From fiscal years 2020 to 2022, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) designated a group of STEAM Education Model Schools in Hyogo Prefecture and implemented theme-based programs that emphasized inquiry-based learning. This study aims to identify the key characteristics of the inquiry activities observed in these STEAM education practices and to clarify the forms of institutional support provided by local education boards that facilitated their implementation. This study adopts a literature-based qualitative approach, analyzing publicly available documents released by MEXT and related organizations. Primary sources include national policy documents and practice reports from official websites. These materials were systematically reviewed and analyzed to extract the primary features of the STEAM education initiatives.
The analysis identifies several defining features of the inquiry-oriented approach, including cross-curricular collaboration, the integration of humanities and sciences, and flexible curriculum structures that enable students to engage with real-world problems. Moreover, the findings highlight the critical role of administrative support from education boards, specifically in coordinating subjects, securing instructional time, and fostering collaboration among teachers. Finally, this study examines the potential transferability of these STEAM education practices to higher education contexts. It also proposes directions for university-level curriculum design that prioritize the development of inquiry skills, problem-solving competencies, and interdisciplinary collaboration.

Authors:
Mikako Nobuhara, Nagaoka University of Technology, Japan

About the Presenter(s)
Ms. Nobuhara is a lecturer of Nagaoka University of Technology and ex-associate professor of Tokyo Metropolitan College of Industrial Technology.

See this presentation on the full schedule – Tuesday Schedule

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