This study investigates the characteristics of Japanese primary school mathematics lessons that adopt a problem-solving approach. We argue that these characteristics are reflected in three key aspects: collective teaching and learning, the lesson as a "drama" (i.e., its structured flow), and the focus on mathematical knowledge. In this…

The 2015 revision of Japan's Course of Study marked a significant reform in moral education, promoted as moral education that encourages children to think and discuss. This study analyzes this reform, focusing on debates and challenges that emerged during the policy-making process led by the Ministry of Education, Culture, Sports, Science and…

This study focuses on the relationship between an autonomy-supportive classroom climate and changes in attitudes towards social participation in mixed-grade classes. The research field involved the learning activities conducted in a Japanese elementary school. Learning activities were carried out in mixed-grade classes, and the children engaged in…

The Skills Imperative 2035 is a five-year strategic research programme, funded by the Nuffield Foundation, which is investigating future skills needs, skills supply and skill development, with a particular focus on the 'Essential Employment Skills' (EES) that are projected to be most vital across the labour market in 2035. The focus in this stage…

Many educators face the challenge of engaging students in science and mathematics, often struggling to bridge the gap between theoretical concepts taught in classrooms and their real-world applications. This disconnect can lead to disinterest and disengagement among students, hindering their learning outcomes. "Cases on Informal Learning for…