Unfortunately, the Japanese mandatory inoculation policy ceased in 1994, leading to the lack of flexibility to adapt to the 1996 HIV crisis and the 2001 Anthrax world threat. In result, Japan’s dependency upon imported vaccines for survival under the 2020 Covid-19 Pandemic became evident. In 27 years of neglect, the Japanese vaccine industry simply withered away as “non-existent” even today. The pandemic havoc spread throughout Japan disrupting the complexity of the social economic structure. The Tokyo Olympics and the Paralympics was postponed but held in 2021. Meanwhile, the games continued leading to a consecutive wave of Covid-19 variants while Pfizer and Moderna vaccine rollout was in progression. In April of 2021, Japan’s Ministry of Education, Culture, Sports, Science and Technology ordered all universities and schools to return back to face to face education. Compared to the previous year, universities have returned on-line with an innovative flexible stance in the fall session. The Delta variant death rates have significantly decreased down to “zero deaths” on November 8th, 2021. Although universities were ready for the “on-line 2020 adjustable shift” within a week, Japan’s secondary educational institutions with their positive adamant egalitarian view of education continued, as “business as usual”, for they found it difficult to comply with the technical shift. Japan’s tech prepared culture was just a façade within the complexity of reality. This paper will discuss and introduce new true innovative “tech savvy” resilient on-line applications with “educational challenges” that the author faced, in a national university, while using a hybrid stance to assist, support, and sustain the new compliant egalitarian approach for all students including those with hearing impairment conditions under the pandemic.
Professor Hirona Matayoshi is a Professor in Applied Linguistics at Yokohama National University. She earned her B.A in Political Science at Albertus Magnus College in New Haven, CT and her M.Ed. in Curriculum, Instruction and Technology in Education (Applied Linguistics & TESOL) at the Temple University Graduate School (College of Education) in Philadelphia, USA. Professor Hirona Matayoshi is bilingual in English, Japanese, and Semi-lingual in the Okinawan language (designated as an endangered language by the UNESCO since 2009). Prior to joining the faculty at Yokohama National University, she was an Associate Professor at Osaka Seikei University Department of Global Tourism and Business, she was an Associate Professor at the Graduate School of Language and Culture at Osaka University, a Lecturer at Rikkyo University and Sophia University in Tokyo, Japan. Professor Matayoshi’s research centers around 3 themes: The first theme is based upon Bilingual Education that focuses upon the preservation of indigenous languages and culture. The second theme is Applied Linguistics (Curriculum Development) including governmental policies (OECD) architecturally influencing global education. The third theme is using the first and second themes to examine and assist Intangible Heritage volunteer groups to sustain their cultural heritage (language, art, and architecture) through merging all possibilities to promote and reconstruct.