To mitigate the risk of antibiotic-resistant bacteria while enhancing the antibacterial activity of naturally derived components, we attempted to weaken biofilms formed by bacteria using biofilm inhibitors. Nonwoven fabrics coated with catechin were treated with bacterial suspensions together with the biofilm inhibitor BR-109, which contains no surfactant, or BR-110, which contains the surfactant Dioctyl Sulfosuccinate Sodium Salt (hereafter referred to as “DSS”), and their effects on antibacterial performance were evaluated against Staphylococcus aureus. For comparison, experiments were also conducted in which only catechin was applied or only DSS was added.

  The initial viable cell count was 1.0 × 10⁵ CFU/mL, whereas untreated nonwoven fabrics showed significant bacterial growth, reaching approximately 4.4 × 10⁹ CFU/mL after 19 hours of incubation. Even catechin-coated fabrics exhibited growth up to 1.8 × 10⁸ CFU/mL. In contrast, when 0.4% of the anti-biofilm agent BR-109 (without surfactant) was added prior to incubation, the viable cell count decreased to 2.0 × 10⁶ CFU/mL. These results indicate that catechin alone exhibited minimal antibacterial activity, but its effect was markedly enhanced by the addition of biofilm inhibitors. Furthermore, when 0.4% of BR-110 containing DSS was added, no viable cells were detected even after 19 hours of incubation. This suggests that the presence of DSS in the anti-biofilm agent significantly improved antibacterial performance, likely due to suppression of biofilm formation during bacterial growth, which facilitated the action of catechin. Additionally, DSS likely promoted both inhibition and dispersion of biofilms.

  In this study, the food-related learning content outlined in Japan’s course of study and explanatory notes for the subjects ‘Home Economics’ and ‘Technology and Home Economics (Home Economics Field)’, along with the food-related learning content outlined in the ‘Food’ domain of Australia’s subject ‘Design & Technologies’ in The Australian Curriculum, were analysed within a theoretical framework of citizenship education, and commonalities and differences were identified. Based on these results, the current state and challenges of food citizenship education in Japan were clarified, leading to the proposal of desirable curriculum content for Home Economics to support food citizenship education.

  The Japanese home economics curriculum focuses on ensuring food safety and domestic orientation from the consumer’s perspective. To advance food citizenship education capable of addressing both local and global challenges, the Australian Curriculum serves as a useful reference point; its multifaceted perspective considers ethics, internationalism, and sustainability from both consumer and producer standpoints.

  Incorporating these two perspectives can help promote food citizenship education in Japan, and students are expected to freely contemplate natural symbiosis and community solidarity and to engage proactively with our increasingly complex food systems. Furthermore, by acquiring the abilities and qualities necessary to make fair judgements in society and by shaping new food systems at the national and international levels, learners can work towards achieving well-being. Additionally, curriculum management that fosters collaboration between food-related subjects – such as social studies – and their respective learning content is also important.