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Findings show pandemic-driven acceleration of ICT educational environments and the GIGA school program, enabling more diverse pedagogical models and equity-promoting methods. 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 \nEotvos Lorand University  \nKeigo Anezaki (姉崎敬吾) Tokiwagi Gakuen High School  \nECNU Review of Education 2024, Vol. 7(1) 195–206 © The Author(s) 2023 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231210310](DOI: 10.1177/20965311231210310)[ ](DOI: 10.1177/20965311231210310)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: During Japan’s initial pandemic prevention and control period, the Ministry of Education, Culture, Sports, Science, and Technology of Japan (MEXT) issued several notifications to ensure students’ continuous learning according to the “leave no one behind” philosophy. This study focused on the comprehensive measures comprising top-level arrangements to implement the “suspending classes without stopping learning” initiative.  \nDesign/Approach/Methods: The study reviewed MEXT’s guide on ensuring learning for Japanese primary and secondary school students during the pandemic.  \nFindings: The pandemic has accelerated the development of the information and communications technology educational environment and the implementation of the Global and Innovation Gateway for All (GIGA) schools initiative. These developments laid the foundation for the evolution of diverse pedagogical models and feasible methods for promoting equity. The homeschooling experience during the pandemic provided a natural base for students to practice and foster survivability.  \nOriginality/Value: This paper provides scholars with an understanding ofthe opportunities and challenges encountered in educational innovation in Japan. It provides insights into the future direction of  \nCorresponding author:  \nPu Yu, Faculty of Education and Psychology, Eotvos Lorand University, H-1075 Budapest, Kazinczy u. 23–27, Hungary. Email: [yupu@student.elte.hu](yupu@student.elte.hu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \npedagogical development, capability development, and effective educational arrangements for extraordinary circumstances to facilitate educational development from a broader perspective, particularly under the new normal.  \nKeywords  \nContinuous learning, educational informatization, GIGA School Program, Japan, MEXT, pandemic Date received: 23 December 2020; revised: 3 August 2022; accepted: 19 March 2023  \nIntroduction  \nDespite having a sophisticated and agile crisis response system due to frequent natural hazards, Japan was not spared from the pandemic, which resulted in temporary school closures. The education disruption caused by this unknown public health crisis has threatened the public’s right to education at an unprecedented scale and rate (UNESCO, 2020) . Although most schools in Japan reopened in early June 2020, students and teachers across the country still face temporary school closures or are prevented from physically attending school for various pandemic-related reasons.  \nThe Ministry of Education, Culture, Sports, Science, and Technology of Japan (MEXT) is part of the executive branch of the Government of Japan and coordinates educational, cultural, sports, scientific, and technological affairs. MEXT implemented a series of measures based on the “leave noone behind ” philosophy, which aims to ensure that all students are protected from infection and can engage i","cbCaimaFWgkVATSx","https://ap.wps.com/l/cbCaimaFWgkVATSx","pdf",282926,12,"English","# Abstract\n# Introduction\n## MEXT and the “leave no one behind” philosophy\n## Need for a comprehensive review\n# Purpose and research questions","[{\"question\":\"What is the focus of this study on education during the pandemic?\",\"answer\":\"The study focuses on the comprehensive measures and top-level arrangements issued by MEXT to implement the initiative “suspending classes without stopping learning,” ensuring continuous learning during Japan’s early pandemic period.\"},{\"question\":\"How did the pandemic influence Japan’s educational technology environment?\",\"answer\":\"The pandemic accelerated the development of the information and communications technology (ICT) educational environment and supported the implementation of the Global and Innovation Gateway for All (GIGA) schools initiative.\"},{\"question\":\"What challenges and opportunities does the paper highlight from homeschooling experience?\",\"answer\":\"The paper presents homeschooling as a natural base for students to practice and foster survivability, while also discussing educational innovation opportunities and challenges for future directions and talent cultivation.\"}]","Suspending Classes Without Stopping Learning - An Initiative to Ensure Learning in Japan During the Pandemic | PDF",1792092739]