In this study, online teaching materials were developed for consumers to help them understand scientifically the validity of milk and health, focusing on the "milk harmful theory." According to the results of the preliminary survey, approximately 40% of the general consumers responded that they had heard about the "milk harmful theory." In order to prevent consumers from falling into such claims, educational materials were also developed to aid them in understanding the difference between causal relationships and correlations. Moreover, this will also help them in understanding milk production. The effectiveness of these teaching materials was verified through a randomized controlled trial using crowdsourcing. In this study, the result with a maximum effect size of 1.99,95% CI [1.69, 2.29] was obtained.

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This study investigated the current status of cashless payments in Korea, where such payments are in the adoption stage, and examined the way this topic is treated in home economics textbooks. In addition to investigating how the topic of cashless payments is treated in Japanese high- school home economics textbooks, we conducted an attitude survey of Japanese high-school students in Korea. Given that conventional credit education emphasizes knowledge of the demerits of postpayment, there is a need for consumer education that can foster people’s ability to independently select cashless payments, including prepayment and on-the-spot payment, and that can encourage individuals to build their own credit history.

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Enhancement of consumer education within school education has become an imperative issue in relation to the lowering of the age of adulthood that is scheduled for April 1, 2022. In a survey, various organizations and local administrations for consumer protection, with which support and collaboration with schools are hoped for, provided responses that suggested possibilities of various kinds of collaboration and cooperative work and expressed enthusiasm to help underage consumers acquire necessary information and abilities. Functions for coordinating collaboration between such organizations in consumer education are crucial to enhance consumer education at schools that is adapted to the lowering of the age of adulthood.

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This research focuses on consumer education in Australia that is linked to career design. The study first reveals what was learned through interviews with people associated with Queensland’s support of educators. Then, by analyzing educator-oriented websites, the study looks at the characteristics of the “MoneySmart” teaching materials. In Australia, “consumer and financial literacy” is situated among the framework provided by the Australian Curriculum. Related to literacy in both career design and life planning, consumer education is slated for young ages. For its eventual usage in classes, educators have been receiving support and teaching materials have been developed. Education in Queensland clearly links curricula, teaching methods, and evaluations. In support of educators, evaluation materials are created with potential issues and suggested answers, support materials for learning methods that can help overcome the issues, and evaluation criteria guides. “MoneySmart” consists of 23 teaching materials aimed at preschool children up to 10th graders. These are organized according to the themes of knowledge and understanding, competence, and responsibility and enterprise. Further, resources related to both career design and life planning are included in the Teaching section.

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This study analyzes and considers the effects of the deepening of SDGs learning on sustainable “ability development” in the formation of individual careers. It also clarifies, through evaluation of lifestyle consciousness behavior that contributes to the achievement of the SDGs, the ability development processes required of individuals, and classifies these processes according to differences in awareness and understanding level. Furthermore, autonomous awareness of purpose can refine the ability to act. This fosters the ability to have a positive impact on those around us, and ultimately allows us to usher in a growth model that promotes transformation of both the individual and society.

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「Food refugee measures」are being promoted for latter-stage elderly, but as the population ages, ensuring 「consumer rights」is essential. Therefore, to find a better shopping environment for senior citizens, a survey was conducted in 5 areas of Wakayama Prefecture regarding the shopping awareness and actual situations of senior citizens. As a result, it was found that residence environment and family structure influence on proactive shopping, many having their own shopping style and selection criteria. In addition, many senior citizens who were proactive shoppers were dissatisfied with the current shopping environment.

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Enhancement of consumer education is required in elementary and junior high schools. Qualities and abilities, which are required to be nurtured through the consumer product safety education, can be taught using existing learning materials in each subject. Previous investigations, however, have suggested that teachers cannot be said to have sufficient knowledge of consumption education and practical methodology, even though they are interested in consumer education. Furthermore, investigations on consumer product safety education in schools have been sparse. Considering these issues, we have developed a guide for teachers to provide consumer product safety education in elementary and junior high schools.

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This paper studies lesson plans in consumer education by collaborating with home economics classes in high schools. This is because there is a concern that high-school students might face more consumer troubles at the lower edge of the age of adulthood. These exercises incorporated the Information gathering perspective and centered on the use of the Internet, such as smartphone, was studied about learning to external lecturers and students. The study also used a questionnaire survey on external lecturers and on the students. The results of the former showed their lack of awareness of social education and the necessity of prior instruction in the field. The results of the latter showed effective changes in student behavior and their acquisition of knowledge.

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We examined the possibilities of career education by looking at basic and general abilities of a class studying product development in high school home economics. From the results of a questionnaire, four possibilities of this class were extracted, and the effectiveness as career education was confirmed by students’ (1) understanding of their values and personality of others; (2) understanding of their role as a consumer; (3) understanding of employment through the processes of planning, execution and evaluation; and (4) forming of values and attitudes to work. As a future task, we should aim at career development that will be the foundation of social and professional independence, provided by a syllabus that learns from trial and error, presentation, and comprehensive product development knowledge.

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This study examined the learning effect of high school consumer education learning methods. It was found that the high school students had relatively poor consumer knowledge, and that the visiting lecturer and independent learning classes had little effect on the consumer behavior or knowledge. As consumer credit and contracts knowledge is indispensable to responsible consumer behavior, better learning methods are needed to ensure that students acquire and are able to apply consumer knowledge.

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This study clarifies the issues in high school "commercial education" through textbook analysis. Textbooks for specialized commerce courses describe (1) the benefits of fair economic activities, (2) the importance of proper communication between sellers and buyers, and (3) the importance of sellers having product knowledge, manners, and a lawful attitude. Of the general high-school courses, "civics" and "home economics" teach the importance of buyers having a critical attitude toward commercial products and advertisements and their participation in establishing a Consumer Citizen Society through purchase behavior. To acquire the requisite knowledge and attitude to perform fair economic activities, these three subjects must be studied; however, as a subject taught mainly in commercial high schools only, “commerce” is studied by few students.

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This study focused on one of moral conceptions in “consumer legal literacy”, which is “ethical consideration,” and clarified how German school education cultivated these conceptions, examining their government curriculum and school open classes. This investigation observed that their educational goals were the understandings of ethical, cultural, and social values and the awareness of rights and responsibilities as a member of society. A school subject of “ethics,” which is a counterpart of Dotoku in Japan, and other subjects in German schools provided class contents regarding consumer morality and responsibilities. Ethical consumption was taught as using consumer products with responsibility in the “ethics” class.

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The purposes of this study were to develop a consumer education lesson that is practiced in preservice teacher training class, as well as to confirm that, by implementing this lesson, the student teachers were able to identify important elements so to avoid consumer problems. The authors put the lesson into practice with five classes on consumer education using QFT (Question Formulation Technique) for student teachers at the university level. As a result, the student teachers in all five classes were able to actively create questions about the lesson content related to consumer education and information communication technology education, from various viewpoints, without being explained, questioned, or instructed by the facilitating professors. Furthermore, the student teachers were able to learn a new teaching method by experiencing the QFT classes.

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This study developed and conducted lessons on financial education for older adults, middle-aged adults, and university students whose parents were in the active age group of 40-50 years using a “retirement-planning game”. The “retirement-planning game”, which was developed by the present authors can simulate one’s life plan from their 60s to 100s. Results indicated that the older adults had difficulty managing the game. The results also showed the necessity of savings; because the older adults had already retired, it was difficult to earn income and increase their savings. However, the middle-aged adults and students realized the importance of a life plan for a long old age. The “retirement-planning game” is effective for middle-aged adults and university students, as it helps them to plan for their future.

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Though the Consumer Education Promotion Law states "education deepens understanding of participation in planning for consumers forming the civil society," goals for consumer education have not been met, especially for elementary school children and their parents. Based on the "image-map" framework for the consumer education system, a "consumer-citizen education program" was developed, implemented, and evaluated. Participant surveys revealed that the program helped children develop a clear awareness of the issue of food waste at home and in society, an intention to apply this, and a greater concern for the socially vulnerable. Adults were motivated to learn more about ethical consumption and developed improved awareness of the social consequences of consumption. Adults and children learned from each other through this program.

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This study aims to consolidate information regarding the present state of professional schools for teacher education at national universities and investigate the progress of consumer education at professional schools for teacher education through a survey of student research topics and actual examples. The survey of student research topics yielded almost no topics related to consumer education. Consumer education could likely be incorporated into topics regarding practical study (i.e., home economics and cross-curricular learning) or as a component of teacher training. We must work with professional schools for teacher education that train and educate teachers to develop the leadership skills of teachers who provide and advance consumer education in schools.

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The purpose of this study was to develop a loot-box simulation game as lesson material for special needs students, and to propose lesson objectives . Before developing the simulation game, we conducted a survey and focus group interview to understand situations of consumer education at special needs high schools, and the challenges the teachers in charge were facing. Based on the results obtained, we designed specifications of the lesson material game and outsourced a company to create a loot-box simulation game that collects various kinds of fish with a pay-for-money system. As well, we implemented the game into class at a special needs high school in order to verify the utility of the game.

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This research looks at community-based consumer education at secondary schools in Bavaria for hints on active consumer training through collaboration with various individuals in Japan. The authors visited classes, gathered documentation, and interviewed principals and teachers. Students participated, gained experience, learned from each other, and engaged in creation on the theme of ethical consumption in a Learning Through The Arts (LTTA) framework. Classes were supported by collaboration exploiting strengths of diverse individuals, including teachers, artists, and university faculty, and by collaboration with local groups, school teachers, and parents/ guardians. Consumer education based on cooperation with diverse individuals entails planning, doing, checking, and improving, and this will be a future issue.

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The purpose of this paper is to examine the effects of measures taken by local governments on the consumer life supporters and to extract forthcoming tasks, by grasping the actual conditions of their activities after attending training courses in Saitama Prefecture, and by examining how spontaneous they are. As a result of two surveys, it was confirmed that the activities of supporters can be classified into four types: unconfirmed, citizen-led, administrative-led, and collaborative. When both the government’s approach to supporters and the supporters’ spontaneous actions react on each other, cooperation is strengthened and supporter activities are activated.

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This article focuses on consumer activities in economic education in Japan. Teachers of civics teachers in high school usually have difficulty teaching, so it is important to analyze what kinds of difficulty they face in class. The author analyzes the teachers’ answers to a survey questionnaire, which was developed by the author himself on consumer activities. Based on high school teachers’ characteristics and perceptions of teaching which were shown by the survey, the author then argues how to improve the actual economic and consumer education.

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The research purpose was to understand the current situation of consumer education for mentally challenged students and issues for developing lesson materials. Focus group interviews were conducted with five home economics teachers who agreed to participate in interviews and had experience of teaching high school home economics in prefecture A. As results, it was found that the participant teachers were instructing students on how to use electronic money after the students understood that their total money is reduced using cash or cash cards. The teachers also talked about not only current senior high school students, but even junior high school students and graduates who had troubles with charging money in online games. Based on their talks, it was revealed that it is necessary to develop an online simulated game for instructing a cash flow and decision making in-game billing with a failure experience.

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Abstract Mini-München is a city-planning simulation game for children. The concept originated in Germany, and several researchers have studied Mini-München in the last few years. An interactive consumer education program entitled Kids Town has also been organized in recent years to demonstrate that the game adopts an effective approach to the practice of sustainable consumption. This study intends to develop a town concept that raises awareness about the United Nations’ global sustainable development goals (SDGs) and thus also represents a guideline for consumer education for future citizens. This section will clarify the SDG-related initiatives of FEZitty, a regular town- planning initiative organized for children. A survey was conducted for the study through interviews with the organizers along with visits to FEZitty events. The results of the analysis performed for the study revealed the following: (1) 13 of the 17 goals of FEZitty were confirmed to be related to the SDGs. (2) Existing resources were effectively used to make participants experience sustainable consumption through means such as aquaponics and poultry farming. (3) Additional intentional measures that include facilities will be needed in the future to implement the Kids Town programs incorporating the SDGs.

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In 2022, the age of adulthood will be lowered, making it possible for younger women to purchase beauty medical care and aesthetic services. Therefore, consumer education is necessary to help young women evaluate the potential dangers and make informed choices. In this study, we researched awareness among young women of the potential dangers of beauty services and created an information leaflet. The contents of the leaflet were based on a survey of 510 female high school students and explored service knowledge, awareness, and behavior. Survey results revealed the need to,(1), raise awareness of the real dangers these services pose, (2) convey basic information about contracts, consumer behavior and rights, (3), and notify people there are advice desks to help consumers protect themselves and avoid service related problems.

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