The purpose of this study is to empirically clarify the effectiveness of introducing portfolio evaluation into high school civics courses in order to develop students' metacognitive abilities, based on changes in students' learning. Third-year students at A High School developed learning activities in the "Modern Society" subject's economics unit, "SDGs and Japan's International Cooperation" （7 hours total）. As a result, quantitative analysis using one-way Analysis of Variance （ANOVA） and latent change score model confirmed that students' metacognitive abilities increased in the classes that were involved in portfolio evaluation. Furthermore, in a qualitative survey using the Modified Grounded Theory Approach （M-GTA）, we were able to confirm the emergence of "anticipation, execution, and self-introspection", the three stages of self-regulated learning.

"The Economy", an economics textbook published in 2017 by the volunteer organization, CORE-ECON, aims at integrative pluralism. It introduces a variety of theories in addition to the standard theories. It has several differences from standard textbooks used traditionally. For example, while standard textbooks first present an economic model and then explain specific social issues by applying them to the economic model, this textbook first presents a social issue and then explains multiple economic models to the reader, asking the reader to consider which model is proper for each issue. Especially, "The Economy" differs from commonly used economics textbooks in Japan in that the text is written in English.

The author lectured to a total of 124 students using Unit 8 （Topic: Supply and Demand: Price-taking and competitive markets） of the textbook. Based on questionnaires, reports, and term examinations submitted by the students, the author then analyzed whether the textbook helped them understand economics, e.g., whether they found the material interesting and engaging, and which English words and phrases they found difficult. The author then analyzed the results from various perspectives, including whether the students were able to recognize the differences between commonly used textbooks and the textbook, and whether the students rated either textbook as better for their understanding.

The results showed that most of the students were aware of the differences from commonly used textbooks. When it comes to Unit 8 of the textbook, a correct understanding of the concept of marginal cost was considered important for understanding the content of it. Since the textbook is written in English, some of the English vocabulary and idioms were found to be difficult for students, but it was suggested that the students were able to understand economics more deeply compared to commonly used textbooks. In general, the results suggested that the textbook might be useful in terms of understanding economics.

The purpose of this study is to examine the importance of financial capability guarantees using nudges to improve children's financial well-being. We summarize a survey on the financial perceptions of preschool to primary school children, in particular their perceptions of money and savings, and discuss the need for financial capability based on their current situation. We accordingly examine the relevance of a four-slot piggy bank as a nudge to ensure capability, and present a research plan to test its effectiveness.