Turning "I wish this existed" into a job. What are the "future jobs" sprouting from 14-year-olds?

How do today's children envision "their future dream jobs" and "the future when they become adults"? And what kind of support can companies and adults provide them?

Dentsu Group's cross-group organization " Future Business Research Institute " and " Nippon TV R&D Lab " jointly conducted the "Future Career School for 14-Year-Olds," a workshop exploring future occupations. This initiative focuses not on "choosing" from existing jobs, but on "creating" new ones by starting with challenges we must face and actions needed to bring joy to others. Eighty-seven eighth-grade students (equivalent to second-year junior high students) from Tsukuba Municipal Midori Gakuen Compulsory Education School participated ( see overview here ).

How did this initiative, which could become a new approach to career education, come to be and progress to implementation? Toshio Tsuchiya of Nippon TV R&D Lab and Kentaro Yoshida of DENTSU SOKEN INC., who led the project, discussed the background challenges and sources of ideas driving the initiative, as well as the lessons adults gained from the workshop.

Accelerating from "14 is a Critical Age." Career education for creating the future, not just teaching "future challenges"

Yoshida: The "Future Career School for 14-Year-Olds" began shortly after the Future Business Research Institute was established. We received a contact from the R&D Lab, and the conversation started with the idea of collaborating on something to share. I had personally been following the R&D Lab's work, noticing interesting initiatives like their "note" about the TV station wanting to connect with various places. But what exactly do you typically do?

Tsuchiya: It actually originated five and a half years ago when our then-president, Okubo, stated, "Nippon TV is a 'manufacturer' that creates programs, so we absolutely need a research department. Specifically, we need a department focused on future-oriented initiatives, moral research, and program development." That was the precursor. Initially, it was combined with the ratings analysis team, but later, the R&D Lab was established as a dedicated team exploring future value.

Yoshida: The company's positioning as a "maker" and the idea that "to create things, you must develop core strengths" is really fascinating.
Initially, we considered a project seriously delivering positive news about the future. But during discussions, we realized today's children are constantly taught only about "future challenges." This fosters a mindset focused on "reducing problems," making it harder for hope about the future to emerge. Furthermore, we learned junior high schools are struggling with individualized career education methods, which led to the idea for the "Future School."

Tsuchiya: I was deeply shocked when I saw data showing a significant percentage of children feel the future isn't bright. That's undoubtedly the responsibility of adults, and I strongly felt adults must get their act together. I've long believed "age 14" is a crucial transition point from child to adult. So I proposed "let's target 14-year-olds," and as we discussed the content, I ended up being called the project leader (laughs).

Yoshida: I remember very clearly when Tsuchiya-san said, "Let's make it 14." I also had this sense of urgency about how we could break through the situation where children felt so negatively about the future. But Tsuchiya-san clearly stated, "14 is important." Even without quantitative logic, it somehow felt persuasive, and I think the project accelerated dramatically.

Tsuchiya: There's this long-running buzzword, "Chu-ni-byō" (middle school syndrome), right? I think eighth grade is the age when kids, who've lived within the school environment until then, start realizing, "I'm a member of society." When they turn their gaze toward that society, I worry today's kids might despair and think, "Isn't our future bleak?" Instead, I wanted to suggest a positive direction: "The future is made by you eighth graders now, so it's up to you to envision it."

We want to shatter the "ordinary" and deliver the thrill of "imagining what doesn't exist"

Tsuchiya: When we think about the future, we inevitably envision "the world of our old age." But the future that 14-year-olds envision—what they'll do when they become adults—has an incredible sense of reality. When I first spoke with them remotely, I noticed this intensity of realism.

Yoshida: That's true. When I think about my future work, questions like "Can I really see this through?" or "How do I commit to it?" inevitably cross my mind. But for a second-year middle school student, they can set that aside for a moment and focus purely on what they fundamentally want to do, and what actions would make the future better. I feel there are far too few opportunities in current education to think about things with that kind of freedom as a given.

Tsuchiya: Exactly. Having spent my career creating TV shows, "imagining programs that don't exist yet" was always my personal concept. I wanted the kids to experience that same thrill of "thinking about what isn't here." After all, even YouTubers – nobody ever imagined that would become a job back in the day.

Yoshida: During our discussions, we also pointed out why they have to choose their future careers from existing options. Breaking such "givens" is incredibly valuable, and I think it was a great approach. Especially for second-year middle schoolers—they'll be graduating from university and entering the workforce around ten years from now. Introducing this way of thinking about the future at age 14 and fostering positive aspirations could help them develop a different perspective than before.

From "insect farmers" to "animal speakers." Diverse career seeds sprout from within the children.

Yoshida: The encounter with Midori Gakuen Compulsory Education School was hugely significant for implementing this project.

Tsuchiya: That's where I thought, "That's Dentsu Inc. for you." When we discussed, "If we're doing a workshop, what about the school?" the very next meeting already had the academy's representative in attendance.

Yoshida: One of Dentsu Inc. staff members knew the principal of Midori Gakuen (now retired) and said, "They'll be interested right away," and made the arrangements. Even though it's a public school, the buildings were beautiful, and I was amazed by the incredible energy the elementary students put into programming and presentations. There were almost no hurdles in moving this project forward. Additionally, having so many people volunteer as mentors was a huge advantage.

Tsuchiya: Within Dentsu Inc., I believe people from various fields, including creative, volunteered to be mentors, right?

Yoshida: Yes, they were all eager to participate (laughs).
In the end, about 30 people participated as mentors—roughly 20 from Dentsu Inc. and about 10 from Nippon TV. It became a successful initiative that the school staff were also very pleased with.

※Captured from Nippon TV R&D Lab's official YouTube channel "14-Year-Old Future Career School (Long Version)"

Tsuchiya: That's right. The only rule during the workshop was to "think of jobs that don't exist yet." When asked, "What would you do?" I think each student ended up searching within themselves. That's how ideas like "insect farmer" emerged. He probably loves insects, remembered that insect-eating cultures exist somewhere, and thought creating a farmer specializing in insects would be great. It was fascinating how, once they started searching within themselves for the core of "something that doesn't exist yet," everyone came up with so many completely different ideas.

Yoshida: Indeed, even with 87 participants, I never felt "there are too many similar ideas." In terms of school career education, junior high schools already have opportunities like job shadowing or company visits where adults talk about "what kinds of jobs exist." However, going forward, we need to think about how to utilize and develop each individual's unique personality and strengths as part of personalized career education. Within that context, ideas like the insect farmer or another student's proposal for an "Animal Speaker" to connect animals and humans were truly expressions of individuality.

Tsuchiya: Since these ideas didn't come from an externally imposed challenge but grew from seeds within themselves, I feel they will stay with the students. I'm certain many will still hold onto them even ten years from now.

※Captured from Nippon TV R&D Lab's official YouTube channel "Future Career School for 14-Year-Olds (Long Version)"

The Power of Praise Adults Realized Through the Workshop

Tsuchiya: Another key point of this project was the mentors' decision to "first affirm" the children's ideas. The rule was to praise them first and let the children think for themselves. It was heartening to hear the teacher say, "The students told me their eyes lit up and they said, 'I was so happy my idea was praised that I wanted to think more and make them say it was amazing!'" In that sense, I especially remember the child who proposed the job of "Combiner," combining humans and androids.

Yoshida: He made an impression on me too. It was about "the fusion of computers and humans," right?

Tsuchiya: The look on his face and the vibe he had the moment he announced "Combiner" – that "I did it!" look – was truly amazing. I thought, "Yes, that's great!" The students were discovering challenges and seeds for new jobs within themselves, but they lacked confidence. Then the adults praised them with "That's great!" That ignited their drive to think more deeply and act. Through their presentations, they experienced that feeling of "I did it!" or "I pulled it off!" Adding confidence to each of their single-line ideas allowed them to grow in ways only they could. It felt like witnessing a truly wonderful process.

Yoshida: As you said, their growth was remarkable. For kids at that age who tend to rebel when "instructed," that approach was truly effective. Praise makes them bounce. The mentors, too, listened with the premise of praising, looking at ideas with the mindset that "there's definitely something good here." That perspective is essential for making the world better, isn't it?

Tsuchiya: Exactly. Adults tend to focus on pointing things out. Even in internal meetings, where we have to consider risk hedging or "finding holes," we discovered that focusing on praise made people come alive.

Expanding Opportunities to "Pass the Baton" with Diverse Companies

Yoshida: Asking second-year middle school students to "think about jobs that don't exist yet" is probably incredibly meaningful for them. By making them think about "the future," I believe it became a wedge in their lives. Based on this project, Tsuchiya, where do you think we should focus next to build on this initiative?

Tsuchiya: This time, I truly felt we planted at least one seed for the future within each participating student. Ideally, I'd like every 14-year-old in Japan to experience the "Future Occupation School." While it might not yield immediate results, I believe it can spark the realization that they are part of the world and the future. What's crucial is that adults affirm the children's "desire" to "do something new for the future!" and build relationships from a position of "Yes, you're the one to do it! Count on you!" Rather than "teaching," I think it's important to expand opportunities where they can truly feel they've "received the baton from adults."

Yoshida: I believe these initiatives also offer value for companies. For example, children don't know the names of professions like R&D roles at B2B companies or people who make bearings for car parts. Yet, these jobs are what connect us to our safe, comfortable lives today and to a wonderful future ahead. If, around age 14, they can glimpse even a little outline of what kind of future they want to contribute to or what kind of work they want to do, they might avoid regrets during job hunting like, "I wish I'd gone into tech" or "I wish I'd studied this."

Tsuchiya: We saw diverse ideas from 87 students this time. From a corporate perspective, I imagine there are cases where someone might say, "Actually, our research lab is working on an extension of this idea." If we could arrange for them to meet as fellow researchers, it could create a different kind of exchange compared to typical internships, company tours, or factory visits.

Yoshida: Yes, I think this could lead to companies acquiring excellent talent in the future and nurturing talent to broaden the base.

Tsuchiya: Having mentors from Nippon TV and Dentsu Inc. each join a team to support them together was also very effective. In terms of corporate involvement, having mentors from diverse fields participate brings its own unique value.

Yoshida: Many companies would likely want to participate as mentors. By engaging in initiatives like this around age 14, we can help build a source of confidence within them. Then, we can assist in gradually adding layers to that foundation, making it stronger. This way, hope for the future takes root. We don't want this action to end with just this one time; we definitely want to continue partnering with various companies going forward.