In order to develop a curriculum aimed at fostering competencies, we will examine the possibility　of concept-based inquiry by comparing the overseas learning cycle model of concept-based inquiry　with the study of clothing in junior high school technology and home economics (home economics),　and by analyzing students’ tasks and descriptions. As a result, we found that the learning cycle　model we used as a reference model has a different inquiry learning process from the traditional　problem-solving learning cycle model, which has six stages: Engage, Focus, nvestigate, Organize,　Generalize, and Transfer, and each stage is always followed by a Reflective Reflection process.　Each stage was constantly reconstructed by the Reflect process. It was also found that concept-based inquiry has the same direction as that of independent, interactive, and deep learning as　described in the current Japanese Courses of Study, but the teachers hemselves need to understand　how to grasp the concepts and how to proceed with the lessons.

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Japan faces serious healthcare challenges, such as the problem of rising healthcare costs. In order to address these challenges, it is necessary to change the behavior of medical consumers. However, it cannot be said that medical consumers are taking action based on their awareness of healthcare issues. In this study, we first ascertained what kind of information about healthcare issues is being disseminated by the government and healthcare providers. The results showed that information dissemination related to healthcare issues, such as knowledge of healthcare costs and seeking appropriate consultation, was insufficient. Without such knowledge, consumers cannot critically reflect on their use healthcare services. Therefore, in order for medical consumers to understand the need for appropriate use of healthcare services, it is essential for “educational involvement” on the part of healthcare providers. In particular, healthcare providers and professionals should educate medical consumers on important healthcare issues and help them develop self-management skills related to their use of healthcare services.

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This study takes account of the Consumer Education Promotion Council’s approach and examines the progress of the Consumer Affairs Center’s (CAC) promotion of consumer education in schools from the 2009 establishment of the Consumer Affairs Agency to present and measures taken to address these challenges. Two surveys show that even the most common classes conducted by the CAC were inadequate. As the Council has consistently stated, the crucial factor in promoting consumer education in schools is CAC support in improving the teaching skills of teachers. As for measures, there are promising prospects for the development of consumer education consultation systems, expanding the placement of current teachers at CACs through personnel exchanges, and prefectural support for municipalities on consumer education.

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This study created a Fairtrade learning program and explained changes in learners’ Fairtrade- related behavior and its influencing factors. First, the scores of all factors, such as “risk perception,” “usefulness evaluation,” “willingness to act on Fairtrade,” and “awareness of Fairtrade,” increased after implementation of the program. Factors that improved behavior toward Fairtrade were, first, increased willingness to purchase Fairtrade products through the problem-solving cooking practice; second, enhanced understanding and the improvement of “communicating” behavior by learning activities to convey the learning of Fairtrade; and third, an improved initiative to solve social problems through the realization of the limited awareness of Fairtrade. Participants’ independence in solving social issues increased due to the realization of their rudimentary knowledge of Fairtrade.

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This study explored the relationship between consumer problems and rapid digital advancements in the early stages of the COVID-19 pandemic. The data comprised the results of a nationwide web-based survey of people aged 20–70 years (n=3,936) conducted by the Consumer Affairs Agency, titled “Research on Changes in Consumer Behavior Due to the COVID-19 Pandemic.” The results of the logistic regression analyses showed that increased consumer troubles were associated with overbuying and the centralized use of digital tools to buy products and collect information. The results also indicated not only the importance of knowing digital transaction risks, but also improving life skills, such as the ability to manage goods and spaces, to prevent disruptions in emergency situations.

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This study aimed to develop a scale of cooperation and collaboration between consumer administrations and boards of education in local governments, and measure the condition of the reliability, validity. A survey was distributed nationwide to consumer administrations and responses were recorded (n=549). Exploratory and confirmatory factor analyses were performed, α (alpha) coefficients were calculated, and subscale scores were compared. A three-factor structure of face- to-face relationships, mutual understanding and respect, and collaboration was reported as a result of the analyses. The alpha coefficient was high. Local governments with consumer education coordinators scored significantly higher.

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This study we analyzed the correlation between high school students’ awareness of lowering the age of majority and other survey items. The results revealed a positive correlation between agreement with lowering the age of majority and the rate of communication with family members. Furthermore, there was a significant difference between high school students who think positively about lowering the age of majority and those who think negatively about it. These results suggested that future consumer education requires guidance to broaden awareness and values among high school students.

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This study attempts to clarify the current status of consumer education in high schools in the Kinki region of Japan, and the needs and issues regarding cooperation and cooperation between high school teachers, CEC, and other organizations.The research methods included a questionnaire survey and remotely conducted interview surveys targeting teachers in charge of consumer education at high schools in the six prefectures of the Kinki region. The results of the study show that there were a few cases where high schools had a person in charge of consumer education. Further, even in subject studies (home economics and civics) which are supposed to be implementing consumer education, the implementation rate was not 100%. In addition, the low awareness of the CEC clearly indicates that enhancing the significance of the CEC is needed to enable it to communicate the specific needs of school teachers and others to companies and organizations.

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It has been difficult to deliver face-to-face consumer lectures due to the Covid-19 pandemic. How can we deliver hands-on consumer education in the future? We compared and verified the effectiveness of face-to-face and online courses. The results showed that the participants’ satisfaction was higher for the face-to-face courses. In addition, the level of understanding was higher for the online method and the number of participants was more than twice as large for the online method. Furthermore, interviews with high school students in staff roles three months later confirmed that the change in behavior toward ethical consumption was sustained. The results of this study indicate that industry, government, and academia should collaborate to implement a hybrid type of experiential consumer education.

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The purpose is to explore the possibility of high school-university collaborative classes for financial literacy. As a result of the analysis of textbooks, it was found that “Home-Economics” is an approach to think and act from one's own life, and “Civics” is an approach to think and act from a bird’s-eye view of society. As a result of analyzing the contents of the students’ descriptions in class practice, it was found that the students became interested in finance and acquired a multifaceted and multifaceted perspective through the investigations the materials, the teachers, and the dialogue between the students. In other words, it was suggested that the collaborative classes are effective for improving financial literacy.

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This research objective was to develop learning materials with a simulated experience of code payment and present its feasibility in special needs education. In order to develop the materials, we examined the major applications for code payment and selected functions for code payment learning materials. Then, a store-side code payment application and consumer-side code payment application were invented. The developed learning materials have functions for the code payment system, charging system, payment history, and balance display. The learning materials are connected with the predeveloped materials that have a prepaid card billing system. Some opinions on these materials were collected from special needs education teachers in order to prove their feasibility in special needs education.

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The Japan Consumer’s Association has conducted Consultant for Consumers training courses since 1962 as part of its consumer education program. This paper applies quantitative text analysis (KH Coder 3.Beta.06d)to the life histories of Consultants for Consumers who completed this course from fiscal year 1962 to fiscal year 1972 based on the recollections of 39 Consultants for Consumers regarding their activities to identify characteristics such as activity and transformation.

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