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The issue of *Equitable Access to Learning* has traditionally centered on improving literacy rates and ensuring fundamental academic skills in developing countries. Efforts have largely focused on expanding elementary education opportunities through measures such as school construction, recruiting teachers, and enhancing teacher quality via Official Development Assistance (ODA).
However, in recent years, this issue has gained renewed importance even in developed countries, where primary and secondary education opportunities were assumed to be firmly established. Specifically, since the COVID-19 pandemic, the rate of school absenteeism—particularly among middle school students—has risen sharply, with no clear signs of improvement.
At the same time, educational environments have evolved dramatically with the introduction of *DX (Digital Transformation)* and *AI*, prompting discussions on whether daily school attendance should remain a fundamental educational policy objective. This shift calls for a reconsideration of the significance of attending school and the necessity of safeguarding the right to education for students who have become chronically absent.
Given the increasing possibilities enabled by DX infrastructure and technology, solutions beyond school reintegration are emerging. In this context, it is crucial to reassess the modern objectives and significance of education while taking into account the diverse circumstances of students. The goal is to deepen discussions on how equitable access to education can be ensured for students with varying learning needs and aspirations. （Kan Suzuki）
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How can we cultivate a culture that enhances everyone's well-being, considering the perspectives of future generations?
Join us for a compelling conversation exploring how we can create a future-ready educational culture grounded in inclusion, science, and human-centered design. While AI, VR, and learning analytics have revolutionized what's possible in education, they have also magnified inequities and barriers to accessibility in many developing countries, especially for neurodivergent students.
This panel will explore shifting from technology-led solutions to mission-driven, learning-centered models rooted in science and responsive to individual needs. Solutions include personalized, AI-supported learning, multisensory strategies, and education programs that empower all learners.
Panelists will highlight concrete steps, such as building peer communities, raising awareness, and enabling access to online well-being centers. They will also share what is necessary to shift our current school systems to prepare our children for an unknown future. Join us to imagine a future where difference is embraced, learning is personalized, and every child thrives.（Patrick Newell）

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【Session Summary】
This session aimed to explore how to ensure equitable access to quality learning opportunities for all people, regardless of economic, social, or cultural background. Education experts from Japan and abroad discussed a broad range of issues, including shortages of educational resources in developing countries, disparities in access to learning opportunities and school absenteeism in developed countries, and the new possibilities and challenges brought by digital technologies and AI. Based on their regional and professional insights, panelists proposed policies, practices in the education field, and approaches to societal values and institutional design to achieve equitable access to learning.

【Speaker Summary: Kan Suzuki (First Half)】
Mr. Suzuki began the session by emphasizing that “equitable access to learning” is one of the most critical and urgent issues facing contemporary society, both in developed and developing nations. He noted that in many developing countries, severe shortages of financial and human resources lead to stark disparities in education quality and opportunities between regions. He stressed the importance of expanding Official Development Assistance (ODA) and building strategic partnerships with international organizations such as UNESCO, UNICEF, the World Bank, and the Global Partnership for Education (GPE). In developed countries, equitable learning remains unachieved; particularly after the COVID-19 pandemic, truancy and school dropouts have increased significantly. In Japan, around 10% of third-year junior high school students are chronically absent, due to a complex interplay of mental health issues, diminished learning motivation, and interpersonal stress. He observed that the traditional school system was designed for the industrial age to produce disciplined workers and office staff, which may not align with the diversified lifestyles and values of modern society. While AI and online education have made it possible to learn regardless of time and place, these benefits often skew toward those with strong self-directed learning skills and supportive home environments. Enhancing learning equity requires fostering not only academic ability but also creativity, collaboration, and critical thinking—the “power to live.” Education systems must be redesigned to address barriers such as language, disability, cultural background, and social isolation in a comprehensive manner. He concluded that equalizing educational opportunities can only be realized through both international solidarity and multi-layered support systems involving communities, families, and schools working together.

【Speaker Summary: Yukiko Uchida】
From the perspective of cultural psychology, Prof. Uchida introduced the concept of “interdependent well-being,” emphasizing the importance of inclusivity in education. Traditional models of happiness have centered on individual freedom, self-realization, and self-worth through competition and achievement. However, these models do not guarantee collective societal well-being. She argued for an approach that balances individual growth with social well-being, valuing connections and mutual support. This concept encompasses not only psychological fulfillment but also a sense of contribution to others and the health of the community. It calls for schools, families, and communities to create mutual support cycles. For example, providing “third places” outside school and home can help children feel safe and reduce isolation. She presented survey data showing that the well-being of teachers and school staff directly impacts students’ happiness and motivation, positioning education as a foundation for well-being, not merely academic development. She also emphasized the importance of respecting cultural and value diversity so that children from different backgrounds can learn and support one another. Ultimately, interdependent well-being offers a foundation for a sustainable and inclusive society by improving both education quality and equity.

【Speaker Summary: Andreas Schleicher】
Mr. Schleicher, using OECD educational survey data, examined the need to improve both the quality and equity of education in an era marked by accelerating societal changes such as AI and climate change. He noted that the COVID-19 pandemic revealed the fragility of education systems, and future disruptions from climate change and AI may be even greater. As AI increasingly matches or surpasses human capabilities in knowledge processing and automation, education should focus more on fostering creativity, critical thinking, and social skills—uniquely human traits. While Japan ranks among the highest in academic performance globally, OECD PISA data show that Japanese 15-year-olds tend to have relatively low well-being and self-efficacy. He highlighted that it is possible to achieve both high academic performance and well-being, as demonstrated by Denmark, which emphasizes a balance of cognitive, social, and emotional learning. He cautioned that while structured and intentional use of technology by teachers can enhance learning outcomes, unregulated use can harm both academic performance and mental health. He stressed that the quality—not the quantity—of learning time determines outcomes, and that trust between teachers and students is crucial for reducing anxiety and improving motivation. Education, he concluded, must focus on preparing students for an ever-changing future rather than merely transmitting past knowledge.

【Speaker Summary: Christine Choi】
Dr. Choi described Hong Kong’s comprehensive approach to ensuring equity in education, from institutional frameworks to on-the-ground practices. She stressed that Hong Kong regards education as the foundation of the city’s development, having increased its education budget by 36% over the past decade, now allocating over 17% of government spending to education. This investment has enabled 12 years of free education for all, regardless of economic or social background. In PISA 2022, Hong Kong ranked second globally among high-performing economies in equity, indicating minimal impact of socioeconomic background on academic achievement. Key initiatives include enhanced individual support for non-Chinese-speaking students (often from immigrant backgrounds) and those requiring special education, with additional resources and specialized teachers. The Hong Kong Diploma of Secondary Education (HKDSE) examination was introduced to ensure transparency and fairness in university admissions, reducing disparities caused by family income or school type. Vocational and academic pathways are promoted in an integrated manner to increase flexibility for students. In early childhood education, the 2017 Kindergarten Education Scheme made about 90% of half-day kindergartens tuition-free, reducing early education access disparities. To address growing youth stress and isolation, the “4R Mental Health Charter” was introduced in schools, incorporating Rest, Relaxation, Resilience, and Relationships into educational activities. Efforts also extend to teacher well-being. Hong Kong actively uses ICT to expand learning opportunities, including online materials for students in remote or disadvantaged households. Dr. Choi concluded that education is not just about transferring knowledge but is a public good that underpins sustainable societal development and well-being.

【Discussion Summary (First Half)】
In the first half of the discussion, moderated by Mr. Kan Suzuki, Prof. Yukiko Uchida, Mr. Andreas Schleicher, and Dr. Christine Choi examined in depth the challenges and opportunities for equitable access to learning from their respective areas of expertise. The discussion covered a wide range of topics, including shortages of educational resources in developing countries, the rise in school absenteeism in developed countries, educational reforms utilizing AI and digital technologies, and the protection of mental health. Prof. Uchida, from the perspective of “interdependent well-being” in Japanese society, emphasized the importance of relationships and inclusivity in learning environments. She particularly proposed the need for “third places” where children can feel safe outside of home and school, and stated that a structure in which society as a whole supports learning is necessary. Mr. Schleicher presented OECD international comparative data, explaining that it is possible to combine high academic performance with well-being, and that the key lies in supportive teacher attitudes. By creating an environment where students are not afraid to fail and are encouraged to take on challenges, both learning outcomes and psychological stability can be improved, as shown through concrete examples. Meanwhile, Dr. Choi introduced initiatives within Hong Kong’s education system, sharing practical examples from multilingual environments and special needs education. She particularly highlighted the importance of multi-layered support for students with different linguistic and cultural backgrounds and the need for early intervention, stressing that education design which respects diversity directly contributes to equity in learning. Overall, a shared understanding was reached that reforms must proceed in tandem at both the institutional design and field practice levels, with the conclusion that the key is to combine the sharing of international knowledge with flexible institutional implementation that takes into account the characteristics of local communities.

【Speaker Summary: Patrick Newell (Second Half)】
Mr. Newell explored education’s role in the AI era from the perspective of integrating human values with technology. He noted that unlike past industrial revolutions, the AI revolution directly impacts human intellectual activity. Education must focus on nurturing human creativity, ethics, empathy, and critical thinking—not just skills and information. He proposed reframing “AI” as both “Artificial Intelligence” and “Love” (愛 in Japanese), underscoring the need for human connection and emotional sharing in education. Citing OECD and World Economic Forum analyses, he argued that future society requires a balance of technical, cognitive, and non-cognitive skills. Personalized learning powered by AI personal tutors could meet diverse needs beyond the capabilities of traditional whole-class instruction, but ethical frameworks must safeguard privacy, fairness, and transparency. He warned that technology could widen learning gaps without policies promoting social inclusion. AI should be seen as a partner that extends human potential, and education’s mission is to cultivate a co-creative relationship enabling all individuals to realize their potential.

【Speaker Summary: Eiko Todo】
Ms. Todo discussed the current state and challenges of supporting students with dyslexia in Japan, sharing experiences from her work. Dyslexia, despite normal intelligence, causes difficulty in reading and writing and is widely recognized overseas but not well understood or supported in Japan. She argued that Japan’s reliance on standardized assessments and uniform instruction disadvantages students with diverse learning needs. ICT and AI offer great potential to support students with learning disabilities through tools like text-to-speech, speech input, digital textbooks, and multimedia resources, allowing self-paced, independent learning. However, these technologies require both institutional support and human assistance, including teacher training. She also highlighted the importance of assessment of fluency and accuracy of reading and writing and application of universal design in learning materials and adjustment and modification of evaluation methods such as oral exams or extended time.Community and family engagement are also essential, and her NPO EDGE provides consultations, materials, and awareness events to foster a supportive culture. She concluded that equitable access to learning requires individualized support mechanisms that go beyond tuition-free education or facility improvements.

【Speaker Summary: Tomohiro Hoshi】
Mr. Hoshi shared his insights from leading Stanford Online High School, emphasizing that equitable access to quality education is not just about resources or systems but also about learner agency and motivation. Online education's greatest strength is overcoming geographical barriers, enabling students in remote areas, abroad, or with physical limitations to access top-tier learning. However, digital divides remain, such as differences in internet connectivity and device availability, which create new forms of educational inequality. Self-management skills are crucial in online learning, and schools must provide support to build learners’ self-regulation and time management abilities. Online environments can also lead to isolation, so fostering community and human connection is important. At his school, virtual collaboration projects and discussions help learners inspire and support each other. Regarding AI, Mr. Hoshi noted that while it enables personalized learning based on each student's pace and comprehension, it must be designed and implemented with human values and ethics in mind. True equity means providing flexible and diverse support so that learners from different backgrounds and needs can fully realize their potential.

【Speaker Summary: Mayumi Nishino】
Prof. Nishino, specializing in home economics education, discussed equitable access to learning from the perspective of “life skills development.” She stressed that home economics is not merely cooking and sewing, but an integrated learning opportunity covering food, clothing, shelter, consumption, environment, and welfare, equipping students with sustainable living habits. However, disparities in curriculum content and class hours across regions and schools mean not all students can equally acquire life skills. For students from economically disadvantaged or skill-deficient households, the subject is even more vital. Social changes such as more dual-income households, nuclear families, and weakened community ties have reduced opportunities for children to learn basic household tasks at home, making school-based instruction crucial. Home economics should foster not only skills but also independence and collaboration, and it increasingly uses ICT—such as videos, simulations, and apps for household budgeting—to enhance understanding. Yet, she noted the need to address digital divides so no student is left behind. By learning about food and living customs from other cultures, students can also develop diversity awareness and respect, a foundation for thriving in a global society. She concluded that equitable access to learning is about creating systems where all can develop the “power to live,” and enhancing home economics education is a key pillar in this effort.
The first-half discussion, moderated by Mr. Suzuki, involved Prof. Uchida, Mr. Schleicher, and Dr. Choi exploring challenges and opportunities for equitable access to learning. Topics included resource shortages in developing countries, increasing truancy in developed nations, AI- and technology-driven education reform, and mental health protection. Prof. Uchida emphasized relationship-building and inclusivity, proposing “third places” for children outside home and school. Mr. Schleicher presented OECD data showing that high academic performance and well-being can coexist, with supportive teachers playing a key role. Dr. Choi shared Hong Kong’s multi-layered support for multilingual and special-needs students, stressing early intervention and diversity-respecting education design. Consensus emerged that reforms must address both institutional design and frontline practice, combining international knowledge-sharing with locally adapted, flexible implementation.

【Discussion Summary (Second Half)】
In the second half, moderated by Mr. Newell, discussion centered on the ideal forms of learning in the AI era. Ms. Todo stressed universal design in education and the potential of AI tools for individualized learning, coupled with teacher training. Mr. Hoshi emphasized that digital infrastructure alone is insufficient; self-directed learning skills and family support are also critical, along with community-building to counter isolation. Prof. Nishino highlighted life skills education as the basis for both equitable learning and social participation, advocating stronger life education to bridge economic and family background gaps. The conversation expanded to include the balance between human qualities and technology, the importance of love and human connection in education, and the necessity of multi-layered support to close learning gaps. Suggested measures included teacher reskilling programs, stronger community collaboration, and flexible learning environments enabling learner choice. Participants concluded that future-oriented education models must balance “humanity” and “technology.”