Major concepts and perspective of sustainability in housing content area: comparison of Home Economics textbooks of Korea and Japan

Abstract

Korea and Japan have similar educational systems, and both countries base their curricula on national standards. Textbooks in both countries are published under a government‐authorized system, and the role of textbooks is very important because all students rely on the same materials. The curricula of both countries have been revised recently, and less importance has been accorded to content related to housing than to that related to other areas. The purpose of this study was to examine the content of the Korean and Japanese curricula in terms of their objectives, major concepts and perspectives with respect to the sustainability of housing by analysing the Home Economics curricula and textbooks used in the middle schools in the two countries. An in‐depth content analysis was conducted on the two textbooks that will be used in Korea in 2011 and the two textbooks that are currently being used in Japan. The sections on housing in the middle school Home Economics curricula represented two of a total of 18 units in Korea; they cover ‘Housing and Living Environments’ and ‘Use of Housing Space’. In Japan, housing‐related content is taught in one of 12 units: ‘Maintenance of Indoor Environments and Residential Lifestyles’. Major concepts included in the textbooks in both countries consist of family characteristics related to housing, housing culture, housing for sustainable development, indoor environments and housing safety. Content related to perspectives on sustainability has focussed primarily on environmental and economic components in Korea and primarily on environmental and social components in Japan. Korean textbooks have focussed on transmitting scientific knowledge and understanding major concepts, and the processes underpinning practical reasoning were introduced in the 2007 revised Home Economics curriculum. Japanese textbooks were written to solve problems and cultivate the ability to achieve fulfilment as residents.

Advances in consumer education: European initiatives

“…There is a need for more content analysis of consumer education materials used in the EU, similar to the study on textbooks done by Ju et al . () in Korea and Japan. There is also a need for production of more online or digital consumer education resources, developed by credible authorities, institutions or organizations, and which are easily modifiable and maintained to ensure currency of content and relevance to the local context and end‐users.…”

“…Consumer education, and specifically education for sustainable consumption, deserves a greater research focus in the future, as citizens in developed and emerging market countries cannot rely on an old curriculum lacking a global perspective and which can quickly become outdated. There is a need for more content analysis of consumer education materials used in the EU, similar to the study on textbooks done by Ju et al (2011) in Korea and Japan. There is also a need for production of more online or digital consumer education resources, developed by credible authorities, institutions or organizations, and which are easily modifiable and maintained to ensure currency of content and relevance to the local context and end-users.…”