Abstract
This study aims to analyze cases that have received high evaluations in high school home economics
home project (HP) over the past 60 years, while also paying attention to the impact of changes in the
curriculum structure and content of home economics. Furthermore, it considers how the insights and
implications obtained can be utilized in future HP instruction. As life skills and techniques have evolved,
research on HP has been conducted using various methods, leading to a multifaceted understanding of
diverse and complex life issues and facilitating shifts in HP to forms that reflect the times. In response to
changes over time, it can be inferred that appropriate methods for HP instruction have been conducted
that emphasize the interests and concerns of individual students regarding their lives, and lead students to
develop a sense of agency as participants in their lives. In HP instruction, rather than seeking a uniform
teaching method, it is effective to support the research of individual students with a clear understanding
of its significance and a distinct perspective on the subject.
