Abstract
This study explores the prospects of learning environments and lesson study in high-school home
economics, drawing on findings from previous research. Key insights include the following:
1) Learning environments for high-school home economics vary significantly across prefectures. The
reduction in available coursework credits has led some schools to lack full-time home economics
teachers, diminishing the quality of instruction.
2) Surveys among high-school students identified “life literacy” as critical to navigating real-world
challenges, underpinned by the knowledge and skills acquired through home economics classes.
3) Lesson designs and improvement models were developed to enhance problem-solving abilities in daily
life—the central aim of home economics.
These findings highlight the increasing importance of collaborative networks among home economics
teachers to strengthen future learning environments. “Life literacy,” reflecting the competencies fostered
through home economics, offers a valuable focus for “lesson study” initiatives. Additionally, the OECD’s
“Education 2030” framework emphasizes well-being as a core educational goal. Home economics, with
its focus on well-being through individual and lifestyle perspectives, is uniquely positioned to address the
future demands of global education.
