Abstract

Considering the advanced development in technology in the digital era, it is inevitable that educational curricula require adjustment to prepare young generations for the future. These adjustments create challenges for educators that can be overwhelming. Schools in Japan nationwide follow the national curriculum designed and announced by the central Ministry of Education, Culture, Sports, Science, and Technology in Tokyo. One of the recent challenges Japanese elementary school teachers face is how to deliver the new curriculum of computer programming education introduced in 2020, with programming education suddenly becoming mandatory. Using action research as a methodology, this study depicts the responses of a group of teachers, parents, and students in a rural area of Japan to the new government's initiatives in the digital age. It also focuses on improving the situations by identifying issues and clarifying uncertainty of the programming education through public workshops.

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