This study investigates how Japan’s 2002 revision of the National Course of Study functioned as a quasi-natural experiment shaping citizens’ perceptions of food security. In particular, the reform substantially altered how food and agriculture were taught: elementary school textbooks began framing Japan’s low food self-sufficiency rate as a pressing national challenge, junior high school instruction reduced coverage of agricultural issues, and overall instructional time was shortened. These changes created distinct groups with differing educational exposures during compulsory schooling.
To assess potential long-term effects, we conducted an online survey of 1,040 Tokyo residents born between April 1984 and April 1993, all of whom attended public elementary and junior high schools. Screening ensured curricular comparability, and survey items were identical to those used in the government’s Special Public Opinion Survey on Food Supply, enabling direct comparison with national statistics.
Results reveal significant generational differences in how respondents evaluate Japan’s food self-sufficiency. While concern about the current low rate was widespread, respondents who received the revised curriculum expressed these concerns with greater nuance and used different linguistic frames when articulating policy preferences. They were more likely to emphasize increasing domestic production as a long-term national task, yet also demonstrated more differentiated reasoning when balancing imports and domestic supply.
These findings suggest that educational experiences may shape not only what citizens believe about food self-sufficiency but also how they express these beliefs. The study highlights the subtle but enduring role of curriculum design in structuring public discourse around food policy, illustrating how formative educational framing can leave lasting imprints on generational attitudes toward food security.
Keywords
food security, self-sufficiency rate, curriculum reform, Japan
