This study analyzed how Denmark's "Four Student Positions" — critical investigator, analytical receiver, goal-oriented creator, and responsible participant — are embodied in Dansk (Danish language) classrooms, based on lesson observations and interviews at three Folkeskole schools.
Two findings emerged. First, ICT use is framed not merely as digital skill acquisition, but as the cultivation of learners' stances toward information and others — functioning consistently across both digital and analog contexts. Second, critical deliberation through dialogue was substantively realized: teachers posed open questions rather than providing answers, creating spaces where diverse interpretations coexist, rooted in Grundtvig's concept of the "living word" (det levende ord).
For Japanese education, these findings suggest reconceptualizing ICT use as cultivation of learner positioning, and designing instruction that moves beyond "sharing" toward deeper "critical examination" through living dialogue.
