks' referred to in the recent statement. Under the current system, digital textbooks are already widely used to supplement paper textbooks, and we understand that this is not being denied. On the other hand, we are aware of ongoing discussions regarding the scope of implementation as research progresses on usage models that do not assume paper as a prerequisite.
However, in any discussion, the realization of personalized learning and the guarantee of learning opportunities for diverse children must not be compromised. Above all, for children who cannot access printed text due to visual or other conditions, restrictions based on grade or subject could result in a significant handicap.
Education evolves through the integration of technology, systems, and learning environment design. Digital textbooks are not merely a replacement of media but hold the potential to redesign learning itself. This potential should not be narrowed based on limited assumptions or insufficient understanding.
We strongly call for calm and open discussions based on scientific evidence, drawing upon the results of empirical research and expertise from the field.
Most importantly, we hope that we will return to the fundamental principle of realizing better learning for all children, appropriately evaluating and developing the potential of digital textbooks.
Web: https://lot.or.jp/report/16546/
Learning of Tomorrow (LOT)
Chairman: Hiroshi Komiyama (Chairman of Mitsubishi Research Institute, 28th President of the University of Tokyo)
President: Nanako Ishido (Professor at Keio University, President of NPO CANVAS)
Official Site: http://lot.or.jp/
Official Facebook Page: https://www.facebook.com/LearningofTomorrow/
April 2026
Policy Team, Learning of Tomorrow (LOT)
We express deep concern regarding the recent response from the Minister concerning digital textbooks.
In Japan today, digital textbooks are positioned as an essential educational foundation, following years of empirical research and practical application on the ground. They contribute significantly to improving learning quality, enabling personalized learning, and promoting inclusive education. Specifically, features such as text-to-speech, magnified display, and recording/playback functions serve as indispensable support for various types of learners.
Despite this accumulated knowledge, any direction suggesting a uniform restriction on the use of digital textbooks in specific grades or subjects must be approached with extreme caution from the perspective of evidence-based policymaking. Such restrictions require sufficient justification and explanation.
Furthermore, this issue requires careful consideration in light of the 'Act on the Promotion of Informatization of School Education (Act No. 47 of 2019),' which aims to 'develop an environment where all children and students can receive education effectively according to their individual situations.'
Of particular importance is the scope and positioning of 'digital textbooks' referred to in the recent statement. Under the current system, digital textbooks are already widely used to supplement paper textbooks, and we understand that this is not being denied. On the other hand, we are aware of ongoing discussions regarding the scope of implementation as research progresses on usage models that do not assume paper as a prerequisite.
However, in any discussion, the realization of personalized learning and the guarantee of learning opportunities for diverse children must not be compromised. Above all, for children who cannot access printed text due to visual or other conditions, restrictions based on grade or subject could result in a significant handicap.
Education evolves through the integration of technology, systems, and learning environment design. Digital textbooks are not merely a replacement of media but hold the potential to redesign learning itself. This potential should not be narrowed based on limited assumptions or insufficient understanding.
We strongly call for calm and open discussions based on scientific evidence, drawing upon the results of empirical research and expertise from the field.
Most importantly, we hope that we will return to the fundamental principle of realizing better learning for all children, appropriately evaluating and developing the potential of digital textbooks.
Web: https://lot.or.jp/report/16546/
Learning of Tomorrow (LOT)
Chairman: Hiroshi Komiyama (Chairman of Mitsubishi Research Institute, 28th President of the University of Tokyo)
President: Nanako Ishido (Professor at Keio University, President of NPO CANVAS)
Official Site: http://lot.or.jp/
Official Facebook Page: https://www.facebook.com/LearningofTomorrow/