Do Finnish home economics and health education textbooks promote constructivist learning in nutrition education?

In Finnish secondary schools, nutrition education is integrated mainly in home economics and health education lessons. The aim of this research was to describe the content and pedagogical style in food‐ and nutrition‐related texts in secondary school textbooks. Textbooks are important learning tools in education in so far as they reflect current pedagogical thinking and the objectives set in the national core curriculum. The study data consisted commonly used home economics (n = 4) and health education (n = 3) textbooks. Nutrition contents of the textbooks were compatible with the national core curriculum. The scope of nutrition education in health education textbooks was health centred, whereas home economics textbooks considered also cultural and environmental aspects of nutrition education. All textbooks considered adolescents' current nutrition issues. The pedagogical style was usually participative in exercises and neutral informative in a plain text; however, a considerable amount of text was written on using a persuasive style. Overall, textbook pedagogical style supported the constructivist idea of learning, and textbooks can be a positive agent for change as we strive towards a better nutrition health in children and adolescents.     

Is cooking dead? The state of Home Economics Food and Nutrition education in a Canadian province

High population rates of obesity and nutrition‐related chronic diseases warrant an examination of the role of food and nutrition education in health promotion. Using a mixed‐methods approach, this study explored student enrolment trends in, and perceptions of, Home Economics Food and Nutrition education in a Canadian province. Enrolment in Home Economics Food and Nutrition courses for grades 7–12 was examined from 2000 to 2010 using administrative data. Perceptions of Home Economics Food and Nutrition education by home economics teachers and superintendents were investigated through in‐depth interviews using a grounded theory approach. Results revealed that, although enrolment, including boys, increased slightly over the study period, the majority of children do not take Home Economics Food and Nutrition classes. Further, enrolment decreased significantly from grades 7 (45.77%) to 12 (7.61%). Home Economics Food and Nutrition education faces significant challenges to its future viability. These include: many school administrators, non‐home economics teachers and some parents do not value Home Economics Food and Nutrition education; Home Economics Food and Nutrition education is seen as less valuable than math and science for future career planning; outdated curriculum and teaching infrastructure; reduced numbers of new home economics teachers; decreasing student food knowledge and skills; and changing social norms regarding food and eating (increased use of convenience foods across population groups, a youth ‘fast food culture’ and fewer family meals). Results also indicated that Home Economics Food and Nutrition education is seen as critically important for youth, given that one third of Canadian children are now overweight or obese, fast and highly processed foods make up an increasing proportion of Canadians' diets, and there are increasing dilemmas being faced with food production and food safety. These results signal a growing tension between societal trends towards technological solutions in education and everyday living, and the growing acknowledgement of the externalities associated with these trends including poor health and environmental impacts. Consequently, evidence‐based food and nutrition education that is relevant for today's food environment and busy lifestyles is warranted to improve the health of current and future generations. This should be based on a comprehensive food and nutrition framework including functional, interactive and critical ‘food literacy’. Policy measures are urgently required to ensure all youth have access to food literacy education.     

School and family environments promote adolescents' financial confidence: Indirect paths to financial literacy skills in Finnish PISA 2018

This study investigates the associations of adolescents' financial socialization factors—financial education in school and families—with financial confidence (i.e., confidence in using financial and digital financial services). In addition, we examine how financial socialization factors indirectly relate to financial literacy skills through financial confidence and the role of demographic factors (adolescent gender, grade level, parental education, family wealth) on financial socialization, financial confidence, and financial literacy scores. We used data on the 4328 Finnish 15-year-olds participating in the 2018 Programme for International Student Assessment (PISA). We measured financial literacy by cognitive test items and assessed financial socialization and financial confidence by adolescent questionnaires. First, the results showed that financial education in school positively predicted adolescents' confidence in using financial and digital financial services. Second, financial education at schools and in families indirectly predicted students' financial literacy through confidence in using digital financial services. Third, older adolescents were more exposed to financial education at school and in families, whereas adolescents from wealthier families and girls (vs. boys) were exposed to a more frequent discussion of financial matters with parents at home. Furthermore, the boys were more confident in using financial services than the girls, although the financial literacy score did not differ by gender; older adolescents were more confident in using financial services and achieved better financial literacy than younger ones. Finally, higher parental education in the family related to higher financial literacy but not to higher financial confidence, whereas family wealth was related to higher financial confidence but not financial literacy.     

Hong Kong parents' perceptions of the transference of food preparation skills

Food preparation skills among young adults are associated with healthy food choices, better diets and a greater likelihood of an independent, healthy adult life. This study conducted in Hong Kong aimed to investigate parents' perceptions of cooking skills; to explore the transference of cooking skills in the home setting; to identify parents' expectations regarding the transference of cooking skills; and to inform the development of educational initiatives for developing healthy eating habits. A questionnaire survey was conducted to collect information of the subjects' cooking experience, attitudes about cooking skills, cooking habits at home, family meal habits, transference of cooking culture in the family and the factors influencing the choice of ingredients and cooking. It was administered to 1009 Hong Kong parents (of students aged between 11 and 18, studying in 15 secondary schools). The collected data were analysed using the Statistical Package for the Social Sciences (version 12.0, SPSS, Inc., Chicago, IL, USA) and cross‐tabulation analyses were used to compare the responses of the parents by gender, employment status and income. The results show that parents valued cooking as important life skills for both boys and girls. Parents generally perceived their cooking skills either good (41.9%) or mediocre (54.5%), yet children are rarely taught these skills in the home. Family meals prepared primarily with fresh ingredients are still an important part of the daily routine, and mothers are dominating the roles in food choice decision, cooking and buying the ingredients for family meals. Mothers and schools are expected to be the major channel to teach children cooking skills. Findings suggest that parents are well‐disposed towards providing food and nutrition education at home, but need more support (50% reported that home should be a primary support for learning cooking skills; 36% indicated that the school should have a responsibility to teach children to cook starting in elementary school). Schools may do well to collaborate with families in food literacy education initiatives. Developing individuals' cooking skills paves the way for long‐term health benefits and the well‐being of the local population.     

Systems in New Zealand for teaching home economics at a distance

This paper outlines distance education systems in New Zealand with particular reference to the teaching of home economics to school students and to home economics teachers. Explanatory tables regarding organizational levels in New Zealand's schools are given.     

Knowledge and attitudes of adolescents regarding home economics in Tromsø, Norway

The purpose of this study was to investigate the knowledge and attitudes of adolescents in Tromsø relating to nutrition; whether pupil behaviour and attitudes regarding nutrition had changed in the tenth grade compared with the eighth grade; and whether this was linked to pupils’ home economics lessons in grade 9. In total, 606 adolescents (321 boys and 285 girls) were studied on two different occasions – 2002 and 2005. A food frequency questionnaire focusing on 16 different food and beverage groups was used. It investigated knowledge and attitudes, the amounts of food items consumed and the socio‐economic situation of the participants and their families. The study produced interesting findings. The boys had surprisingly low knowledge of fruit and vegetables that did not change in a positive direction, between the eighth and tenth grades. The change among the girls was very small and therefore this study concludes that the teaching of home economics had no significant influence on the pupils’ knowledge of and attitudes towards eating fruit and vegetables. The study of home economics does not appear to enhance adolescents’ skills and attitudes to the extent expected from the curriculum. But there are gender differences at both grades. Changes in the home economics course are necessary to improve children's and adolescents’ knowledge and attitudes. Increased focus on the scope and variety of teaching methods will be a key to improvement. Future research is required to understand the potential of the home economics curricula to change adolescents’ knowledge about and attitudes to home economics in Norway.     

A glimpse of the complexity of factors that influence financial literacy

Financial literacy has been recognised as a vital life skill, but there is little evidence of the factors behind the differences in managing personal finance. Socio‐economic factors and the provision of financial education do explain the variance in financial literacy in some countries, but not in all. In the PISA 2012 financial literacy test, Estonian students ranked very highly in international comparison; although only a few had received financial education at school. Compared with other countries, socio‐economic factors explained the smallest proportion of variance in the test score. There was, however, a significant difference between the mean financial literacy scores of Estonian‐ and Russian‐language communities. The aim of the article is to analyse the factors behind the differences in financial literacy when financial education is not provided. It also offers insight into how students in a similar education system in two different cultural and language frameworks achieve different financial literacy scores. Moreover, the results demonstrate how indicators, such as family background can work through different channels as opposed to the usual parental education or occupation based socio‐economic indicators. The latter implies that unexplained factors remain, such as cultural, developmental and societal indicators, which most researchers pay little attention to when explaining efficient policies for improving financial literacy. Multivariate regression models show that the level of financial literacy in Estonia is correlated with gender, language of the school, the number of books at home, mathematics and reading scores. The Blinder–Oaxaca decomposition explains less than half of the gap between the two communities. The only variable significantly explaining the gap is the number of books at home. Books can be interpreted as a symbol of social status, evidence of cultural background or source of influence for broader picture and better problem solving skills.     

Exploring the influence of family on adolescents’ seafood consumption choices

Seafood in the adolescent diet has many benefits, yet a number of adolescents do not consume the recommended levels. Despite this the consumption of seafood by younger consumers has received scant attention in the extant literature. Previous studies on adolescents’ food‐related behaviour tend to focus on general choice mechanisms or perceptions of food and mainly relate to fruit and vegetable intake. The present study seeks to address this gap through investigating the impact of family upon the consumption of seafood by younger consumers through exploring adolescents’ attitudes and behaviour in regard to eating seafood. Utilizing an exploratory qualitative methodology, seven focus groups of adolescents aged 13–19 years were conducted at two schools in South West England. Discussions covered a range of issues related to adolescent seafood consumption. The use of thematic content analysis found that the family, and parents in particular, exert high levels of influence over adolescents’ consumption of seafood both at home and when dining out. The parent who does the shopping and cooking has the greatest role. Sibling preferences and dietary choices also influence whether seafood is served in the home. Of value to researchers and management are the insights gleaned into the influences on adolescents’ attitudes towards and behaviour in regard to eating seafood. In particular, encouraging seafood consumption will rely upon interventions aimed at both parents and children and need to take into account adolescents’ diet and lifestyle preferences, while also acknowledging the influence of peers and the school food environment.     

Food literacy competencies: A conceptual framework for youth transitioning to adulthood

Objective : The modern foodscape has changed dramatically in recent decades in terms of where, what, how and with whom we eat. This has been facilitated by a transition from traditional, healthy and basic foods prepared in the home to ultraprocessed, unhealthy foods requiring little planning and preparation prior to consuming. Consequently, many youth lack the food literacy (knowledge, skills and critical perspectives) necessary to be well and minimize their risk of obesity and chronic diseases, in the context of a complex food system. The specific dimensions of these knowledge, skills and dispositions, however, are unknown. This study identified critical food literacy competencies required by youth as they transition to independent adulthood. Design : This study employed a Delphi methodology to achieve consensus statements on critical food literacy competencies within a framework encompassing cognitive, psychomotor and affective dimensions. Participants : A panel of 41 experts including dietitians, teachers and college/university students participated in in‐depth interviews. Analysis : Results were thematically analysed and incorporated into two subsequent surveys completed by panel members. Rater agreement was set at 75% agreeing/strongly agreeing with survey items. A panel subgroup further delineated results into competency statements. Results : Within the themes of “confidence and empowerment,” “joy and meaning” and “sustainable and equitable food systems,” 16 broad competency areas, and 59 specific competencies were identified. These were assembled into a Food Literacy Framework. Conclusion : Results can be used to support food and nutrition education in community settings as well as the formal school system, and to advocate for resources to support food literacy education programmes.     

Lesson practice and teachers’ views on citizenship and gender: focusing on home economics and civics in Japan

Home economics and civics as school subjects in Japan have a common feature, in that both subjects nurture a sense of citizenship at home, in the workplace and in the wider society. In addition, both have the potential to help students recognize the gender bias around them and can empower them to help make a more gender‐equal society. Focusing on this, the purpose of this report was to investigate home economics and civics teachers’ views, in order to analyse the features of the two subjects and the relationship between them. Questionnaires were sent to home economics and civics teachers of all the senior high schools in four prefectures around Japan in October 2001, and 357 samples were analysed. The results were as follows: (a) Home economics teachers and female teachers expressed more interest in lessons on gender than civics teachers and male teachers. Concerning lessons on citizenship, no statistical difference in teachers’ interest was found. (b) Topics on citizenship were learned in the fields of consumer, environment and social welfare issues in both subjects. More lessons were reported to take place in home economics than in civics. (c) In home economics, topics on gender were learned as core issues in the areas of family relations, family law and parenting. On the other hand, in family law, civics, topics on gender were taught as marginal issues in the area of basic human rights and labour issues. (d) Home economics teachers thought the goals of gender education were to empower students to overcome narrow gender roles and to strengthen self‐respect. In contrast, civics teachers thought it would empower a sense of human rights. Concerning citizenship education, teachers of both home economics and civics thought the goals would enable students to recognize social problems as their own issues and try to solve them.     

Environmental education: a task for home economists

Environmental education, with its aims of promoting an awareness of and responsibility for the environment, should be a lifelong process in order to protect the environment now and in the future. As home economics education takes place at all levels and in all kinds of schools throughout the world it can be used to demonstrate practical consequences and to motivate personal responsibility. Multiplierc in home economics (professors, teachers, etc) therefore have to integrate environmental education into home economics education and training. It is very important not just to enter into the so called ‘technical protection’ of the environment (water cleaning, reduction of waste, etc.) but to integrate environmental issues into a global view based on a holistic concept. Environmental education in home economics in different countries will be analysed but the main example will be the environmental education in the Federal Republic of Germany (F. R. G.). At the same time questions of content and aims will be discussed.     

Insights into University Freshman Weight Issues and How They Make Decisions About Eating

The transition from high school to college represents a life turning point during which health behavior paths may be influenced. This study addresses the internal and external factors that guide students' eating decisions as they are understood and relayed by students through qualitative methods. A sample of 102 second semester college freshmen participated in a two‐week data collection period. Results show that many students are caught in a negative cycle of food choices with notable social and environmental determinants impacting both their physical and emotional health.     

Consumer socialization,social structural factors and decision‐making styles: a case study of adolescents in Malaysia

The purpose of this study is to investigate how the process of consumer socialization will determine adolescents’ decision‐making styles. Eight decision‐making styles were conceptualized as outcomes of the socialization process, which is acquired via interaction with socialization agents, namely parents, peers, printed media, television commercials and in‐school education. The study also proposed five social structural variables (social class, gender, ethnicity, residence and religion) as being associated with the socialization agents and decision‐making styles. The study sample consisted of 934 adolescents between the ages of 16 and 19 years. The data were collected using a self‐administered questionnaire and analysed with the SPSS computer program. As a result of regression analyses, significant relationships were found between social structural factors and socialization processes, suggesting that the influence of socialization agents on adolescents may vary according to certain demographic characteristics. Significant relationships were also found between social structural factors and socialization processes. Peers appeared to be the most important agents of consumer socialization, contributing to a variety of desirable as well as undesirable consumer decision styles. Printed media and television commercials were also found to be significant sources of the acquisition of both desirable and undesirable decision‐making styles. Parents and in‐school education, however, were insignificant in the acquisition of any decision‐making styles among adolescents. Information obtained from this study could be useful to government agencies and consumer educators. The most revealing finding of this study is that parents did not contribute to the formulation of decision‐making orientation for adolescents. This points to the need for consumer educators to take steps in designing programmes that will involve parents as primary socialization agents at home; this may be facilitated via printed materials. Apart from this, the information can also be helpful in enabling marketers to be more effective in targeting various adolescent markets by formulating marketing strategies according to demographic factors, socialization process and decision‐making styles.     

Adolescent consumers: reaching them,border crossings and pedagogical challenges

Consumerism is part of living in the contemporary post‐modern world. It is claimed that schools and consumer education have a rather marginal impact on the consumer behaviour of young people. This qualitative study explores adolescents’ ways of consuming in three different worlds: home, school and peer groups. The aim is to understand how the adolescents experience border crossings between these worlds. What do they think about consumerism and consumer education? Finally, the pedagogical challenges of consumer education are discussed. The qualitative data was collected through mind maps, written questionnaires and semi‐structured group interviews. Qualitative content analysis was used to analyse the data. The data was collected from 59 teens (between 14 and 15 years of age) from Vantaa, Finland. According to the results, the adolescents’ way of consuming in each world differs from each other. However, border crossings occur with natural strategies and smooth transitions. The adolescents feel that ‘real’ consumerism does not begin until adulthood. Then, it is time to act like responsible consumers. Their motivation to study consumer issues at school is poor, because they feel the substance of consumer education not corresponding to their lives. Because of this, consumer education needs pedagogical renovation based on the needs of the adolescents and the special features of their consumerism.     

Dieting among adolescent females – some emerging trends

Young people, particularly adolescent females, are very conscious of their body image, hence dieting to lose weight is not uncommon. The study, part of a much larger ongoing project, aims to determine the level of body image satisfaction and dieting practices among adolescent females in the Republic of Ireland, with a view to investigating whether these factors ultimately influence food choices and eating patterns. Data collection for this research is at an early stage with preliminary investigations of a qualitative nature having taken place. Sixteen interviews with home economics teachers and 16 focus groups comprising females (n = 124) aged 15–16 years were executed. The results, which are a summation of the emerging trends to date, indicate that female adolescents are very conscious of their body image and are strongly influenced by the appearance of many high profile celebrities. It would appear that gaining the attention of boys, approval from girlfriends and self‐confidence are the main motivations for wanting to be slim. Hence short‐term dieting was an observed behaviour. These initial findings imply a need for more effective health promotion interventions to educate young people on the importance of healthy eating during adolescence. Furthermore, strategies for the development of a healthy body image and positive self‐esteem also need to be implemented as a matter of urgency among this age group. Home economics would be a suitable subject area to deliver this within the school curriculum.     

Pre‐school staffs’ attitudes toward foods in relation to the pedagogic meal

The aim of this study, with the pedagogic meal in focus, was to identify pre‐school staff members’ attitudes to the role of food and meals as part of daily activities at pre‐school. Interviews were carried out at 12 pre‐schools and a total of 34 pre‐school staff participated. The staff revealed strong opinions as well as ambivalence towards how food and meals should best be integrated into their daily work and pedagogic activities. The pre‐school staffs’ lack of or insufficient education and knowledge regarding food and nutrition resulted in an ambivalent and uncertain situation with respect to how they should see themselves as teachers in the meal situation. Nevertheless, most of the staff had a clear perception of what it meant to practice a pedagogic meal. It meant helping and encouraging the children to help themselves and serving as an adult model for the children at table, though this pedagogic activity was uncommon. While the staff were satisfied with the pre‐schools’ role of catering for the children, they expressed concern about or even mistrust towards the children's parents. Despite, or perhaps due to, their inadequate knowledge about food and nutrition and the lack of specific aims for the pedagogic meal, they assumed that the public sector was a better educational institution regarding foods and a better guarantor for children's food habits and dietary intake. As the teachers’ identities have changed over the past years they have not yet found a solid ground for determining how food and meals could be integrated into their everyday work as pre‐school teachers and childminders.     

Independent decision making of adolescents regarding food choice

The adolescence period is the stage in the life cycle in which individuals begin to develop independent decision making related to their social environment including their dietary intake. The period is fundamental in the development of longer term eating habits that may be reflected in adulthood. This study aimed to investigate the decision‐making process of adolescents and their dietary behaviour in the achievement of a balanced diet and to determine the underlying factors that may affect these choices. To meet this aim, a three phase data collection was utilized. In phase 1, a baseline questionnaire (n = 239) measured factors affecting dietary behaviour and the barriers in the achievement of a balanced diet. Phase two employed and measured respondents’ (n = 235) independent decision making by rating nineteen menu choices which reflected all options of dietary guidelines. This was analyzed through conjoint analysis. In phase three a subsample (n = 55) from the first two phases completed a food map which determined underlying reasons for food decisions and choice behaviour. Results revealed that when adolescents are given free choice they tend to follow an unbalanced diet with some diets raising concerns for their current and future health. Fifty‐seven percent of respondents displayed serious concerns in their dietary choice of which 18% were identified as requiring immediate intervention. The most noticeable factors affecting dietary choice were the desire to eat foods high in fat and carbohydrates and low in fruit and vegetable consumption. Food‐mapping indicated prior knowledge and attitudes had no effect on the choices made but that that behaviour of parents in the preparation of meals at home and peers in the selection of snack choices had the most influence on the unbalanced diet.     

Home economics programmes in Oyo state secondary schools: a survey

The purpose of this study was to identify the curricula emphases in home economics in Oyo state secondary schools and to describe selected aspects of teaching and the teacher. Sixty-two home economics teachers in Oyo state responded to a mailed survey indicating the degree of emphasis given to 50 topics in five subject-matter areas of home economics: (i) clothing and textiles, (ii) foods and nutrition, (iii) home management and family economics, (iv) housing, and (v) human development and the family. The most taught subject-matter areas (in order) are foods and nutrition, home management and family economics and clothing and textiles while human development and the family and housing were the least taught subject-matter areas. A similar response was given for teacher's reported level of competence and subject-matter preference. Scores on the topics within each subject-matter area, however, indicated that all the five subject-matter areas were moderately emphasized in the curriculum. These three philosophical views of home economics exist concurrently in Oyo state secondary schools: (i) home economics as home-making education, (ii) home economics as household management, and (iii) home economics as cooking and sewing. Suggestions for improving and strengthening the current home economics programmes are discussed. This research was conducted during 1987–1988 in the Faculty of Education, University of British Columbia, Vancouver, Canada.     

Exploring the nutrition and lifestyle knowledge,attitudes and behaviour of student home economics teachers: baseline findings from a 4‐year longitudinal study

It is widely acknowledged that obesity linked with reduced exercise contributes to health problems, and that, conversely, individuals who embark on weight reducing diets may become deficient in key nutrients. It is often advocated that these problems, which can be grouped together as poor dietary practice, be tackled through education. This study attempts to examine the relationship between nutrition education and lifestyle behaviours in a select group of third level students. The Irish Home Economics curriculum aims to teach secondary school pupils about nutrition and lifestyle practices conducive to health. However, the attitudes and lifestyle practices of those teaching this subject have never been examined in Ireland. The purpose of the present 4‐year longitudinal study, whose first year findings are presented here, is to investigate the nutrition and lifestyle knowledge, attitudes and behaviours of a cohort of Irish student home economics teachers over the 4 years of their Bachelor of Education (Home Economics) degree course. The study was designed to explore possible changes in knowledge, attitudes and practices over the course of their professional education. Nutritional knowledge was measured using a 220‐question adapted version of the test devised by Parmenter and Wardle. Attitudes were measured using a questionnaire adapted from the Pan‐EU Survey on Consumer Attitudes to Physical Activity, Body‐weight and Health. Food, alcohol consumption and exercise were measured using a 7‐day reported dietary/exercise diary. Nutrient intake data were determined using dietary analysis. Weight, height and waist circumference were measured and body mass index (BMI) calculated. When starting college, student home economics teachers have broadly similar anthropometric, dietary and lifestyle characteristics to those of their contemporaries. Mean BMI was identical [24.4 kg/m² (SD 4.3)] to that reported in the North/South Ireland Food Consumption Survey (NSIFCS) for those aged 18–35 years, although energy intakes were significantly higher in the cohort of student teachers (P = 0.000). Thirty‐eight per cent were overweight or obese vs. 33.6% in the NSIFCS. Only 17% (n = 6) of students achieved an intake of 300 µg/day of folate as recommended by the Food Safety Authority of Ireland and only one the recommended intake of non‐starch polysaccharides (18 g/day). One in three students in this study smoke (16 of 48) and alcohol consumption was high. Only one student was very active. Students scored a mean of 55% (SD 8%) on the knowledge test, with similar scores attained for specific aspects of nutritional knowledge (i.e. food groups, constituents of foods, current dietary advice, nutrients, lifestyle practices). However, knowledge of nutrition definitions was weaker with a mean score of 31% (SD 8.6%). Students had a positive attitude towards food choice, the link between food and health and control over their own diet. Similar attitudes towards exercise, smoking and alcohol consumption were displayed despite students perceiving themselves as not having a balanced diet, having insufficient exercise and having regretted something done as a result of consuming alcohol. They appear to display optimistic bias in relation to health risks. These findings provide baseline data for the longitudinal study and indicate that those choosing to pursue a career as a home economics teacher in Ireland have similar nutritional and lifestyle characteristics to those of their contemporaries.