The purpose of this study is to examine research trends in order to obtain clues about nutrition education related to the skipping of breakfast by university students and to investigate the questionnaires that have been made for this purpose. Forty-one papers from 1999 to 2016 were extracted using a database search. A number of research trends related to breakfast skipping have been reported, including those related to lifestyle and health, as well as nutritional. In addition, the questionnaires in the studies on skipping breakfast were not well thought out and varied greatly. In order to teach students that breakfast skipping could lead to behavioral changes, it is necessary for universities to institute policies that will encourage university students who skip breakfast to understand the dangers involved and to correct their behavior. Also, the establishment of a standardized questionnaire on breakfast skipping is recommended.

  A questionnaire survey was conducted on female students living in Fukui Prefecture and Tokyo suburbs to clarify the relationship between both the living area and family structure of female students and their preference for rice. Of significance was the high rice intake in Fukui prefecture compared with that in Tokyo suburbs.

  No area showed a greater liking for rice than another, and almost 90％ of all students said they liked rice.

  No significant differences were found in any question item between students who live alone either in Fukui or in Tokyo suburbs. However, there were significant differences on many questions items between students who live in Fukui and Tokyo suburbs in nuclear or extended families. In Fukui, many students answered that their family cooks rice every morning and I eat rice two or more times a day. It was found that residents of Fukui prefecture have a significantly higher frequency of eating rice than residents of Tokyo suburbs (p＝0.00).

  It is thought that the custom of cooking rice every morning of families in Fukui prefecture is the main reason for their high frequency of eating rice and as well as their high intake of rice.

  Our research focuses on clothing education in home economics in Cambodia. We conducted research at Bayon junior high school in Siem Reap province. This paper focuses on skirt production for school uniforms in a home economics class of a junior high school, incorporating group learning and Rubric. We understand that making school uniforms provides the students with great pleasure. In addition, making, wearing and washing these school uniforms encourages the students in their daily lives. These results suggest an international cooperation method through home economics educational practice from Japan to Cambodia. Furthermore, it suggests that home economics education helps improve people's daily lives.

  The purpose of this study is to clarify Home Economics education in a secondary school in Northern Ireland.

  The study is based on a survey of the Home Economics curriculum, classroom observation and interviews with teachers during a visit to Northern Ireland in January 2017.

  1) Home economics in Northern Ireland is different from “Design and Technology” in England and Wales, and it is taught as a compulsory subject for boys and girls in the learning field “Life and Work” for 8th to 10th graders.

  2) “Life and Work” features four subjects “Personal Development”, “Home Economics”, “Local & Global Citizenship”, and “Employability”. Three key concepts of Home Economics are “Healthy Eating”, “Home and Family Life”, and “Independent Living”.

  3) Home economics was also positioned as an optional subject for vocational education.

  4) Design of a Home Economics lesson plan such as the number of class hours was implemented by each school. Different types of Home Economics classes were taught at the secondary schools visited in Belfast depending on the actual situation of each school.

  Home Economics in Northern Ireland is close to that in the Republic of Ireland. It is thought that the educational background of the two countries is the same.

  Although a unified curriculum exists, lessons vary because lesson construction is left to each school.