Impoverished consumers are not afforded “the right to maintain the minimum standards ofwholesome and cultured living” guaranteed to all Japanese people in Article 25 of the Constitution.Indeed, it can be said that these consumers have been stripped of those social conditions requiredfor living a dignified human life, as they suffer not only from economic poverty but also from alack of meaningful human relationships. The concept of autonomy within consumer policies andsocial welfare policies appears to reflect a shared national policy objective. Consequently, thisperspective situates consumer education within the broader framework of responsible citizenship.Therefore, a matter of great urgency is the creation of social conditions that foster autonomy amongeconomically disadvantaged consumers.

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The purpose of this research project was to compare the current state and issues of consumereducation for children with special needs in Japan and South Korea, especially education regardingcashless payments. Semi-structured interviews were conducted with teachers at special needs highschools for intellectual disabilities in Japan and South Korea.The results revealed that Japanese teachers focus not only on students' current situation, but alsoon the acquisition of knowledge and its potential for future use. On the other hand, in South Korea,it was found that guidance is provided in response to students' disabilities and their current cashlesspayment use. In addition, the management of invisible money is a common issue in both Japan andKorea.

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Based on the Convention on the Rights of the Child and the OECD’s Future of Education andSkills 2030 project, we examined the essential elements of "legal literacy necessary for consumers" that must be developed in minors. This "legal literacy essential for consumers" essential for minorsis the ability to find situations in real life where legal knowledge should be used, and to actuallyand independently use legal skills to think, judge, express, and act by utilizing legal knowledge inthose situations. Teachers should have a common understanding of these aspects of "legal literacyessential for consumers" and are encouraged to learn with minors, utilizing them in their daily lives.

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The aim of this study was to clarify the requirements for educational materials on ethicalconsumption for university students, based on an analysis of students' environmental awareness andexisting educational materials published by government agencies. The results of a questionnairesurvey of university students showed that there is a relationship between understandingethical consumption and practicing sustainable living. The educational materials provided byadministrative organizations did not focus on production and distribution. The results suggest theneed for educational materials that provide examples of ethical consumption in each of the lifecycles of products and services and pose practical questions to explore what “ethical” means.

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In order to develop legal literacy essential for consumers before reaching adulthood, it isimportant to enhance education on private law for high school students. Our research groupconducted surveys of university students and analyzed educational guidelines and previousresearch. As a result, we pointed out the inadequacies of teaching about private law in schoolsup to high school. We then proposed the content and methods for this type of education for highschool students. In particular, through the study of case law, high school students can concretelyunderstand and solidify knowledge of private law. Furthermore, through specific court cases, theyare likely to develop a legal mindset, judgment, and dispute-resolution skills.

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This study empirically examined the outcomes of consumer education conducted for high schoolstudents in all prefectures, using an outcome-based education (OBE) model.The data from the CAA’s “2021 Survey on the Actual Conditions of Consumer Troubles amongStudents in High Schools in Tokushima Prefecture and the Effectiveness of Consumer EducationImplementation” (n=3,227) was used.The covariance structure analysis indicated that most students became more careful about readinginformation and choosing products, through learning, which also led to increased risk-managementskills and knowledge. However, the most influential factor in consumer troubles was the frequencyof digital use. While consumer education has been successful in fostering knowledge, skills, andattitudes, it has not been fully effective in addressing digitalization.

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In local governments with small populations, achieving cooperation between consumer affairscenters and boards of education to promote consumer education is challenging. In this study,we conducted a narrative analysis of a basic local government as a precedent case to examine theprocess of collaboration and cooperation, as well as the important factors of and the key personsinvolved in the process. The aim was to encourage collaboration and cooperation between differentlocal governments. The findings revealed that collaboration entails engaging in the processes ofmutual recognition, initiating collaboration, gradually deepening cooperative efforts, and eventuallyestablishing a formal system. Additionally, the results highlighted that sustained engagement byadministrative staff is a crucial factor in sustaining cooperation.

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We conducted lessons for high school and university students on “termination” of online services,and based on the study participants’ reactions, we explored the need for awareness and the potentialto spread educational materials.The classes involved group discussions on digital inheritance case studies, focusing on internetuse and account termination. The classes were conducted between November 2023 and February2024. We surveyed participants third-year high school and first-year university students before andafter the classes, and the resulting data were analyzed.The results revealed a heightened interest, with participants acknowledging the importance ofsuch topics in the curriculum. Through our lessons, the findings suggest that it might foster moreobjective and critical decision-making when subscribing to new online services.

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This study investigated the relationship between consumer behavior and the prices of goodspurchased during the COVID-19 pandemic. Behavioral scores related to goods and spacemanagement and price indices were calculated by analyzing survey data and purchase records fromco-op members in Tokushima Prefecture. The findings reveal that consumers with lower behavioralscores tend to pay higher prices, particularly for grains. These results underscore the importanceof consumer education in improving abilities related to goods and space management, therebyenabling more rational decision-making during emergencies.

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This study examines the daily monetary management challenges faced by “consumers in need ofassistance,” particularly those with intellectual disabilities and related issues, and explores effectivesupport strategies. The findings indicate that these individuals often exhibit unstable monetaryhabits due to health issues and a tendency to engage in emotional spending. The rise of cashlesspayment methods has further complicated their ability to track expenses, leading to frequentirregularities. Effective support requires collaboration between consumer education providers,who focus on preventing problems for consumers who need assistance, and household budgetmanagement professionals, who address existing problems as early as possible.

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This study discusses outreach activities that look after elderly community members who lackconsumer knowledge.In the project, students collaborated with welfare commissioners who are knowledgeable aboutthe elderly to educate them about scams and consumer problems. In the post-activity report fromthe welfare commissioners, younger people visiting the elderly to educate them and provideeducational goods was generally evaluated as meaningful.However, to realize sustainable outreach activities, there is a need for greater coordination.Based on analysis, we devised the concept of the triangular coordinator network. In the network,external coordinators (consumer education coordinator) connect internal coordinators (facultymember) who manage the students (main practitioner) with quasi-external coordinators, the welfarecommissioners (collaborative practitioner). This network enables greater involvement of studentpractitioners in consumer education that supports the elderly.

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This study aims to clarify the framework underpinning the promotion of entrepreneurshipeducation in Australia and the specifics of its implementation. Interviews and email-based surveyswere conducted to this end. The Department of Education allocates personnel and provides funding,while educational institutions develop and share training and learning resources for fosteringteachers with entrepreneurship. Underlying this is a shared recognition that entrepreneurship is aquality and ability that young people need if they are to lead a more fulfilling life. Practical learningaimed at solving realistic social issues would be an effective way to develop consumer citizensthrough entrepreneurship education in Japan.

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This study examines the current state and gaps in consumer education on responsible drinking.It reveals significant shortcomings in prior research and high school textbooks, with mostefforts limited to business-centered awareness campaigns. Using survey data from schools thatimplemented consumer education, multiple regression analysis shows a strong correlation betweenresponsible drinking and ethical behavior. Additionally, individual values and preferences contributeto differing perceptions of responsible drinking. Given these findings, there is a growing need forbroader and more sustained consumer education in the context of an increasingly VUCA (Volatile,Uncertain, Complex, and Ambiguous) society.

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This study aimed to clarify the educational effects of incorporating video production activitiesinto consumer education within the Basic Home Economics course for second-year high schoolstudents and to explore effective approaches for future lesson development.The lessons were structured into four phases: information gathering and planning, filming andediting, screening, and reflection. Students’ written reflections were analyzed using statistical textanalysis to examine the learning that emerged at each stage.The results revealed that students developed an awareness of consumer behavior and consumer-related issues, cultivated multifaceted perspectives, and began to form a sense of identity as bothadults and consumer citizens. Through the process of video production, students engaged inactive and dialogic learning, suggesting that such educational activities may serve as an effectiveinstructional strategy for future consumer education.

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This study aims to develop and implement a curriculum for junior high school students tolearn about money management, including e-money, and to examine its effectiveness. Aftertaking the class, the proportion of students who manage and use e-money on their own increasedsignificantly. They actively participated in the class and showed more confidence in their ownmoney management skills. This behavioral change was due to two factors: presenting them withperformance-based tasks that are relevant to their lives and having them propose solutions, andhaving them manage their finances, including e-money, during a multi-day school trip. In the future,it will be necessary to analyze the processes by which students learn independently, and revise thecurriculum accordingly.

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This study aimed to develop teaching tools focusing on sustainable fashion to enhance universitystudents’ environmental awareness and examine its effectiveness. The tool was designed withgamification-based slides to enable students to understand the various issues regarding clothingproduction, distribution, and disposal and reevaluate their consumption behavior. A pre- andpost-class survey showed that students’ purchase criteria changed from “price and design” to“durability, materials, and environmental considerations,” and their disposal methods significantlyshifted from “discarding” to “reusing and collecting.” In addition, it was suggested that learningthat incorporates game-like elements can increase motivation to learn and encourage autonomousbehavioral changes.

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