A scene from Hamahigashi Elementary School taken after the exciting class.

Mercari is working to contribute to the realization of a circular economy by reducing waste through collaboration with various municipalities.

Amidst this, in education, efforts are being made to develop various programs and engage in practices in collaboration with municipalities, aimed at realizing programs connected to a circular economy.

The scene of elementary students researching the selling prices on 'Mercari' during the first class at Ikegami Elementary School.

With the Kumamoto City Board of Education, we have been conducting initiatives using 'Mercari Shops' for practical lessons on selling items at Chiharadai High School in Kumamoto, which actively implements these programs; this time, we endeavored to implement programs aimed at circular society and circular economy targeting younger elementary school students.

On November 7th and 22nd, for the first time in the country, 42 fifth-grade students from Kumamoto City Ikegami Elementary School (hereinafter referred to as Ikegami Elementary School) conducted a reuse model lesson simulating product listings using a 'Mercari observation notebook.'

Ikeshima Elementary School held its first class with two combined classes in the gymnasium.

On November 11 and 26, the program was conducted with 49 fourth graders from Chiba City’s Eihama Higashi Elementary School, which has a comprehensive partnership agreement with Mercari.

At the first lesson in Eihama Higashi Elementary School, students were seen describing the drawings and features of the products they pseudo-listed on 'Mercari'.

The 'Mercari Observation Book' program implemented this time is an education program for elementary school students that involves drawing reused items like a picture diary, and learning about reuse and a circular society through a simulated listing experience.

'Mercari Observation Book'

By using the "Mercari Observation Notebook," the value of items can be considered from various perspectives, and by experiencing listing items virtually, the value of money and the mechanisms of profit can also be learned. This program aims to cultivate the option of not discarding items and a mindset of valuing things, while fostering children who will live in the future world to think about a circular society that carefully uses limited Earth resources.

Normally, educational materials are downloaded from Mercari Education and implemented by teachers at various schools, but this time, as a model teaching practice, the "Mercari Observation Notebook" was provided to everyone, and instructors were dispatched from Mercari for execution.

"Download the Mercari Observation Notebook program from here."

Image of the model lesson implemented this time.

Prior to the session, a "Mercari Eco Box" was provided to all target students, where they installed this "Mercari Eco Box" in their homes about two weeks ago, allowing families to put items that had completed their role but are still usable into the "Mercari Eco Box," thereby visualizing items that could be reused within the home.

Please also refer to this for more information about the "Mercari Eco Box."

In the first lesson, items from home were brought in by students, and while observing the characteristics, scratches, and stains of those products, they researched on tablets how much reused items were being sold for on the flea market app "Mercari," experiencing the process of listing.

The first class at Namihama Higashi Elementary School was conducted in each classroom.

At Ikegami Elementary School and Namihama Higashi Elementary School, where the class was conducted this time, a survey was conducted to verify the effects of the lessons and changes in awareness and behavior regarding reuse in line with the second implementation of the class.

This was done for a total of 91 participants: 42 fifth graders from Ikegami Elementary School and 49 fourth graders from Namihama Higashi Elementary School.

n=91

Out of 91 people, 34% of families had experience both listing and purchasing on "Mercari," which is the highest percentage; 2% had experience only listing, 11% only purchasing, and 16% only browsing, totaling 63% of families that had used "Mercari" in some way. Although "Mercari" is used by 23 million people, due to factors like the age range of the parents, it was used at a higher rate than simple population comparisons would suggest. Moreover, while Ikegami Elementary School in Kumamoto City had a 50% usage rate, Namihama Higashi Elementary School in Chiba City had a 73% usage rate, showing regional variations.

n=91

In this program, participants were asked to set up the "Mercari Eco Box" in their homes before classes began, and by making visible items that could be reused after their roles in the household had ended, we aimed to change awareness towards reuse. The most common installation location was the living room, as it is the main space for family life, followed by the children's room, possibly due to the educational program.

n=91

Despite the short period of two weeks, some families contributed more than 10 unwanted items; however, while the installation was carried out, the result showed that 32% of families did not put any unwanted items into the distributed "Mercari Eco Box."

n=91

In the programs for high school students, we implemented a program that led to behavioral changes regarding reuse by allowing them to experience selling on "Mercari" and "Mercari Shops." However, previous programs for elementary school students only aimed at changing awareness, so this time, we further encouraged actual reuse. After confirming through a survey conducted after classes, it was found that 16% of participants managed to connect the products they had simulated in class to actual reuse, despite the short period of two weeks.

Please refer to the following summary article on Mainland Education regarding high school students' practices.

n=91

Additionally, during this period, 31% of households listed items on 'Mercari', and there were products that were not placed in the 'Mercari Eco Box', with 12% of households listing more than 10 items.

n=91

As for the survey conducted on the 'Mercari Eco Box' distributed to interested parties in collaboration with local governments, 40% of the participants reported that they had items stored without using them, which is the highest percentage. Items that did not make it to reuse within the timeframe have also connected to the 'visualization' of reused goods, suggesting that there seems to be a growing awareness of trying continuous reuse. On the other hand, 27% returned the items to their original places at the end of the program, and 4% disposed of them. In class discussions, we talked about how to encourage such households to engage in reuse.

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The survey is conducted at the end of the first lesson, and 94% of the children felt it was good, combining "very good" and "good."

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Through experiences such as simulating sales on "Mercari," a certain level of understanding of flea market apps was contributed, with 76% combining those who said "very deepened" and "deepened."

n=83

At the same time, the understanding of the main theme of this program, the 3Rs and promoting a circular society, has deepened significantly, with a combined rate of 71% for "very deepened" and "deepened," contributing to a certain level of understanding. Following this, a second program is being conducted to think further about "how to promote reuse more effectively," which I believe has also contributed to the education of the children.

I will share some of the main proposals for promoting reuse through free writing and thoughts on this program.

Q7. What do you think can be done to promote more reuse?

• Since I cannot go to that school to explain like Mr. Takahashi, I will at least create presentations for all students at Ikegami Elementary.
• Looking for unnecessary items or asking neighbors if they have anything they don't need.
• I think that giving unused items to Mercari or local people will promote reuse.
• I believe that if I actively engage in activities, it will naturally spread.
• I want people to know that reusing can also address the global environmental issues.
• I think it would be great if there was a system that children could use without asking their parents.
• Discuss within the family whether something is needed or not, and then list it.
• Spread Mercari worldwide.

Regarding the question "What do you think can be done to promote reusing more?", this was shared during the second class after discussing feedback from the surveys, and further ideas were developed through group work.

Q11. Please share your thoughts on this program.

• I was surprised that promoting reuse can help prevent global warming.
• In an era where anything can be obtained, it was good to learn the importance of valuing things while still a child.
• Having experienced a program I learned about for the first time while researching Mercari on a tablet, I once again thought about the importance of valuing things.
• I have understood how to use "Mercari" well. It was very educational since we are also studying reuse in our comprehensive learning.
• I think Mercari is also a good option as a means of reuse.
• I learned in this class that Mercari was created not for the purpose of making money, but for reuse.
• I used to think that Mercari was just for buying and selling, but I realized that buying and selling leads to reuse and contributes to the environment.
• After listening to the class about Mercari, trying it out myself, I understood the importance of reuse and thought I would like to sell my own items and engage in reuse.
• I had never used Mercari before, but I learned how to use it enjoyably in this class, so I want to actually sell and buy next time.
• I understood how to set prices for fees and shipping.

Regarding feedback on the program, there were many positive responses, and I felt that what we aimed for was conveyed.

Additionally, the program implemented this time was featured on KAB, which is part of the TV Asahi network, in relation to the practices at Kumamoto City Ikegami Elementary School, and the efforts at Chiba City Ikushima East Elementary School were covered by the Yomiuri Shimbun.

While delivering the thoughts of the children who practiced the lessons as well as those who participated, it is hoped that more people will become interested in reuse initiatives.

Mercari continues to aim for the realization of a circular economy that can 'reduce waste'.

(Ryohei Takahashi)