In the study of geography at junior high schools，students are expected to understand the relationship between the natural environment and human life. However，students were not interested in learning about landforms. In order to solve this problem，this project introduced a method in which students learn by experiencing the topography of Japan through the use of the Metaverse. First，the students walked together on the 3D terrain to raise their interest，then conducted research on the relationship between the natural environment and human life，and output their findings on the terrain of the Metaverse. The results of the questionnaire show that this practice increased the students' interest in learning geography and helped them to think about the relationship between the topography and human life.

　In foreign language classes, whether in higher or secondary education, much of the learning and practice typically occurs within the confines of the classroom. However, to foster a more authentic learning experience and help students set clear goals, it is crucial to create an environment that closely mirrors real-world contexts, allowing learners to apply their skills in practical scenarios. I teach Japanese as a second foreign language at a high school in Taiwan, where I aim to provide students with comprehensive communication skills in Japanese. In this study, I designed a unit aimed at equipping students with the ability to guide an acquaintance through a tourist site and provide a concise introduction to the area. The unit culminated in an event where native Japanese speakers were invited as guests, and students presented their tourist spot introductions within a metaverse setting. This paper reports on the implementation of the unit and the metaverse event, while also discussing the evaluation criteria and areas for improvement, as identified through a post-event survey.

　This study examined the use of advanced digital technologies，particularly VR and the metaverse，in the education of students with hearing impairments. First，an overview of the project was presented，explaining the considerations and points to keep in mind that are specific to schools for the hearing impaired，and then the specific uses of each technology were organised for each practical case and their effectiveness in the educational field was verified. Through these efforts，specific recommendations were made to realise an ‘inclusive digital environment' in which all students can learn equally，without hearing impaired students being left behind in the modern digital environment.

　This paper presents the implementation of "VCAM," a novel support program for school non-attenders utilizing virtual reality (VR) headsets. In 2023, we conducted VCAM both regionally in Kyoto and nationwide in Japan, engaging twenty-one middle and high school students who were not attending school. Participants immersed themselves in VR environments for one month, experiencing interactive learning and social activities. Our survey revealed high participant satisfaction and a strong inclination to recommend the program to peers. The anonymity and immersive nature of the virtual environment, coupled with our dedicated supporter system, appeared to enhance participants' psychological safety—their perception of interpersonal risk-taking—thereby facilitating social interaction. This study demonstrates the potential of VR technology in supporting school non-attenders while identifying areas for future research, including rigorous effectiveness evaluation and sustainability strategies.

　With the introduction of the GIGA school program，each municipality has set its own rules regarding GIGA devices. By understanding the contents and trends of these rules，it is thought that it will be possible to identify trends and issues related to future rule-making concerning GIGA devices. Therefore，in this study，we conducted a survey and analysis using Internet searches of the documents published by each prefecture that indicate the rules concerning GIGA devices.

　The results showed that （1） about half of the 67 local boards of education in each prefecture did not present any rules，(2) The rules of the municipalities that have provided rules include those related to “purpose of use，” “limitation/prohibition of use，” “health，” “device management，” “data management，” “morals，” “troubleshooting，” and “others，” with “health” being the most common rule component，followed by “limitation/prohibition of use” and “others. and (3) There was no significant difference in the status of setting rules between municipalities with high and low rates of Internet troubles experienced by children. These results suggest that the rules for GIGA devices set by each prefecture may not be in line with the actual conditions and utilization needs of children and students，and that it is important for each municipality to disclose the status of rule setting in order to set effective rules.

　The purpose of this study was to clarify whether collaborative video learning and individual video learning differ in the increase of critical thinking attitudes，and to confirm what advantages and disadvantages are manifested in the two types of video learning. The results of the study revealed that there was no difference in the change in the subfactors of critical thinking attitudes from pre to post between the two types of video learning. The advantages of collaborative video learning were "expansion of thinking，" "enjoyment and happiness，" "teaching each other，" and "collaborative paced learning，" while the challenges were "not hearing voices，" "not enough time，" "existence of people who do not have opinions，" "uncertainty about whether opinions are correct，" and "difficulty concentrating" . The advantages of individual video learning were "self-paced learning，" "quiet and concentrated environment，" "lots of time to think，" and "easy，" while the challenges were "no interaction，" "can't teach each other，" "skipping videos，" "getting bored，" and "feeling impatient.

　We developed a "Web Mimamori system" to ensure children's safety when searching the Internet and operated it in second- through sixth-grade classrooms to verify its effectiveness. This system can store URLs as Web logs on the server when children use the Internet with a browser. Classroom teachers and parents can check the Web logs at any time by accessing a dedicated Web site. The purpose is to refer to the Web logs and provide the necessary discussion and guidance with the children to help them think about the safety of their Internet use. The feedback from teachers and parents through surveys and interviews showed that this system can make the internet safer for children without severely limiting their learning. To make it work well, it's crucial for teachers, parents, and children to understand why it's being used, set internet usage rules, and use the logs to remind children about these rules when necessary.

　The author has conducted an asynchronous video exchange between beginner German language students and students in Germany who are learning Japanese. The class is designed with a focus on output through the use of videography，and the establishment of an exchange where videos are shared in both Japanese and German has significantly increased students' motivation to learn German，allowing them to experience a strong sense of accomplishment. This paper provides an overview of this video exchange project，which began in 2017，and presents an analysis of students' feedback on both the videography-centered classes and the video exchange with Germany.

　This study aims to identify the possibility of using generative artificial intelligence （AI） in music appreciation class. Reports indicate that children are overly influenced by the non-facts of generative AI. In this study, the author conducted a music appreciation class in an elementary school based on fact-checking content regarding music presented by Chat Generative Pre-trained Transformer （ChatGPT）. Subsequently, the children wrote an introduction to the music they appreciated. The results indicate the following possibilities for using generative AI: clarification of viewpoints when appreciating music, promotion of interest in music to be appreciated, development of media literacy, and positioning AI as a tool for relativization one's own perceptions, values, etc.

　The following survey was used in this study to examine the future of career education. A total of 32 researchers in the information field were asked about “changes in time” for “work，family，community，leisure，and study” and “the importance of career competencies” in the information society 20 years from now. Results indicated that time allocated to “work” is expected to decrease，whereas time spent on “study” and “leisure” will notably increase. These findings suggest a need for career education that enriches both “leisure” and “study” throughout life. Furthermore，the importance of “relationship-building and social integration” and “problem-solving skills” is expected to rise，highlighting the necessity of prioritizing the development of these competencies.

　Our university cafeteria is always crowded due to students and staff gathering during lunch break. Due to having to wait in a long line，some students have to give up getting lunch. However，it is important to eat regularly so as to stay healthy. We developed a monitoring system which allows students to view congestion conditions at the cafeteria in real time so that students can choose the appropriate time to go，or decide to get a take-out lunch from the school tuck shop instead. In this way they will be able to maintain a regular eating schedule. In this paper，we describe our information system which visualize congestion at the cafeteria and the convenience store，and demonstrate that the development objectives of the system have been successfully achieved through experimental results.

　We measured the computational thinking （CT） of first-year humanities students （n = 18） in a programing class and analyzed its relation to their knowledge of programing and understanding and interest in electronics. Students' CT was negatively correlated with their knowledge of programing，measured using 15 true-or-false questions. Moreover，it was related to the students' understanding and interest in electronics. The students in the upper 25% on the CT scale gave more affirmative answers to the questionnaire than those in the lower 25%.