Abstract
The aim of home economics is to increase students’ quality of life (QOL) and well-being throughout
life. This study discusses the elements of “life literacy” and the knowledge and skills acquired in highschool
home economics as a way to examine qualities and abilities fostered by home economics. The
qualities and abilities of home economics and the reality of student-life were then surveyed with the aim
of contributing to future home economics lessons. The following became clear after analyzing 2,207
students’ responses to a questionnaire survey.
1) High-school students with high life literacy are in good health and have a higher QOL compared
to high-school students with low life literacy. Moreover, they have a strong intention to become
independent alongside a strong desire for male–female partnership in building a family where both
spouses work.
2) Students with a high acquisition of knowledge and skills in home economics have a higher life
literacy than those with a low acquisition.
These findings clarify that life literacy is related to both QOL and the knowledge and skills acquired
in home economics. It is the ability to solve problems in life using the knowledge and skills acquired in
home economics to improve the QOL.
