“The life 100 years times,” Our country reach a big turning point for society after 2030 such as the arrival of “the super smart society” (Society 5.0). In our country, low birthrate and aging advances, and 11.94 million people, productive population decrease to 59.78 million juvenile population in 2040. This is higher than a one-third of the total population of our country. And such situation a lot of country people are 65 years or older. Furthermore, the Japanese labor productivity is lower than the OECD countries, and the recurrent education demanded in future what I raise. About the current situation and a problem of it is, I list it based on a role demanded from the university.

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In response to rapid changes in industrial structures and the need for fostering talent capable of driving innovation, continuous learning beyond university education is expected. In this context, micro-credentials-which allow learners to acquire specific skills in relatively short periods and demonstrate their learning outcomes-are gaining attention worldwide. Micro-credentials enable diverse lifelong learning. Learners need mechanisms to compare and select micro-credentials issued by various institutions, and employers require frameworks to evaluate them appropriately. In Japan, the Micro-credential Joint Working Group (JWG) is developing a framework for standardizing micro-credentials and guidelines for digitally issuing certificates, while also promoting international collaboration.

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Awarding micro-credentials using digital badges has recently gained momentum in Japanese higher education. However, the digital badge system has grown in the Liberal Skill Formation System, facilitating short-term adaptation to job-based employment culture. East Asian countries, on the other hand, have developed a different lifelong learning storage system known as the Academic Credit Bank. The badge system and credit bank have their own benefits and adaptability; therefore, this paper overviews their usage in each East Asian country with their different skill formation systems. In conclusion, the badge system has more strength in job-connected fields such as professional education, technology, and engineering. However, a central credential storage platform is also necessary for verifying macro-credentials, such as degrees and graduate certification, and various credits that will be accumulated to attain them.

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In this paper, the progress of digital credentials and digital badges is reviewed in focusing both on international technical standards such as 1EdTech Consortium’s Open Badges, CLR and CASE, and several microcredential frameworks in the US and Japan. Microcredentials are one of the essential functions of the digital ecosystems for lifelong learning and recurrent education.

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Japan Massive Open Online Education Promotion Council (JMOOC) plays a vital role in promoting recurrent education in Japan, offering diverse learning opportunities through collaboration with both domestic and international MOOC platforms. Its partnerships with global platforms such as Thai-MOOC and KMOOC (Korea MOOC) have expanded the educational scope for learners, fostering international exchange and skill development. Despite its achievements, JMOOC faces challenges such as addressing the diverse needs of learners, ensuring the quality of education, enhancing international collaboration, improving infrastructure, and securing financial sustainability. By tackling these issues, JMOOC can continue to contribute to global education and the development of competitive, internationally-minded professionals.

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This paper introduces the recurrent education initiatives of professional graduate schools, with a particular focus on curricula designed for working adults. The study emphasizes the importance of recurrent education and explores the motivations behind pursuing it. Our discussion centers on the Advanced Institute of Industrial Technology (AIIT), a leading professional university in this field. The authors include a former president of AIIT and a professor who is also an alumnus. We discuss key strategies to enhance recurrent education, detailing AIIT’s ongoing efforts since its establishment and the major restructuring undertaken in 2020. Additionally, the paper presents findings on the factors influencing individuals’ decisions to engage in recurrent education, offering valuable insights from both management and educator perspectives.

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The rate of enrollment in higher education institutions has increased sharply since 1960. Due to rapid changes in the social environment, it is difficult for both students and working adults to envision their own careers. Expectations are high for engineers who will be responsible for realizing Society 5.0 from around 2020, but there are concerns about a lack of academic ability and executive ability. Currently, there is an active effort to introduce recurrent education. We propose that engineers consider their own career plans, plan their own learning in the engineering field, and use recurrent education.

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As digital transformation (DX), which promotes customer-centered value innovation and the transformation of business models for competitive advantage through advanced IT and digital technologies, is required in all industries, we are providing and managing a recurrent education program called “Smart SE” through a large-scale industry-academia collaboration led by Waseda University. The program meets the needs for human resource development to promote DX and advanced ICT represented by IoT and AI. In this paper, we provide an overview of the program and explain its curriculum design, industry-academia collaboration, quality assurance, and human resource development effects in response to the needs of society. In addition, we explain the development of broader education and its linkage with research and summarize by considering the prospects for recurrent education.

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Various open educational materials have been produced and made available on the internet by the human resource development project in the nuclear field at Hokkaido University. Massive Open Online Courses (MOOCs) also have been produced and offered by the project. Both of them can be used and effective in recurrent education. Course materials for recurrent education need to be designed in a systematic, comprehensive, and hierarchical manner in order to meet the requirements and preferences for professional development and skill enhancement of individual students. The content needs to be aligned with industry and societal needs reflecting the latest progress in science and technology. Offering certificates of completion can also serve as motivation for learners. Human resources are vital in developing these educational materials as collaborative activities are necessary between experts in nuclear engineering and educational technology, as well as technical staffs who specializes in copyright processing etc.

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This study examines a recurrent education program for young production engineers, aimed at developing future leadership candidates. The program utilizes mixed teams of students and working adults to cultivate the ability to address the central challenge of production engineers: optimizing Quality, Cost, and Delivery (QCD). The curriculum includes lectures and practical training on Digital Transformation (DX), process management, process improvement, and cost control. Educational effects were evaluated through surveys of participants and their supervisors. Survey results revealed high satisfaction with the program’s mixed-team approach and cross-industry learning opportunities. The program aims to enhance both technical skills and leadership potential, preparing participants for future managerial roles in production engineering.

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Center for Embedded Computing Systems at Graduate School of Informatics Nagoya University(NCES)has been continuously engaged in research on embedded systems and the development of professional engineers in the field since its establishment in 2006. In response to societal needs, NCES has been offering educational programs at both the undergraduate level (for entry-level engineers) and the graduate level (for mid-level and senior engineers) since 2024 through open lectures. This paper describes the specific initiatives of these educational programs and the results of a survey of participants.

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Tokyo Denki University’s CySec is a special course aimed at education and human resource development in the field of cybersecurity. Launched in 2015, it provides graduate students and working professionals with the opportunity to acquire international cybersecurity knowledge and skills. The program includes a systematic curriculum designed with the CISSP certification in mind, combining theoretical and practical education. To meet the needs of working professionals, hybrid teaching formats and intensive courses have been introduced. Additionally, by strengthening collaboration with external companies and experts, CySec aims to foster highly specialized personnel with practical cybersecurity knowledge and skills, with a focus on obtaining CEH certification.

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Tohoku University has formulated the “Tohoku University Vision 2030” in 2018. Based on the vision, we have established priority strategies for education, research, co-creation with society, and university management. In terms of education, the main focus is to promote educational DX. Open badges are suitable for clearly indicating the knowledge and skills acquired by learners as their learning history and for clarifying learning opportunities in response to changes in society. Moreover, it is expected to contribute significantly to the construction of future study plans and career planning by visualizing the learning achievements of individual learners. In this paper, I would like to introduce the background and progress of the open badges at Tohoku University, and discuss the challenges toward the realization of micro-credentials.

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“AI and Human Society” is a recurrent education program launched in FY2023 at Hokkaido University to cultivate professionals to deal with ELSI in the field of AI. The program consisted of two online courses and one face-to-face course. To implement this new and unconventional program, we organized several institutional systems within the university. This paper reports on the findings and challenges from this practice.

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We have entered an era where there is active movement of people switching between the educational and labor markets due to the social environment and advances in digital technology. We outline the future development of recurrent education based on the planning and implementing of a DX/GX recurrent education program by Momoyama Gakuin Educational Corporation which took social background into account.

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The authors conducted digital-transformation (DX) reskilling education for job seekers in 2021 and for chemical company employees in 2023. The purpose of the DX education for job seekers was for them to acquire DX knowledge and skills and then find employment. The purpose of the DX education for chemical company employees was to enable them to solve problems that arise in the workplace using AI and other techniques. This paper provides an overview of each educational program and reports that the objectives of each were achieved to a certain extent.

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Amid the increasing importance of human capital management, Sumitomo Heavy Industries Group launched the Human Resource Development Center in January 2024 to focus on nurturing talent that will play a central role in this area. The company is working on establishing a framework necessary for both individuals and the organization to grow. This involves creating a development plan based on the gap between the desired state and the current situation, and establishing an educational system necessary to achieve it, which will be continuously updated. This article provides an overview of two vital elements of this framework: competency management, which visualizes employees’ abilities, and an educational system that combines on-the-job training (OJT) and off-the-job training (OFF-JT).

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