The study contributes to research based development of Home Economics Education and enhances the role of Home Economics in supporting sustainable futures through the following three themes.

Theme A. Teacher education – Teacher students’ views on Home Economics education for diversities

● to better respond to the learning needs of future Home Economics teachers

● to identify potential spaces for education for diversities as a cross cutting, integrative theme within the new degree requirements

Q1 How Home Economics teacher education students perceive the significance of cultural diversity and gender in Home Economics education?

Q2 Which kinds of knowledge and skills future Home Economics teachers consider essential in dealing with cultural diversity and gendered practices?


Theme B. Comprehensive education – National curriculum and learning outcomes framing diversity

● Focus on learning, achievement and assessment of Home
Economics education in comprehensive schools

Q1 Which kinds of challenges and opportunities the new national curriculum lays down for Home Economics education for diversities?

Q2 How do the attitudes and achievement of pupils whose mother tongue is other than Finnish/Swedish differ from average learning outcomes in Home Economics subject?

Q3 How can the differences in girls’ and boys’ achievement be explained in Home Economics subject?

Q4 How do pupils’ and teachers’ perceptions on level of competence differ from a gender perspective?


Theme C. Building culturally responsive learning space

● Culturally responsive teaching requires that learner’s Home and
School cultures are meaningfully connected in learners’ learning

Q1 How can culturally responsive learning environment be created within compulsory school Home Economics education?

Q2 How could the schools benefit from the cultural knowledge and skills possessed by the learners and their families?

Q3 Which kinds of tools can create learning space for culturally responsive learning?