抄録
This study aimed to examine consumer education content that enhances university students’
practical ability in ethical consumption through classroom practice in a home economics course
within an elementary teacher education program. The course included a 90-minute lecture focused on
cognition, values, emotions, and external factors, and a practical assignment in which students reported
on their ethical consumption behavior. A total of 195 students were included in the analysis. Changes
in awareness were assessed through reflection sheets, and ethical behavior was analyzed using students’
practical reports. Pre- and post-class surveys quantitatively measured both awareness and behavior.
Results showed improvements in students’ cognition, values, and motivation for ethical
consumption. Students’ reports suggested that awareness of barriers such as price and difficulty of access
changed as a result of realizing that ethical products were available at reasonable prices in local stores.
Regression analysis showed that students who, in their reflection sheets, expressed strong motivation
or did not mention external barriers were more likely to engage in ethical consumption. Students who
believed their behavior could influence society were also more likely to envision specific lesson ideas
for teaching ethical consumption to elementary school children. These findings highlight key points for
improving consumer education for university students.
