With the rapid development of ICT (information and communication technology), traditional education that emphasizes knowledge alone is no longer sufficient, and the development of 21st century skills that prioritize skills and humanity has become an international trend. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has also revised its curriculum guidelines in 2017 to include the development of skills and qualities in addition to knowledge. However, many of the guidelines related to 21st century skills include primary and secondary education in general, and are not specialized in developing ICT application skills directly related to the advancement of ICT. Therefore, in this study, we aim to clarify the skills and qualities necessary to actively participate in " Society5.0 ", a highly advanced information society, and proposed advanced ICT application skills in 2019 and competencies for developing those skills in 2020. In this paper, we analyze the latest trends in data science-related guidelines such as GAISE Ⅱ, DX, and digital twin, confirm their comprehensiveness, and revise them to be able to respond to further advances in ICT.

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Computational thinking (CT), a framework for procedural thinking in programming, is a necessary skill for everyone today. Therefore, CT and programming are critical for information technology (IT) education. Educators has taught computer programming usually in higher education. As governments and educators recognized CT as essential skill for everyone, they introduced CT education even in elementary schools. Advanced countries have been trying hard to diffuse CT education. However, teaching CT concepts are still challenging for educators, and there are heavy roadblocks in the diffusion. How to teach CT to small pupils is a central theme for both these governments, including Japanese, and researchers in many countries. This article reviews past research about the extension of the CT concept, teaching approach, tools, experiments, and experiences to teach CT concepts in elementary schools. Among published teaching approaches, Design-Based Learning (DBL), an extension of Project-Based Learning, looks prospective. We surveyed past research, cases, and their findings that employed DBL as an approach to teaching CT concepts in elementary schools and discussed the effectiveness and implication into education studies. In conclusion, we discuss the relationship between machine learning and CT, other factors that affect the performance of teaching methods, and performance measuring systems.

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Due to programming education as a required course in elementary schools, the GIGA school program, and the request for Covid-19, the ICT environment in schools has been rapidly improved. However, it is difficult to say that programming education is progressing successfully in all schools. Based on the results of several surveys, we analyze the current situation and issues in programming education and propose math teaching materials using sticky notes in elementary schools. Furthermore, we will organize the results and issues obtained through classroom practice regarding the usefulness of the teaching materials.

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The Ministry of Education aims to foster 'computational thinking', a universally required skill in various future careers. This study proposes competencies for elementary school programming education, envisioning the 21st-century IT talents, considering international efforts. We validate these competencies by comparing with actual programming classes at elementary schools, and surveying teachers and working adults, confirming their necessity.

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In my seminar class, students have attained a notable degree of success in their graduation research through the application of Geographic Information Systems (GIS). Beyond conventional domain analyses like buffer analysis and the Huff model, it was discovered that advanced techniques such as accessibility analysis are well-suited for graduation research, even among students specializing in business administration. Moreover, by leveraging GIS as a low-code development tool, they achieved agile system development throughout their graduation research projects. These insights underscore the significance of GIS tools and emphasize the need for a user-oriented educational approach, distinct from the traditional engineercentric education paradigm.

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Research on continuous change is ongoing. Some studies and theories suggest processes to achieve continuous change. However, there is relatively little research on the " processes " of how different incremental changes build on each other. In addition, there is no research on continuous change for NPOs. In this paper, we study the process of accumulating different incremental changes without a clear intention in advance. To this end, we attempted to derive the process through a case study. This article clarifies that the process of realizing continuous incremental change is a process in which leaders control risks and accumulate changes, and the role of external intervention in this process.

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Teamwork (TW) does not work effectively in designer organizations (DO). This study aimed to design effective training for improving the TW of DO and verify its effectiveness. Leadership skills (LS) of managers have been shown to be effective in improving the TW of DO. Therefore, we designed and implemented project management training (PMT) based on the PM theory, which is effective for managerial LS, while considering the characteristics of DO. The effects of PMT were examined by questionnaires and interviews on changes in skills. The PMT was administered to seven DO managers, the LS and TW of managers improved before and after PMT, demonstrating favorable changes in skills. This shows that PMT in DO is effective in improving TW.

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