In 2025, “Informatics” was newly included as a required subject in the Common Test for University Admissions (CTUA) in Japan, which is used by all national and public universities and many private institutions. While “Informatics” has been a compulsory high school subject since 2003, it was long treated casually due to its exclusion from university entrance exams. This paper examines the educational significance of including “Informatics” in CTUA by analyzing the structure and content of the first-year exam taken by over 300,000 students, with an average score of 70%. The exam covers four key areas of “Informatics I”: (1) Problem-solving in the Information Society, (2) Communication and Information Design, (3) Computers and Programming, and (4) Information Networks and Data Utilization. The authors evaluated the exam items based on content balance, cognitive demand, and alignment with the high school curriculum. This analysis shows a well-balanced approach in addressing both conceptual understanding and applied skills, marking a significant shift in digital education policy. This inclusion has stimulated renewed attention to informatics education at the high school level and raised questions regarding curriculum alignment and teacher preparedness. The findings offer valuable insights into how national testing policies can drive curriculum reform and digital literacy education, with potential relevance to international contexts where informatics is still emerging.

Authors:
Yoshiaki Nakano, Kogakuin University, Japan
Azu Azuki, Violence of Gakureki, Japan

About the Presenter(s)
Yoshiaki Nakano a professor of Kogakuin University and a principal of Junior and Senior High School of Kogakuin University.

See this presentation on the full schedule – Sunday Schedule

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