The „New Education Expo 2024 in Tokyo“ for education professionals took place from June 6th to 8th at Tokyo Big Sight in Ariake. One of the key seminars held during the event was titled „Advancing AI and Data Science Education in Universities – Generating AI Skills is Essential.“ The seminar featured discussions between representatives from the Ministry of Education, Culture, Sports, Science and Technology (MEXT) and university officials regarding the latest trends and future directions in the promotion of mathematical, data science, and AI education.
The panelists included Mr. Morijiro Mori, Planning Officer at the Higher Education Bureau of MEXT, Mr. Hiroyoshi Minami, Vice President of Kwansei Gakuin University and Director of the Information Technology Promotion Organization, and Professor Hiroyasu Yado, Director of the Graduate School of Advanced Integrated Studies in Human Survivability at Doshisha University and Chairman of the Statistical Society of Japan. The session was moderated by Mr. Jun Nakano, Deputy Unit Chief of the Nikkei BP Technology Products Unit.
During the seminar, the representatives from MEXT, Kwansei Gakuin University, and Doshisha University delivered presentations and engaged in discussions on AI and data science education at universities.
Mr. Mori from MEXT highlighted the current demand for IT talent in Japan and the potential shortage of advanced IT professionals by 2030 if skill conversion stagnates. He also referenced the IMD World Digital Competitiveness Ranking 2023, which ranked Japan 32nd out of 64 countries in digital competitiveness, particularly noting weaknesses in digital technology skills and the utilization of big data and analytics. With the increasing adoption of digital transformation (DX) by companies, there is a growing gap between the demand for IT talent and the supply available. As a result, there is a growing expectation for university graduates to possess interdisciplinary knowledge, as well as specialized expertise in mathematics, data science, AI, and IT.
The government’s initiatives, such as the „AI Strategy 2019,“ aim to foster digital literacy and skills in all citizens, with a specific focus on mathematical, data science, and AI education. By 2025, the government aims to produce 2,000 problem-solving AI professionals annually, train 250,000 individuals in AI application skills, and expand digital literacy to 500,000 university and technical college graduates. The „Digital Smart City National Concept“ under the Kishida Cabinet also aims to establish a framework to nurture 450,000 digital professionals by the end of the 2024 fiscal year and train 2.3 million digital talents over a five-year period from 2022 to 2026.
To accelerate the achievement of these goals, Mr. Mori discussed the establishment of the Mathematical, Data Science, and AI Education Enhancement Hub Consortium, which aims to promote the dissemination and expansion of MDA education in universities and technical colleges nationwide. The consortium is working on developing a model curriculum that all universities and technical colleges can reference. As of August 2023, 382 programs have been certified for literacy level, with 25 programs selected for the „Certified Education Program Plus“ designation due to their innovative features. Additionally, 147 programs have been certified for applied basic level, with 16 programs selected for the plus designation.
The consortium has revised the model curriculum for MDASH in 2024, focusing on foundational understanding of cutting-edge technologies like generative AI and their relationship with Information I education content.
Furthermore, the Ministry of Education has allocated a budget of 10 billion yen in the supplementary budget for the 2023 fiscal year to promote the „High School DX Acceleration Project“ (DX High School) to enhance the development of digital talent supporting growth areas. The project aims to support approximately 1,000 public and private high schools with a subsidy of 10 million yen per school for the enhancement of curricula emphasizing information, mathematics, and the use of ICT for interdisciplinary and exploratory learning. The selected schools are encouraged to promote the completion of courses such as „Information II,“ „Mathematics II-B,“ and „Mathematics III-C,“ as well as the establishment of courses and the implementation of interdisciplinary and exploratory learning using digital tools.
In conclusion, the efforts to strengthen AI and data science education in universities and high schools are crucial for meeting the growing demand for digital talent in Japan. By fostering a workforce equipped with the necessary skills and knowledge in mathematics, data science, and AI, the country can enhance its digital competitiveness and drive innovation in various sectors. The collaborative initiatives between government agencies, educational institutions, and industry stakeholders are essential for building a sustainable pipeline of digital professionals to support Japan’s digital transformation and economic growth.