Information and Communication Technology (ICT) in education has transformed the global educational landscape, offering new opportunities and challenges in terms of access, quality, and engagement. This paper compares the use of ICT in school education in two diverse countries—India and Japan. While both countries have made significant strides in incorporating ICT into the education system, their approaches and implementation strategies differ due to variations in socio-economic factors, technological infrastructure, and educational policies. The study explores the role of ICT in enhancing teaching and learning, challenges faced in integration, and the outcomes in terms of student performance and teacher professional development in both countries.

This study compares the pedagogical approaches to teaching equations in two 7th-grade mathematics textbooks (Japan) and Manual for Mathematics Learning (Mozambique). Mozambique’s textbook classifies equations as possible, impossible, or indeterminate and emphasizes real-life word problems. However, this focus on classification may hinder systematic problem-solving skills. In contrast, Japan’s curriculum emphasizes procedural fluency with step-by-step strategies and visual aids, enhancing students’ understanding of algebra. The findings suggest that while Mozambique’s approach encourages conceptual knowledge, it could integrate more procedural techniques and visual aids. Japan could benefit from a broader range of real-world applications. A balanced approach that combines conceptual insight with procedural mastery is essential for developing lasting mathematical proficiency.