This study examines the challenges and possibilities of using XR (Extended Reality) in disaster education under Japan’s GIGA School Initiative. An XR Bosai Lab (Bosai in Japanese is disaster preparedness) was established at a public junior high school in Izu City, Shizuoka Prefecture, to explore next-generation approaches to disaster education. In doing so, qualitative data such as observations and interviews were collected and analyzed to examine the challenges in implementation. The analysis confirmed a gap between the vision of the Initiative—promoting creativity, collaboration, and individualized learning—and the institutional and technical constraints in Japanese schools, such as network restrictions and strict security policies. Field practice revealed that strict protocols regarding external devices, including VR headset handling, long encryption keys, and whitelist-based access, significantly hindered the flexibility required for student-driven emergent learning. On the other hand, adaptive measures such as portable Wi-Fi, offline task design, and peer-to-peer support made it possible to maintain continuity and collaboration. Students used XR as tools for content creation and experience sharing, and developed disaster drills tailored to their local context. Here, emergent learning refers not only to presenting experiences but also to the emergence of new ideas and relationships during the learning process. Based on these findings, embedding XR into daily school practice requires institutional resilience, flexible design, and sustainable resource allocation. These insights are not limited to Japan but also provide useful implications for the international challenge of ICT utilization and the future of disaster education under institutional constraints.
Takane et al. (Sun,) studied this question.