ABSTRACT This article critically examines Japan's integration of Generative AI (GenAI) into education by analysing national and local policy frameworks alongside the cultural, ethical and philosophical traditions that shape Japanese views of technology and schooling. The analysis highlights the limitations of AI‐driven digital acculturation in the Japanese educational context. It identifies major cultural misalignments between approaches to integrating AI in education (AIED) and the values underpinning the Japanese schooling system across three dimensions: the relational and interdependent self (‘ jiko ’) versus individualised AI learning pathways; the selfless teacher ideal (‘ kenshin‐teki kyōshi‐zō ’) challenged by new professional pressures; and community‐based school practices (‘ tokubetsu katsudō ’) that cannot be authentically replicated through digital technologies. While Japan's Society 5.0 vision promotes human‐centred innovation grounded in dignity, diversity and sustainability, AI policy often reflects neoliberal values emphasising efficiency and individualism. The findings suggest that integrating AI harmoniously into Japanese educational culture requires the promotion of interdependent learning, the balanced role of teachers and enhancement in community‐forming aspects of education.
Luu et al. (Fri,) studied this question.