This paper reconsiders the framework of information ethics education in the digital age. It focuses on the structural impact of silenced victims—those whose voices are suppressed or ignored—on the pursuit of social justice. Current approaches to information ethics education tend to emphasize the prevention of harmful behavior by potential perpetrators while largely overlooking the restoration of victims’ dignity and their participation in public discourse. This study critiques this imbalance and argues for the reconstruction of educational models that cultivate ethical judgment, a sense of social responsibility, and the capacity for public engagement.

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As the philosophy of inclusive education gains traction and technology advances, the right of students with physical disabilities to learn in mainstream settings has become increasingly prioritized. The use of Information and Communication Technology (ICT) to support their diverse learning needs, independence, and social participation has become a vital means of enhancing both educational and life quality. This paper reviews ICT applications in Taiwan, focusing on five key areas: (1) ICT utilization in educational support, (2) AI-assisted image input systems for individuals with severe physical disabilities, (3) virtual reality (VR) for upper limb rehabilitation in children with cerebral palsy, (4) development of interactive learning tools using Arduino, and (5) integration and application of augmented reality (AR) technology within special education curricula. Through a comprehensive analysis, the study examines how modern technologies address the learning challenges faced by students with physical disabilities and offers insights for improving inclusive education practices in Japan.

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This study examines the significance of an educational practice aimed at fostering generative AI literacy at elementary school. The objective was to help students understand the basic mechanisms and characteristics of generative AI and experience its potential through creative activities. The participants were fifth-grade students at Kindai University Elementary School. The lessons were conducted by combining pre-learning through video with in-person instruction. The students created their own poems on the theme of environmental issues and received feedback from generative AI. A post-lesson questionnaire showed that approximately 90% of the students responded that "learning about AI is important," indicating the formation of a positive attitude toward generative AI. In addition, students' written comments revealed that some perceived AI feedback as a form of acknowledgment of their self-expression. This suggests that generative AI can function as an "interactive partner" that enhances students' creativity and expressive abilities. This study provides practical knowledge about the use of generative AI in elementary education.

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This study examines the relationship between the sense of emotional belonging at home—characterized by the ability to relax and be one’s authentic self—and factors contributing to satisfaction in family life. The results indicate that individuals who experience strong psychological and interpersonal support—such as affection and understanding from family members, low levels of family conflict, good family health, and frequent communication or shared family time—tend to report a stronger sense of belonging at home. In contrast, families characterized primarily by economic or physical attributes—such as spacious housing, favorable surroundings, high family income, or occupational prestige—showed relatively weaker associations with the sense of belonging. These findings suggest that in contemporary Japanese households, emotional bonds and relational security are more critical than material conditions in fostering a meaningful sense of belonging.

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This study developed a seamless collaboration framework for fourth-year students conducting graduation research, enabling them to address tasks required at each stage of progress, such as submitting abstracts and presentation files. The system comprises eight components—title, application, bulletin board, seminar assignment, schedule, report, and presentation—integrated into Google Sites as groupware. This paper also serves to provide the graduation research process divided into four categories―assignment of research projects, determination of research themes, interim presentation and graduation research presentation—allowing students to access relevant information as needed.

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We analyzed the relationships between interpersonal connections, independence, and proactivity with levels of well-being, discouragement, and life satisfaction. The results indicated that individuals who had trusting relationships with others, felt free to express themselves, could confidently articulate their opinions, and had experiences that fostered a sense of personal growth tended to report higher levels of well-being and life satisfaction, along with lower levels of discouragement. In contrast, individuals who experienced feelings of isolation or helplessness were more likely to exhibit higher levels of discouragement. These findings suggest that the quality of interpersonal relationships, opportunities for proactive engagement, and the freedom of self-expression play crucial roles in supporting the psychological well-being of young people.

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