One of the major challenges we are faced with today is to build an environmentally sustainable society and to promote ESD (Education for Sustainable Development) in the fields of education. This study analyzes the environmentally related content of Home Economics textbooks, extracting words related to the environment. For our analysis, we used nine different high school textbooks published in 2007 and 2013. Categories we used for our analysis were “laws,” “environmental labels,” “consumer life and environment,” “dietary habits and science,” “clothes and human life,” and “living environment.” Along with our analysis, we also focused on the idea of LCA, discussing what needs to be done in this area of education.
  The findings of our study are as follows:
  1. Authors of textbooks have in recent years attached greater importance to the relationship between the environment and lifestyle.
  2. In the textbooks published in 2013, the number and variety of words associated with the environment has increased from those published earlier.
  3. We were able to recognize the trend of LCT widely presented in textbooks.

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  This study reveals the conditions of teachers' pressure of work in terms of time use and time conflict, considering both their professional and family lives. The study illustrates future challenges in teachers' lives by examining the relationship between the pressure they are under and attitudes toward work. A daily life survey was administered to 342 public junior high school teachers in Mito City. The results were analyzed and the following findings were obtained.
  Compared with employees in other sectors, teachers' working hours are extremely long, irrespective of gender, and teachers' free time and sleeping time are extremely short. Although most teachers felt that their jobs were worth the time they put in, they felt too busy. Female teachers with children at elementary school age or younger spend long hours on work and housework: approximately 60％ of their free time at home is spent on housework. Although their family life is supported by their parents, who either live with them or nearby, they have a greater sense of pressure and lack of time than other groups and can be said to be in a “busy state of mind.” To improve educational quality, environments in which teachers preparing to form families can easily continue their jobs must be established.

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  We investigated the consciousness and the actual handicraft and sewing activities in the everyday life of kindergarteners' mothers. We obtained the following results.
  The rate of acquisition of basic handicraft and sewing skills was high. The ratio of people who learned those basic skills in home economics classes was the highest.
  There was a significant relationship between “the degree of time spent for handicrafts and sewing” and “the degree of mastery of basic handicraft and sewing skills.” Therefore, it was suggested that basic skills are required for handcrafts and sewing.
  There was a significant relationship between “the degree of time spent for handicrafts and sewing” and “experience in making handmade items for children.” Therefore, it was suggested that the presence of children is a factor in determining how much practice goes into handicrafts and sewing.
  There was a significant relationship between “preference for handicrafts and sewing” and “the degree of practice that goes into handicrafts and sewing” as well as “experience in making handmade items for children.” These findings suggested the importance of teaching materials and home economics classes in which students enjoy themselves while making something for someone.

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