<Notes>Japanese Higher Education Institutions' Response to the Information Society --Focusing on the Introduction and Certified Status of the Mathematical, Data Science, and AI Programs--

Abstract

This paper aims to clarify the characteristic of the Mathematics, Data Science, and AI programs (The MDASH Literacy programs) by analyzing related policies and the response of higher education institutions. In conclude, to cultivate talents who can respond to the change of information-oriented society, Japanese higher education institutions offered courses related to the MDASH Literacy consciously. However, the resources, scale, and institutional frameworks are different in these institutions. Secondly, most of the MDASH Literacy programs are in the transition stage without being well-developed. In other words, the institutions established the new MDASH literacy programs for all students cautiously. Furthermore, some of them offered the programs by modifying the existing information science subjects or reincorporating several subjects corresponding to the model curriculum. According to the offering status of these programs, it can be supposed that though each higher education institution realized the importance of introducing the MDASH literacy programs, there is no surplus for them to establish new courses, hire the specialized faculties and reorganize the educational organizations