Session Information
99 ERC SES 03 E, Interactive Poster Session
Poster Session
Contribution
Overview
Home Economics education employs a multifaceted, interdisciplinary approach seeking to empower students with the skills to cultivate reflective, critical decision-making abilities they require to deal with practical perennial problems. It has been defined by the International Federation for Home Economics (IFHE) as a curriculum area that “facilitates students to discover and further develop their own resources and capabilities to be used in their personal life, by directing their professional decisions and actions or preparing them for life” (IFHE Position Statement - Home Economics in the 21st Century, 2008). Initial teacher education institutions and educators have a significant role to play devising curricula that address the complexity and uncertainty of our current times. They must integrate contemporary global challenges into the curriculum to prepare teachers for dynamic classroom discussions and practical problem-solving. Teachers need to be trained to be adaptable and resilient, equipping them with strategies to handle unexpected changes and stressors. There is a need to ensure that teachers are proficient with digital tools and teaching methodologies which are essential in a technology-driven educational landscape.
Teachers need to be prepared to create inclusive environments that respect and accommodate diverse cultural backgrounds and learning needs while also in them the importance of lifelong learning, enabling them to stay updated with the latest educational trends and practices.
This study will examine how historical socio-economic changes and technological advancements have influenced the evolution of Home Economics education in Europe, and what are the projected future trends and challenges for this field in a global context. In times of social and economic uncertainty, teaching essential life skills through Home Economics education is critical. Educators must be equipped to support students' ability to critically consider possible actions for solutions that serve the well-being of people and the planet.
Research Questions
- How have socioeconomic factors and trends throughout history influenced the development and transformation of Home Economics education in Europe?
- How do current socio-political and economic challenges impact Home Economics education differently across various European countries?
- In the context of mass migration, how is European identity being shaped within Home Economics education in different European nations?
- What varied strategies are Home Economics initial teacher education institutions and educators employing in different European countries to adapt to contemporary and future societal challenges?
Objectives
The objective is to explore and compare how Home Economics initial teacher education in various European countries- Finland, Ireland and Estonia have adapted to socio-political and economic challenges, the role it plays in shaping European identity amidst mass migration, and the strategies educators use to prepare for contemporary and future societal changes. This research aims to provide a comprehensive understanding of the differences and similarities in Home Economics education across Europe, offering insights into best practices and future directions for the field.
Theoretical Framework
This research will use a multidisciplinary approach and explore the historical context of challenges and their influence on educational research and practice. It will also examine the role of educationalists in responding to these societal changes and conceptualising their roles in the changing landscape. The aim is to understand the impact of current societal challenges on Home Economics education and to explore ways it can evolve to address these issues.
Educational Sociology: Examining how societal factors, including economic and political dynamics, influence educational systems and pedagogical approaches in Home Economics in Europe.
Comparative Education: Focuses on analysing and comparing Home Economics education across different European countries, providing insights into how diverse socio-political contexts shape educational practices.
Cultural Studies: Investigating the role of Home Economics in shaping and reflecting European identities, especially in the context of increased cultural diversity due to migration.
Method
Methods/methodology This study draws on the use of a framework consisting of three primary components: 1. Historical Socio-Economic Analysis: This study examines how socioeconomic factors and trends throughout history have influenced the development and transformation of Home Economics education. It delves into the past to understand how economic conditions, societal needs, and material realities have shaped educational practices and priorities in Home Economics over time. It critically examines peer reviewed articles from four data bases including Web of Science, ERIC, Scopus and British Education Index, educational policy documents and other empirical based research focusing on sources that specifically address the relationship between societal and economic changes and educational shifts. The latest Home Economics curricula in three European countries- Finland, Ireland and Estonia are examined to see how they are evolving in response to changes in culture and technology while addressing regional variations and commonalities. 2. Constructivism: Focused on understanding current educational practices, this theory posits that learning is an active, constructive process. In the context of Home Economics, it will be used to analyse how contemporary curricula adapt to cultural and technological changes and how students engage with and internalise these new educational experiences. 3. Futurism in Education: This component is centred on anticipating and mapping out future directions for Home Economics education. It involves a thorough analysis of emerging technological advancements, shifting societal norms, and global trends to forecast their implications for educational needs and practices in the future. It emphasises understanding and predicting how ongoing and emerging technological advancements, societal trends, and global interconnectivity will shape the future of education. In the context of Home Economics, this means exploring how factors like digitalisation, sustainability, and global perspectives could reform educational content and teaching methodologies. It involves not just adapting to current changes but actively preparing for and shaping future educational landscapes to ensure relevance and efficacy in a rapidly evolving world. By combining these theoretical approaches, the research aims to offer a comprehensive, systematic inquiry into the past, present, and future of Home Economics education.
Expected Outcomes
Expected outcomes/results The expected outcomes from this research on home economics education include the following: • An in-depth understanding of how Home Economics education has evolved throughout time in response to past societal and economic changes. • A comparative understanding of how different European contexts impact Home Economics education. • A comparative study of how different European contexts impact Home Economics education and if and how modern Home Economics curricula are adapting to current cultural and technological shifts, and how this impacts student learning. • Giving consideration to emerging societal, political and economic and technological trends, exploring the future direction for Home Economics education. • Recommendations for educators, initial teacher educator, policy makers to adapt Home Economics curricula to better meet contemporary and future needs. • Contributions to the European educational dialogue, especially in terms of policy, practice, and cultural understanding in Home Economics.
References
References Nickols, S.Y., and Kay, G. (2015). Remaking Home Economics: Resourcefulness and Innovation in Changing Times. Athens: University of Georgia Press. Pendergast, D., McGregor, S.L.T., and Turkki, K. (2012). Creating Home Economics Futures: The Next 100 Years. Bowen, Australia: Australian Academic Press. Sri Mariya, Sufyarma, and Jamaris (2021), “Futurism and Digitalism in the World of Education," Central Asian Journal of Social Sciences and History, 2(12), pp. 78–84. Available at: https://cajssh.centralasianstudies.org/index.php/CAJSSH/article/view/213 Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Bmj, 339, b2535. https://doi.org/10.1136/bmj.b2535 Barth, M. (2016). Implementing sustainability in higher education learning in an age of transformation. London: Routledge. Hargreaves, A. Sustainability of Educational Change: The Role of Social Geographies. Journal of Educational Change 3, 189–214 (2002). https://doi.org/10.1023/A:1021218711015 Taar, J. and Palojok, P. (2022), Applying interthinking for learning 21st-century skills in home economics education, Redirecting. Available at: https://doi.org/10.1016/j.lcsi.2022.100615 Dewhurst, Y., & Pendergast, D. (2008). Home Economics in the 21st Century: A Cross-Cultural Comparative Study. International Journal of Home Economics, 1(1), 63–87. https://search.informit.org/doi/10.3316/informit.775143957869748 Kim, N.E., 2020. Developing home economics education programs for sustainable development: Focusing on changemaker education with the theme of ‘improving consumer life’. Human Ecology Research, 58(3), pp. 279–298, Erjavšek, M., Lovšin Kozina, F., and Kostanjevec, S., 2021. In-service home economics teachers’ attitudes toward the integration of sustainable topics in the home economics subject. Ceps Journal, 11(1), pp. 27–47. Kuusisaari, H., Seitamaa-Hakkarainen, P., Autio, M., and Holtta, M., 2021. The future of home economics teaching: teachers' reflections on 21st century competencies. International Journal of Home Economics, 14(2), pp. 51–68. McCloat, A., and Caraher, M., 2023. HOME ECONOMICS CURRICULUM POLICY IN IRELAND. Food Futures in Education and Society. Haapaniemi, J. et al. (2023), ‘Navigating digital challenges together: Cooperation of researchers and subject teachers’, INTED2023 Proceedings [Preprint]. doi:10.21125/inted.2023.0858. International Journal of Home Economics (2008) International Federation for Home Economics (IFHE). Available at: https://www.ifhe.org/ejournal/about-the-journal
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