The learning sciences (LS) has seen unique and sustainable development since their emergence in Japan. Firstly, the authors had several scholars who contributed to the growth of LS over several decades. Secondly, the discipline has aligned with the educational reform movement and has facilitated numerous educational studies in various ways. In this chapter, the authors will cover the field’s historical development over 40 years, examining three generations of LS scholars and their influence on LS studies at a domestic level. The authors conducted a systematic survey of literature published in Japanese academic journals to explore how ideas introduced by these scholars, such as adaptive expertise, constructive interaction, and knowledge-building, have been disseminated across various fields of educational studies in Japan. The findings revealed that adaptive expertise and knowledge-building have been pervasive as general guidelines for researchers to develop their instructional designs. In contrast, constructive interaction has been introduced as the basis of a specific instructional method, constructive jigsaw instruction. Finally, the authors discuss recent streamlines of LS studies by the next generation of LS scholars in Japan.