关键词: AI素养教育, 教育设计, 教育实践, 高等教育, 日本

Abstract:

[Purpose/Significance] Amid the global wave of digital transformation in education, artificial intelligence (AI) has emerged as a driving force behind Japanese educational reform, propelling the country's education system toward an "AI+" model. The "Approved Program for Mathematics,Data science and AI Smart Higher Education" (MDASH), led by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT), outlines a comprehensive framework for designing and implementing AI literacy (AIL) education in Japanese universities. MDASH not only reflects the Japanese strategic response to the AI-driven future, but also provides valuable theoretical references and practical guidance for enhancing AIL education in China. This study provides a detailed analysis of the "MDASH literacy-level" (MDASHL) curriculum model design, paying a particular attention to the model's modules and the mechanisms of interaction between them. It also examines the theoretical references from MDASHL review system to the AIL framework studies. The study proposes innovative implementation strategies for AIL education from unique perspectives, especially the "industry-academia integration" aspect. [Method/Process] Using internet research and literature analysis, starting with an exploration of Japanese national AI policy landscape, the study traces the evolution of Japanese AI policies and the contextual origins of the MDASH. It describes the objectives and philosophy of Japanese AIL education and delves into the theoretical underpinnings of the MDASHL curriculum model based on the mapping relationship between indicators of AIL frameworks and the components of the MDASHL review system. We select Hokuriku University, Wakayama University, Chiba University, and Kansai Univerisity as samples because they were approved by MDASHL and demonstrated exemplary effects. We introduce their subject curriculum design and specific teaching initiatives, identify the commonalities and unique characteristics of their AIL education, and further elaborate on their specific educational implementation pathways. [Results/Conclusions] The findings indicate that the Japanese MDASHL curriculum model is deeply rooted in the AIL frameworks. It summarizes five educational directions for Japanese AI literacy education: recognition, realization, comprehension, ethics, and practical operation. By comparing the current status of AIL education in China and Japan, the study found that Japanese AIL education has achieved rapid responsiveness and systematic development under the unified coordination of MEXT. It suggests that Japanese AI literacy education strategies have localized value, from which beneficial insights can be drawn in three areas: strategic planning, curriculum design, and industry-academia integration. These strategies provide innovative solutions for developing AIL education systems in Chinese universities. However, this study acknowledges limitations in the sample size. To comprehensively capture the full landscape of Japanese AIL education development, future research should expand the sample size, summarize its patterns and characteristics more thoroughly, and enhance the persuasiveness and generalizability of the findings.

Key words: AI literacy education, educational design, educational practice, higher education, Japan