Abstract

This article critically explores Japan’s policy of introducing Generative AI into schools by analyzing the national and local policies to implement it. The article reveals pessimistic contradictions between AI introduction strategies and inherent features of Japanese educational culture. Three cultural dimensions are seen in the research: the relational and interdependent sense of self (jiko) vs. individualized learning pathways offered by AI; the selfless teacher culture (kenshin-teki kyōshi-zō) endangered by contradictory impacts through AI implementation; and community-centric school activities (Tokubetsu katsudō) because they cannot be optimally replaced by AI. While the vision of Japan’s Society 5.0 promotes human-centered technology rooted in dignity, diversity, and sustainability values, day-to-day practice in daily life adheres to neoliberal ideology likely to speed up tendencies toward Western-style individualism. Current AI training procedures are most commonly found to prioritize technical aspects in a way that neglects socio-cultural contexts. This gap represents a missed chance to develop typically Japanese educational technology policies that are able to harness the potential of AI without compromising the values of traditional education. The article concludes that successful AI integration in Japanese education requires systems that actively promote interdependent learning, preserve the irreplaceable roles of teachers, and enhance rather than replace community-forming aspects of education.