On September 30, the Nikkei published an article with the following summary:

The Japanese government has positioned data science, mathematics, and AI as the modern equivalents of “reading, writing, and arithmetic” in the digital age. Its policy goal has been for all university students to acquire at least a basic, introductory level of literacy in these fields.

However, according to a nationwide survey conducted by the Ministry of Education in 2024, only 53% of university students and 48% of junior college students felt they had actually acquired such knowledge or skills. The gap is particularly wide in humanities faculties, where the attainment rate remains low. The background factors include a shortage of instructors and underdeveloped curricula. As a result, courses often fail to match student interest or ability, leading to dropouts.

In response, the government plans to designate model universities—particularly in the humanities—to develop curricula and ensure all students gain baseline skills in data science.

Professor Ichiro Sato of the National Institute of Informatics commented on the article:

“Mathematical literacy is indispensable for data science. Yet about half of data science departments in Japan do not require mathematics in entrance exams. Many students enroll without sufficient preparation. Simply increasing the number of instructors will not solve this; universities themselves should review their admissions and curriculum structures. The government has promoted the training of data science talent, but now is the time to reflect on whether the direction and methods have truly been appropriate.” (Nikkei, September 30)

And indeed—how can one truly grasp data science without a firm grounding in mathematics?

The “Reading, Writing, Arithmetic” Analogy

When the government calls AI, mathematics, and data science the new “reading, writing, and arithmetic,” the message is clear: these are the bare minimum skills in a digital society.

Currently, I am studying for the Data Science Certification (Literacy Level) myself. The exam covers calculus, partial derivatives, composite functions, logarithms, the derivative of e, matrix operations, determinants, eigenvalues, and statistical tests. As someone who studied humanities at a national university, I only learned calculus during my entrance exam preparation. Concepts such as Napier’s number were completely new to me.

If this level is considered “literacy,” then it is far more advanced than what most humanities students ever encounter. Many private universities don’t require calculus at all, and some high schools never teach it. Even friends from top schools like Waseda admitted they stopped at basic differentiation.

Do University Professors Understand High School Reality?

This raises a deeper question: how well do university professors actually understand what high school students have studied?

The Nikkei highlights a “shortage of instructors,” but in reality, most universities employ at least one mathematics or data science specialist. The bigger issue is whether faculty members are truly aware of the level of preparation students bring with them.

When I entered university decades ago, linear algebra was the first required math course—yet I had never studied matrices in high school, since they were not part of the entrance exam. Professors assumed prior knowledge, presenting huge m × n matrices from day one, and many of us felt utterly lost.

The Question of High School–University Coordination

Looking at the Ministry of Education’s statements on “high school–university collaboration,” the policy emphasizes providing opportunities for motivated high school students to access university-level research and courses.

But in practice, this mostly benefits ambitious STEM-oriented students. Rarely do university professors observe or adapt to the realities of high school classrooms.

As a result, gaps remain—and humanities students, in particular, fall further behind in mathematics and data science.

National Strength = Collective Capacity

I firmly believe that a nation’s strength lies in the collective ability of all its citizens, not just its top-tier researchers.

Of course, fostering elite talent that drives innovation is important. But the overall literacy of the wider population determines real national power. If the government insists that “reading, writing, arithmetic” now includes AI and mathematics, then every citizen must be equipped with those foundations.

This means requiring mathematics II-B at all high schools, making it mandatory even for private university entrance, and perhaps even shifting some high school-level content down into middle school curricula.

The Harsh Reality

Yet the current situation is severe. At some universities, classes begin with basic arithmetic or even English be-verbs—a reflection of the low academic preparation of incoming students.

I’ve seen it firsthand: when I once asked a high school student which countries Japan fought during WWII, she answered, “Spain?” Another thought the Yodogawa River was part of the sea.

I adore such students—they’re good-natured and full of character—but these examples reveal just how wide the gaps truly are.

A Shared National Challenge

Japan must recognize this as a shared national challenge.

Blaming each stage—universities blaming high schools, high schools blaming middle schools, middle schools blaming elementary schools, and so on—will lead nowhere.

Eighty years after WWII, Japan stands as an advanced economy thanks to the relentless efforts of generations who studied tirelessly to catch up with the West. But do we still possess the same determination today?

Complaining will not solve anything. We must give our best effort—every single one of us.

Let’s work together. Everyone, do your part.