This five-year program is now in its third year, marking the first time the conference was held in Shizuoka. Prior to the event, students visited the Hamaoka Nuclear Power Plants. Previously, the conference had been held in nuclear plant-hosting regions such as Shimane and Kagoshima, but its urban setting in Shizuoka aims to engage a broader audience. STEAM education—Science, Technology, Engineering, Arts, and Mathematics—emphasizes an integrated approach, particularly gaining attention in Japan for breaking down barriers between humanities and sciences to promote interdisciplinary learning.
Poster Session: Future Teachers and Energy Education
In the first half of the conference, students from educational faculties presented lesson plans integrating STEAM education into energy education. The projects targeted elementary through high school students and covered a broad range of topics, including:
- Energy resource utilization
- Carbon neutrality
- Sustainable Development Goals (SDGs)
- Nuclear energy promotional videos for developing countries
- Corporate use of nuclear power
- Virtual reality (VR) experiences for facility visits
- Ideal energy mix for 2050
- Solutions to geological disposal challenges
Rather than delving deeply into energy technologies, the focus was on how to engage students and encourage critical thinking. The unique aspect of this session was how future teachers aimed to spark students’ curiosity and analytical skills. When asked which websites they would recommend for students’ pre-lesson research, many students mentioned the Agency for Natural Resources and Energy and power company websites, emphasizing the importance of presenting both benefits and drawbacks. Notably, no students mentioned sources like the Japan Atomic Industrial Forum (JAIF).
Building Energy Literacy Through STEAM Education
Following the poster session, Professor UENO Koshi from Hakuoh University’s Faculty of Education delivered a lecture on the fundamentals of STEAM education. Having worked extensively with MEXT and local education boards on curriculum guidelines, Professor Ueno elaborated on the significance of STEAM education and its practical applications in classrooms.
Professor Ueno emphasized that STEAM education is not about rote memorization but about developing problem-solving skills. He outlined three key objectives:
- Understanding the relationship between technology and society to foster sustainable development
- Integrating liberal arts (A) to encourage creativity and flexible thinking
- Promoting interdisciplinary learning that connects science and social sciences with technology, economics, and environmental studies
From an energy education perspective, STEAM education provides a platform that goes beyond traditional science and social studies, incorporating technology, economics, and environmental science. It also encourages students to think critically, debate, and engage in experimental and simulation-based learning to solidify their understanding.
Furthermore, Professor Ueno highlighted that STEAM education can significantly enhance nuclear literacy. He presented examples of practical applications in education, particularly through simulations related to energy use and policy-making. Such simulations help students confront real-world challenges, allowing them to consider different perspectives and implications.
Expert Opinions and Closing Remarks
The conference concluded with remarks from experts and educators. ARIBAYASHI Koji, Director of the Atomic Energy Division at MEXT’s Research and Development Bureau, stressed the importance of addressing nuclear literacy gaps among younger generations. He cited surveys showing that nearly half of young people report “not understanding nuclear energy well”.
“To foster nuclear literacy, it is essential to provide accurate knowledge and create a society where informed discussions can take place, regardless of one’s stance on nuclear energy,” Aribayashi emphasized. “STEAM education must bridge the gap between ‘not knowing’ and ‘understanding,’ and ultimately lead students toward independent and analytical thinking.”
Representing the host institution, Shizuoka University Vice President SHIOJIRI Nobuyoshi referenced Japan’s newly formulated the 7th Strategic Energy Plan. He underscored the pivotal role of education in equipping students to critically evaluate and understand energy policies. “Schools must cultivate individuals who see energy issues as personal concerns,” he noted, affirming STEAM education’s potential to fulfill this mission.
Program coordinator OYA Yasuhisa, Associate Professor at Shizuoka University’s Faculty of Science, reiterated that STEAM education is not merely about imparting knowledge but about empowering students to think critically and engage in discussions. He emphasized the importance of inquiry-based learning in expanding the scope of nuclear education.
Meanwhile, Program Director YAMAMOTO Akio from Nagoya University’s Graduate School stated that understanding “technology as something that evolves in response to societal needs” is a core principle of STEAM education. “Recognizing the interaction between technology and society is key,” Yamamoto explained. “By incorporating perspectives on nuclear energy technology and policy, students will develop a more pragmatic understanding of energy strategies.”
The Future of STEAM Education
Through this program, STEAM education’s role in advancing nuclear literacy is becoming increasingly clear. The collaboration among educational institutions ensures that future teachers will utilize STEAM principles in their classrooms, encouraging students to critically evaluate nuclear energy and energy policies.
Aribayashi highlighted that the prevalence of “I don’t know” responses among younger generations is one of the greatest challenges in nuclear education. However, if STEAM education can effectively cultivate critical thinking and evidence-based decision-making, it will help transform “not knowing” into “understanding” and ultimately into informed action.
STEAM education transcends traditional STEM fields by integrating social perspectives, providing students with the tools to navigate complex issues. The projects showcased during this conference illustrate how future educators will play a vital role in shaping Japan’s nuclear literacy and fostering a generation capable of making informed decisions on energy and sustainability.
