The purpose of this study was to clarify the overall structure of home economics teacher‑education curricula at national universities across Japan by examining the subject classification under the Education Personnel Certification Act, and to derive implications and suggestions for future challenges and improvements. While the syllabi allow verification of course titles and instructors, they do not provide sufficient information regarding how courses correspond to specific subject classifications, nor about instructors’ areas of specialization or employment status thus the nationwide situation remains unclear. Consequently, in 2019 a survey was conducted targeting all 49 national university corporations, with responses obtained from 44 universities. The results indicated that: 1.The subject area with the largest number of courses was food science, accounting for approximately one‑fifth of all courses taught. 2.When broken down by instructor specialization, more than 80% of courses in each area, namely home management, clothing science, food science, home economics, and teaching methods, were taught by instructors specializing in those specific subject classifications. 3.In terms of instructor employment status, full‑time faculty constituted the majority across all subject categories, with teaching methods having the highest proportion at 84.6%. 4.The subjects with the highest student enrollment numbers were childcare studies and home management.

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This study aims to analyze cases that have received high evaluations in high school home economics home project (HP) over the past 60 years, while also paying attention to the impact of changes in the curriculum structure and content of home economics. Furthermore, it considers how the insights and implications obtained can be utilized in future HP instruction. As life skills and techniques have evolved, research on HP has been conducted using various methods, leading to a multifaceted understanding of diverse and complex life issues and facilitating shifts in HP to forms that reflect the times. In response to changes over time, it can be inferred that appropriate methods for HP instruction have been conducted that emphasize the interests and concerns of individual students regarding their lives, and lead students to develop a sense of agency as participants in their lives. In HP instruction, rather than seeking a uniform teaching method, it is effective to support the research of individual students with a clear understanding of its significance and a distinct perspective on the subject.

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