This study aimed to investigate the way in which the culture of everyday life has been perceived and studied in home economics education to date and identify changes and trends. A search was conducted using the literature search databases “J-stage” and “Cinii,” and 84 articles were analyzed. The analysis revealed trends in the research objectives, methods, and characteristics of the perception of the culture of everyday life. 1) In research on home economics education, the literature on the culture of everyday life has been increasing since the 1990s. Furthermore, the culture of everyday life has been discussed since the 1960s. 2) In the “research involving the implementation of educational practices,” there was a widespread tendency near the middle of 2000 to view the culture of everyday life as something that needs to be consciously passed on, rather than something to be handed down and created. 3) Based on the characteristics of how the culture of everyday life has been perceived, we identified three periods and summarized their characteristics. The findings revealed that in the first period, life culture was discussed as inherited and created in the construction of subject theories, whereas in the second period, it was discussed with rich possibilities and diversity, and in the third period, as an object to be inherited.
