This paper conceptually proposes the design principles of "exploratory Excel literacy education" that is resistant to UI changes, based on the problem that continuous UI updates of Microsoft 365 (hereinafter referred to as "M365") are structurally disabling the traditional memorization-dependent Excel education. Traditional education has been structured around memorizing shortcuts, function names, and operation procedures, but this is only a superficial adaptation to software specifications designed for the convenience of programmers, and does not develop learners' true application skills. In this paper, four design principles are derived: (1) premise minimization and factual experiential task design, (2) step-by-step search starting from human instinct UI, (3) substitution of memorization by understanding unified principles, and (4) realistic response to lack of motivation. These are consistent with Piaget's constructivism, Kolb's theory of experiential learning, and Sweller's theory of cognitive load, as well as a practical framework inspired by the learning methods of C language education. Although the collection of empirical data is a future issue, this paper provides a starting point for discussions on ICT educational design in the M365 era as a concept proposal paper.
Sato Yoshihiro (2026) studied this question.