In the academic year 2023, the enrollment rate of children in Japan for senior high schools, including correspondence courses, reached close to 99 percent. That year, nearly 61 percent of senior high school students entered tertiary education institutions, such as universities and junior colleges, directly after graduation.  Non-compulsory secondary education After graduation from junior high school, compulsory education in Japan comes to an end, and students may either find employment or continue their academic path by studying at a senior high school, technical college, or university. As of late, around 1.3 million female students and 1.6 million male students were enrolled in one of the over 800 universities in the country.  Qualities of the Japanese educational system   Japan’s adult literacy rate is at around 99 percent. According to the results of OECD’s PISA Programme, Japanese fifteen-year-olds showcased high levels of education in the international comparison, scoring higher than the OECD standard in all rounds of assessment. The students especially excelled in scientific subjects, reaching mean scores of 536 points in mathematics and 547 points in science. In terms of sports and culture, student clubs are an important part of academic life in Japan. These clubs offer a wide variety of activities such as ball sports, Japanese traditional sports like judo, as well as cultural clubs for arts or tea ceremony among others.

In 2022, the share of correct answers in a financial literacy survey in Japan was 55.7 percent. This represented a slight decrease compared to 2019 when respondents answered 56.6 percent of financial knowledge questions correctly.

According to a survey conducted in November 2021 among locals of the 47 prefectures in Japan, 21 percent of residents in Iwate claimed to possess abundant knowledge in regards to money and financial matters. A closer look at the survey results revealed that the self-perceived financial literacy was the lowest in Yamanashi Prefecture, with seven percent of the respondents stating that they possessed abundant knowledge with regards to money.

In promoting genomic medicine, genomic literacy, which is the public’s ability to acquire and utilize the knowledge and skills related to genetics and genomes, requires urgent improvement. This study determined how the three components of genomic literacy (genetic/genomic knowledge, health numeracy, and interactive and critical health literacy) are associated with risk and benefit perception for genetic testing and decision-making related to genetic testing. Using an online questionnaire, we surveyed genetic/genomic knowledge, health numeracy, interactive and critical health literacy, risk and benefit perception of genetic testing, and intention toward genetic testing of 857 Japanese citizens (aged 20–39). A vignette was created to measure the intention toward genetic testing, and respondents were asked about their willingness to undergo genetic testing and to share the results with their partners and children. The path analysis, which was done by creating a path diagram showing the relationship of the three components with risk and benefit perception, revealed that genetic and genomic knowledge and interactive and critical health literacy affected the respondents’ intention to undergo genetic testing via recognition of the benefits of such testing. Further, it was suggested that health numeracy affects benefit perception through risk perception toward genetic testing. However, the goodness of fit of this model for the intention of conveying positive results to partners and children was relatively low, thus indicating that the hypothetical model needs to be reexamined

The Japan digital education market size reached USD 4.5 Billion in 2024. Looking forward, IMARC Group expects the market to reach USD 9.4 Billion by 2033, exhibiting a growth rate (CAGR) of 8.4% during 2025-2033. The recent onset of the COVID-19 pandemic led to the adoption of digital technologies, the widespread adoption of digital education in the education sector, and the implementation of government initiatives to promote digital education, represent some of the key factors driving the market.

IMARC Group provides an analysis of the key trends in each segment of the market, along with forecasts at the country level for 2025-2033. Our report has categorized the market based on learning type, course type, and end user.

Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.

The market of information security literacy education in Japan was estimated at around 28 billion Japanese yen in fiscal year 2020. It was expected to increase slightly in the following fiscal year. The market was part of the larger information security services market.

IntroductionSince the enactment of the revised Pharmaceutical Affairs Act in Japan in 2009, self-medication practices have increased in the country. However, studies report that consumers pay little attention to the medication facts and risks indicated on the packages of over-the-counter (OTC) medicines, which could be a potential risk. Since the COVID-19 pandemic, the digital transformation of purchasing OTC medicines has progressed. As an appropriate design for the digital transformation is likely to improve consumers' literacy and them obtaining medical information, this study systematically examines Japanese consumers' attitudes toward the digital transformation of OTC medicine purchase behavior and its correlation to eHealth literacy, exploring an appropriate digital experience design in purchasing OTC medicine.MethodsParticipants from the Greater Tokyo Area of Japan participated in an online survey. Consumers' current behavior and preferences in accessing OTC medicine, receiving medication guidance, and obtaining medical information were examined. eHealth literacy was assessed using the J-eHEALS. Descriptive statistics, text mining, and thematic analysis were conducted to answer research questions.ResultsOver 89% of the respondents who had experience in purchasing OTC medicines preferred local pharmacies or stores rather than online purchasing, p 

Despite government efforts, the uptake of screening for breast and cervical cancers among Japanese women remains low. This study employs financial literacy and financial education as proxies for rational decision-making to explore their potential to enhance cancer screening practices in Japan. Using data from Osaka University’s Preference Parameters Study, mean comparison tests and probit regression models are utilized to examine the association between breast and cervical cancer screening and financial literacy and financial education. The results of probit regression show that individuals with higher levels of financial education tend to participate in both breast and cervical cancer screening. In contrast, individuals with higher financial literacy are likely to participate in breast cancer screening, whereas no significant impact is observed for cervical cancer screening. Furthermore, our findings reveal that financial education positively influences both breast and cervical cancer screening. Factors such as employment, marriage, higher education, increased household income, and greater assets demonstrate robust positive relationships with breast and cervical cancer screening. Meanwhile, psychological factors including happiness, a myopic view of the future, anxiety about later life, and perceived health status have no significant associations, except for a positive association between anxiety about life and cervical cancer screening. Our study suggests the development of targeted educational programs that leverage financial literacy and financial education to raise awareness about the importance of breast and cervical cancer screening.

Descriptive statistics for complete cases.

In 2022, Shimane and Nara Prefecture had the highest share of correct answers in a financial literacy survey conducted in Japan. The share of correctly answered questions was 58.8 percent in both prefectures, slightly above the national average.

According to a survey conducted among Japanese high school students in June 2024, 30 percent of the respondents stated that they read manga on an almost daily basis. The combined share of high school students who read manga at least once a week amounted to 58 percent.

Estimation results for self-rated financial knowledge by ordered logistic regression.

Snapshot img

K-12 Instruction Material Market Size 2025-2029

The k-12 instruction material market size is forecast to increase by USD 12.93 billion at a CAGR of 7.5% between 2024 and 2029.

The market is experiencing significant growth, driven by the increasing demand for adaptive learning solutions that cater to the unique needs of individual students. This trend is particularly prominent in the US and other developed markets, where educational institutions are investing in technology to enhance teaching and learning experiences. Another key driver is the emergence of virtual classroom training, which enables remote learning and provides flexibility for students and educators. However, this market also faces challenges, such as low digital literacy levels among some students and educators, which can hinder the adoption of advanced instructional materials. Companies seeking to capitalize on this market opportunity must focus on developing user-friendly solutions that address these challenges and provide value to educators and students alike. By staying abreast of the latest trends and adapting to the evolving educational landscape, these companies can effectively navigate the market's dynamics and position themselves for long-term success.

What will be the Size of the K-12 Instruction Material Market during the forecast period?

Request Free SampleThe market encompasses a diverse range of educational resources designed to support academic achievement in primary and secondary education. Traditional instruction materials, such as textbooks and teacher-created resources, continue to play a significant role. However, the market is experiencing a shift towards digital instruction materials, including adaptive learning platforms, learning management systems, and virtual classroom training. Digital content, including supplementary materials and educational resources, offers personalized learning experiences and improved access to education. Technology integration is a key trend, with digital education systems enabling active learning through visual learning, learning analytics, and content authoring. Online learning and blended learning models are gaining popularity, offering flexibility and convenience. Curriculum development and adherence to educational standards remain crucial, ensuring academic rigor and preparing students for future success. Overall, the market is dynamic, with continued growth and innovation in traditional and digital resources.

How is this K-12 Instruction Material Industry segmented?

The k-12 instruction material industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments. CoursesCurriculumAssessmentProductTraditional instruction materialDigital instruction materialMaterialLanguage artsMathematicsScienceSocial studiesOthersGeographyNorth AmericaUSCanadaAPACAustraliaChinaIndiaJapanEuropeFranceGermanyItalyUKSouth AmericaMiddle East and Africa

By Courses Insights

The curriculum segment is estimated to witness significant growth during the forecast period.The K-12 instruction materials market is experiencing significant growth due to the increasing emphasis on STEM education and language learning, particularly in schools from emerging countries like India and China. STEM subjects have gained prominence in recent years, leading to the development of more effective curricula and instruction methods. Digital instruction materials are increasingly being adopted for STEM education to facilitate interactive and inquiry-based learning, enhancing content absorption and conceptual . Companies in the market are focusing on refining STEM-centric curriculum materials to cater to this demand. The integration of technology in education through digital content, virtual classrooms, learning management systems, and educational software is transforming traditional learning methods. Personalized learning and adaptive learning are becoming essential components of modern instruction tools, enabling students to learn at their own pace. Learning analytics and assessment resources are also crucial in measuring academic achievement and identifying areas for improvement. The market for K-12 instruction materials encompasses a wide range of educational resources, including traditional print and online delivery methods, teacher-created resources, and e-learning solutions. The adoption of blended learning models, curriculum development, and educational standards further underscores the importance of this market in the digital age.

Get a glance at the market report of share of various segments Request Free Sample

The Curriculum segment was valued at USD 11.4 billion in 2019 and showed a gradual increase during the forecast period.

Regional Analysis

North America is estimated to

The Longitudinal Study of American Youth (LSAY) is a project that was funded by the National Science Foundation in 1985 and was designed to examine the development of: (1) student attitudes toward and achievement in science, (2) student attitudes toward and achievement in mathematics, and (3) student interest in and plans for a career in science, mathematics, or engineering, during middle school, high school, and the first four years post-high school. The relative influence parents, home, teachers, school, peers, media, and selected informal learning experiences had on these developmental patterns was considered as well. The older LSAY cohort, Cohort One, consisted of a national sample of 2,829 tenth-grade students in public high schools throughout the United States. These students were followed for an initial period of seven years, ending four years after high school in 1994. Cohort Two, consisted of a national sample of 3,116 seventh-grade students in public schools that served as feeder schools to the same high schools in which the older cohort was enrolled. These students were followed for an initial period of seven years, concluding with a telephone interview approximately one year after the end of high school in 1994. Beginning in the fall of 1987, the LSAY collected a wide array of information including: (1) a science achievement test and a mathematics achievement test each fall, (2) an attitudinal and experience questionnaire at the beginning and end of each school year, (3) reports about education and experience from all science and math teachers in each school, (4) reports on classroom practice by each science and math teacher serving a LSAY student, (5) an annual 25-minute telephone interview with one parent of each student, and (6) extensive school-level information from the principal of each study school. In 2006, the NSF funded a proposal to re-contact the original LSAY students (then in their mid-30's) to resume data collection to determine their educational and occupational outcomes. Through an extensive tracking activity which involved: (1) online tracking, (2) newsletter mailing, (3) calls to parents and other relatives, (4) use of alternative online search methods, and (5) questionnaire mailing, more than 95 percent of the original sample of 5,945 LSAY students were located or accounted for. In addition to re-contacting the students, the proposal defined a new eligible sample of approximately 5,000 students and these young adults were asked to complete a survey in 2007. A second survey was conducted in the fall of 2008 that sought to gather updated information about occupational and education outcomes and to measure the civic scientific literacy of these young adults, in which to date more than 3,200 participants have responded. A third survey was conducted in the fall of 2009 that sought to gather updated information about occupational and education outcomes and to measure the participants' use of selected informal science education resources, in which to date more than 3,200 participants have responded. A fourth survey was conducted in the fall of 2010 that sought to gather updated information about occupational and education outcomes, as well as provided questions about the participants' interactions with their children, in which to date more than 3,200 participants have responded. Finally, a fifth survey was conducted in the fall of 2011 that sought to gather updated information about education outcomes and included an expanded occupation battery for all participants, as well as an expanded spousal information battery for all participants. The 2011 questionnaire also included items about the 2011 Fukushima incident in Japan along with attitudinal items about nuclear power and global climate change. To date approximately 3,200 participants responded to the 2011 survey. There were no surveys conducted in 2012 or 2013. Beginning in 2014 the LSAY was funded by the National Institute on Aging for five years. This data release adds the 2017 data to the previous data release that included data through 2016. The public release data files include information collected from the national probability sample students, their parents, and the science and mathematics teachers in the students' schools. The data covers the initial seven years, beginning in the fall of 1987, as well as the data collected in the

According to a survey conducted among Japanese middle school students in August 2024, 20 percent of the respondents stated that they read manga on an almost daily basis. The combined share of middle school students who read manga at least once a week amounted to 52 percent.

According to a survey conducted in July 2020, approximately 52 percent of respondents in Japan had never read any electronic books, comics or magazines. Only about five percent of participants said that they read e-media every day.

Results of probit model regression with financial education as the main explanatory variable.

According to the results of a survey conducted from November to December 2019, only about three percent of respondents in Japan always read the online privacy policies of companies. Almost half of the respondents stated that they rarely or never read online privacy policies.

According to a survey conducted in Japan in August 2021, more than 23 percent of the respondents read books on a daily basis. At the same time, 7.1 percent stated that they do not read at all.