The Importance of “Handwriting” in a Digital Society and the Reconstruction of Literacy Skills—Focusing on the Role of Handwriting and Calligraphy in Japanese Education—

The rapid digitalization of education has significantly changed the ways in which students read, write, and learn language. In Japan, the implementation of the GIGA School Program and the spread of one-device-per-student learning environments, accelerated by the COVID-19 pandemic, have greatly increased the use of digital devices in education. As opportunities for handwriting have consequently decreased, questions have arisen concerning its role in Japanese language learning and literacy. This study examines the significance of handwriting in contemporary Japanese education, focusing particularly on the roles of shosha (writing education) and shodō (Japanese calligraphy), and explores how literacy should be reconceptualized in an increasingly digital society. Japanese presents particular challenges because four writing systems—hiragana, katakana, kanji, and Roman characters—coexist within a single language. Among these, kanji requires extensive learning, with 2,136 Jōyō Kanji forming a central part of compulsory education. Digital input systems enable users to select kanji through conversion functions without necessarily reproducing their graphic structures from memory. Handwriting, in contrast, requires learners to actively reconstruct characters through coordinated visual, motor, and spatial processes. This study therefore distinguishes between simply recognizing or selecting written characters and developing a deeper ability to reproduce, understand, and internalize them. The study also examines the historical development of writing education in Japan and the relationship between shosha and shodō. While shosha emphasizes accuracy, legibility, and practical writing, shodō places greater emphasis on artistic expression, cultural heritage, and mental discipline. Despite these differences, both involve the development of fundamental bodily skills. The social significance of careful and well-formed handwriting is also considered, particularly in contexts where handwriting may communicate impressions of care, reliability, and responsibility. From the perspective of embodied cognition, handwriting is examined as more than the mechanical reproduction of symbols. Stroke order, writing rhythm, spatial organization, pen pressure, and the resistance of paper may contribute to the memorization and structural understanding of characters. Japanese stationery culture, including specialized writing instruments and notebooks, further demonstrates the continuing cultural importance of handwriting and the effort devoted to making the act of writing efficient, comfortable, and engaging. The study subsequently considers how digitalization may be transforming the quality of literacy. Although Japan has achieved a high level of basic literacy, contemporary concerns increasingly involve the ability to understand, reproduce, and use written language deeply rather than merely recognize characters. Dependence on digital conversion may reduce opportunities to actively recall kanji and engage with their internal structures. However, this study does not argue that digital technology is inherently detrimental. Instead, it proposes a hybrid approach in which digital tools and handwriting serve complementary educational functions. The study concludes that handwriting should be reconsidered as an important form of embodied learning rather than as an outdated technological practice. In particular, shosha education may contribute to memory, spatial awareness, concentration, and structural understanding of Japanese writing. As digitalization continues, maintaining and strengthening meaningful opportunities for handwriting in foundational education may therefore be essential for developing a broader and deeper conception of literacy.