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In this session, Sachiko Nakajima, producer of the Osaka-Kansai Expo theme project, welcomes a panel of distinguished panelists to explore from various perspectives how learning and play can make the most of diverse personalities. The first half of the session in Japanese will explore how to create a cooperative learning and play environment that transcends the divisions caused by illness and disability, together with former Expo Minister Dr. Jimi, a doctor, Professor Satoshi Fukushima of the University of Tokyo's Institute for Advanced Study of the Blind and Deaf, and Deputy Director-General Goda, who is active in the Agency for Cultural Affairs and the Ministry of Education, Culture, Sports, Science and Technology. In the latter half of the session in English, Maher Nasser, UN Expo Director, will talk about the global spread of refugees and global inclusiveness, Dr. Anushla from Malaysia will talk about her own robotics education, and Zack will introduce the best of media art in a fun way. Finally, Ms. Soohyun Kim of UNESCO will talk about UNESCO's Asia-Pacific policy, which covers education, culture, science, and information. In the 21st century, how can we create inclusive learning and play environments that make the most of each individual's diverse personalities and characteristics by reforming systems and utilizing technology in this era of turbulence? We hope to explore these issues from various perspectives at the Expo, and make this a day that will be a major step forward.

【Program Summary】
The program “Harnessing the Strengths of Diverse Personalities in Learning and Play” was held on July 28, 2025, as part of the Expo 2025 Osaka, Kansai, Japan’s “Play and Learn Week.” Its theme centered on how to incorporate and utilize the unique qualities of individuals from diverse backgrounds, including differences in values, generations, cultures, genders, and disabilities, into learning and play. Experts and practitioners from Japan and abroad gathered to discuss the topic.

【Speaker Summary: NAKAJIMA Sachiko】
As moderator, Sachiko Nakajima guided the entire session, beginning by introducing her own initiative, “Playground of Life: Jellyfish Pavilion” This space fosters collaborative creation of artwork and workshops by people of all ages, nationalities, and abilities, with many examples of participants respecting and celebrating each other’s individuality. Notably, children in hospitals or wheelchair users can participate remotely through online tools or avatars, creating connections that transcend physical limitations. Nakajima emphasized the importance of STEAM education, one education pedagogy that integrates science, technology, engineering, and mathematics with art, stating that it stimulates creativity across all age groups. She highlighted the unique value of implementing STEAM in a multicultural venue, such as the Expo, given its limited penetration in Japan. She also touched upon minority perspectives related to gender and underrepresented groups, advocating for a shift from majority-centered societal structures toward a diversity-based society where everyone is considered a minority in some way. Citing UN recommendations on Japan’s siloed structures in education and welfare, she stressed the need for intentionally designed opportunities for interaction. The Jellyfish Pavilion’s activities include high school students and local children designing workshops based on personal passions, connecting online with schools and hospitals both domestically and internationally, efforts that boost self-esteem and have positive ripple effects on communities. In conclusion, she asserted that the future of education and play depends not solely on systems and textbooks but on creativity in practice and learner agency. To harness diversity, she argued, we must adopt the perspective of “transforming weakness into value,” expressing her hope that this session would be a first step in that direction.

【Speaker Summary: JIMI Hanako】
Drawing on her background as both a pediatrician and a policymaker, Hanako Jimi discussed the current state and challenges of Japan’s child and family policy. She presented troubling statistics: trends in child abuse fatalities, poverty rates among single-parent households, and high suicide rates among pregnant and postpartum women. She explained how these issues are interlinked and collectively undermine the well-being of children and families. To address such problems comprehensively, the Children and Families Agency was established. She described the legislative process and organizational design, noting that the bipartisan Basic Act on Children marked the first time the concept of bio-psycho-social well being was explicitly included in a policy document. This law also recognized the importance of early attachment formation and sensory-based experiences as part of national policy. She advocated for breaking down barriers between education, welfare, and healthcare, stressing
the need for continuous support from pregnancy through adulthood. Internationally, she cited the Nordic countries’ comprehensive childcare systems and flexible education models that accommodate diverse family structures, offering ideas for adaptation to Japan’s context. From her Expo experience at the signature pavilions, she reflected on the importance of creating safe environments where children with disabilities or chronic illnesses can enjoy themselves, an experience that fosters self-esteem and social participation for them and their families. She concluded by applying her broad definition of “children,” from 0 to 120 years old, to argue for a society in which everyone can learn, play, and challenge themselves throughout life. Achieving this, she emphasized, requires the united efforts of politics, government, and citizens, and the establishment of a culture that supports children of all backgrounds.

【Speaker Summary: FUKUSHIMA Satoshi】
Satoshi Fukushima, who lost his sight at age nine and his hearing at eighteen, reflected on his experiences as a deafblind person, stating that the essence of inclusive learning and play lies in “communication grounded in rich experiences.” He recounted that the most difficult aspect of becoming deafblind was not the loss of sight or hearing itself, but losing th casual interactions with people around him. His mother’s invention of finger braille restored his means of connecting with others, a testament to the transformative potential of inventing and disseminating new communication methods. Fukushima described a three-stage process in which interpreters’ conversational and situation explanational support expands social connections and liberates individuals from isolation. In creating inclusive spaces, he stressed the importance of the combination of the three pairs following : individual and group,diversity and inclusion, and learning and play.He introduced an activity he calls the “transformation game,” in which participants list their attributes and imagine themselves in different settings. This playful exercise fosters understanding of other perspectives and demonstrates the senselessness of discriminatioq and prejujice. This activity, while being a form of play, also leads to learning and provides participants with an opportunity to experientially understand perspectives and positions different from their own.
He underscored the need for not only physical accessibility but also psychological safety and diverse communication methods. With advances in ICT and AI enabling previously difficult interactions, he advocated for integrating these tools into educational and play environments as a means to build an inclusive society.

【Speaker Summary: GODA Tetsuo】
Tetsuo Goda focused his remarks on the relationship between “diversity and quality” in Japanese education. Having joined the Ministry of Education in 1992 and been involved in the revisions of the national curriculum guidelines in 2008 and 2017, he reflected on the historical background of Japan’s education system.
Some 150 years ago, in the course of modernization, Japan established a school system that emphasized “memory and perseverance,” reinforcing reading and writing skills, a culture of single “correct answers,” and homogeneity that fostered competition. This entrenched the idea that “diversity and quality are in trade-off,” and learning came to be regarded as “a training to give up what one likes, endure what one dislikes, and raise the total score.”
However, the progress of digitalization has shifted social structures from supply-side to demand-side, enabling individuals to acquire high-quality information, create, and disseminate ideas without depending on large organizations. In this new era, innovation can arise regardless of age or experience, and education must shift away from a focus on rote memory toward valuing “inspiration” and “flexibility.” At the same time, Goda cautioned that conspiracy theories and misinformation on social media threaten democracy, making it essential to relativize biases and reinterpret the concept of “normal.”
In recent years, the Central Council for Education has also debated this issue, and the transition toward “quality premised on diversity” has become a major focus for the upcoming revision of curriculum guidelines. Specific measures include simplifying and restructuring the guidelines around essential questions, expanding school-level discretion, introducing performance assessments to evaluate creative activities, reforming entrance examinations, and increasing teaching staff. Yet, Goda emphasized, the greatest challenge lies in citizens’ mindsets, and society must cultivate the sensibility to appreciate diverse and unexpected ideas.
In conclusion, he cited the words of Katsuhito Iwai: “For 180 years, modern democracy has functioned in Japan, however imperfectly. Without freedom, one cannot think. It was precisely because there was freedom that even someone like me was able to learn.” He emphasized that, with freedom as its foundation, Japanese education is now shifting toward diversity and quality.

【Discussion Summary（First Half）】
The first half of the discussion focused on challenges in Japan’s educational and welfare systems. Nakajima stressed the need for spatial design and curriculum development that integrate learning and play, and for spaces where people of diverse backgrounds can naturally interact. Jimi reaffirmed the necessity of building a continuous support system from pregnancy to adulthood, as envisioned by the Children and Families Agency, and called for stronger legal and institutional foundations to ensure safe learning and play for children with disabilities and illnesses. Fukushima explained how diversifying communication methods in inclusive environments prevents isolation and promotes mutual understanding. Goda emphasized institutional reform and shifts in public consciousness to balance quality and diversity in education, and the importance of fostering openness to differing opinions.

【Speaker Summary: Maher Nasser】
Drawing on decades of UN experience, Maher Nasser discussed the global challenges related to diversity and inclusion. He pointed out that conflicts, climate change, and widening economic disparities worldwide seriously affect access to education and cultural activities, issues that cannot be solved by any single country or region alone. Within the UN’s Sustainable Development Goals (SDGs), Goal 4 (Quality Education) and Goal 16 (Peace, Justice, and Strong Institutions) are foundational to harnessing diverse personalities in learning and play. For children in conflict zones or disaster-affected areas, flexible, locally adapted support measures are essential. Nasser introduced the UN Pavilion’s exhibitions and workshops themed on multicultural coexistence, enabling visitors to engage directly with people from different cultural backgrounds and share experiences and values. He argued that diversity is not merely a collection of differences but a resource that enhances a society’s creativity and resilience, and recommended educational programs that promote intercultural understanding and interdisciplinary collaboration. He also spoke of the potential of digital technology to create learning networks that transcend geographic and physical barriers, sharing examples of online exchanges and collaborative projects. He concluded by describing the Expo as a “living classroom,” where diverse personalities intersect and new collaborations emerge, and stressed that sustaining these connections is essential for building a peaceful, just future.

【Speaker Summary: Anuthra Sirisena】
As President of the Tenom Innovation Center (TIC) in Malaysia, Anuthra Sirisena discussed identifying and nurturing diverse talents in local communities and promoting sustainable social change. She cautioned that overly standardized and unidirectional education suppresses children’s innate creativity and curiosity, advocating for learning spaces
designed with flexibility and diversity. At TIC, children and youth are offered programs combining STEM education with art and design thinking, fostering critical thinking, problem-solving, and collaboration skills. By linking with local industries such as agriculture, crafts, and tourism, they connect education directly to real-world applications, contributing to regional economic revitalization. She also described initiatives providing scholarships and mentoring to women, persons with disabilities, and economically disadvantaged youth, ensuring inclusive access to education and vocational training. Internationally, TIC partners with educational institutions and companies abroad, enabling participants to build cross-cultural communication and adaptability. She integrates perspectives on climate change and environmental protection into education, encouraging young generations to engage in sustainable development using local resources. She concluded that international platforms like the Expo amplify local voices to the world, enabling people of diverse personalities and backgrounds to learn from one another and co-create the future, a vision achievable only through cooperation among educators, governments, businesses, and civil society.

【Speaker Summary: Zach Lieberman】
Zach Lieberman, artist and MIT Media Lab professor, spoke on new possibilities for learning and play through the fusion of art and technology. He stressed creating environments where people can express themselves through their bodies and movements via interactive art and digital installations. By using multisensory interfaces, incorporating not only sight and hearing but also touch and motion, creative experiences become accessible regardless of age or ability. His projects allow children to instantly animate their own drawings and project them onto walls or screens, giving them the thrill of seeing their ideas come to life. These activities go beyond entertainment, fostering skills such as programming, design thinking, and problem-solving. Lieberman advocated for STEAM education that transcends conventional subject boundaries, cultivating creativity and critical thinking. He introduced collaborative projects where children with disabilities and learners from different cultural backgrounds create works together, noting their power to promote social inclusion. He also highlighted the importance of open-source tools and platforms that allow people worldwide to share ideas and develop works collaboratively. Finally, he described the Expo as a testing ground for creativity across diverse backgrounds, where dialogue and collaboration can serve as a source for shaping future education and culture, and emphasized the importance of offering the joy of creation openly to all.

【Speaker Summary: Soohyun Kim】
As Regional Director of the UNESCO Regional Office in Bangkok Office and the UN Coordination Office for Asia and the Pacific, Soohyun Kim discussed the importance of international cooperation and inclusion in education and culture. She noted that while the Asia-Pacific region’s diversity is a source of cultural richness, it also entails challenges, such as disparities in access to quality education, including due to gender inequality, and urban–rural opportunity gaps. In the context of rapid digitalization, ICT-enabled online and hybrid learning has opened new possibilities, yet unequal access to internet connectivity and devices has also created new disparities. Addressing these requires collaboration among governments, international organizations, and local communities to ensure education for all, leaving no one behind. She also underscored the importance of promoting girls’ education, securing learning opportunities for persons with disabilities and ethnic minority groups, and developing curricula that respect linguistic and cultural diversity. Ms. Kim highlighted UNESCO’s work on Global Citizenship Education and Education for Sustainable Development (ESD), which cultivate learners’ competencies to engage with global challenges and collaborate in multicultural settings. She discussed emergency measures for ensuring education continuity during disasters and conflicts, and community-led learning initiatives that use local cultural resources. Kim concluded that international events like the Expo offer invaluable opportunities for people from diverse countries and regions to share knowledge and experiences and deepen mutual understanding. By channeling the networks and learnings gained into national education policies and local projects, she argued, we can advance toward a more inclusive and sustainable society.

【Discussion Summary（Second Half）】
The second half of the discussion focused on international perspectives and practical examples in local communities: Nasser introduced examples showing how shared international experiences deepen intercultural understanding and contribute to peacebuilding, proposing expansion of cross-border education and cultural exchange programs. Sirisena highlighted the impact of programs integrating education, play, and innovation using local resources, underscoring their potential contribution to sustainable community development. Lieberman demonstrated the power of art to transcend boundaries and spoke of fostering a culture of respect for diversity through creativity. Kim stressed that promoting cultural diversity and international cooperation is key to achieving the SDGs and called for collaborative approaches to shared global challenges. In conclusion, participants agreed that respecting diversity through play and learning requires a three pronged approach integrating systems, practice, and culture.