This on-going study explores Irish Home Economics teacher’s experience of integrating sustainable and responsible living within Junior Cycle Home Economics. This study draws on the perspectives of Irish Home Economics teachers regarding their experience integrating sustainable and responsible living within Junior Cycle Home Economics. A qualitative approach is adopted and the sample comprises of ten Home Economics teachers (n=10) from a variety of schools across the West of Ireland, including Voluntary secondary schools (4 teachers), Vocational Education Committee (VEC) schools (4 teachers) and Community and comprehensive schools (2 teachers) (mix of coeducational schools and single sex schools) who teach Junior Cycle Home Economics. A semi structured interview will be conducted with each teacher individually and thematic analysis subsequently undertaken. Findings are emergent; primary data analysis is exploring themes including the competency of Home Economics teachers incorporating sustainable and responsible living into the Junior Cycle Home Economics curriculum; their attitude to incorporating sustainable and responsible living into the Junior Cycle Home Economics curriculum and their experiences of including sustainable and responsible living into the Junior Cycle Home Economics curriculum.

The study focused on reviving teaching and learning of crafts in primary school in Nigeria. The specific objectives of the study are to: Determine the present status of crafts taught in primary schools in Abia State.The challenges facing teaching and learning crafts, the strategies for reviving teaching and learning of crafts in primary schools in Abia State.The study adopted survey research design.The population for the study was1,270,comprising 1088 pupils and 182 teachers in schools that offer crafts as a subject.A sample size of 245 subjects were selected using stratified sampling techniques. Structured questionnaire was used for data collection. Mean and Standard deviation were used to analyze the data. The result revealed 10 different types of craft taught in primary schools in Abia State currently.These include, painting, crocheting and bead making.The challenges of lack of interest on part of the pupils, lack of competent craft teachers in schools among others were facing teaching and learning of crafts.Provision of equipment for teaching and learning crafts by school authority, orientating parent and pupils on the importance of crafts can stimulate and retain interest in the teaching and learning of craft in primary schools in Abia State Nigeria.

[Introduction] This study aimed to identify the outcomes of a teacher training course—Home Economics (HE) Teaching Methodology—which develops the ability to design lessons contributing to sustainable living.
[Methodology] We analyzed the perceptions of 36 students attending the 2021 and 2022 Methods of Teaching HE course regarding the relationship between the Sustainable Development Goals (SDGs) and HE, as well as the lesson plans they created. We collected mapping diagrams, lesson plans including worksheets, and rubrics. The course involved reading HE theory and mapping for theme selection by referring to SDG targets. After collaboratively reviewing the mappings, students worked in groups to create lesson plans and improved them through peer evaluation.
[Findings] Among SDGs, 16 goals and 82 targets were represented in the mapping. Goal 12 was the most common, followed by Goal 5. The lesson plans covered topics from becoming a responsible consumer to sustainable food, clothing, and family life. Performance tasks, such as proposing inexpensive and nutritious menus while considering child poverty, and creating posters promoting ethical consumption, were designed. However, the task rubrics tended to misalign with the objectives and lacked specificity. Although the course was effective, organizing competencies for sustainable education was required to establish better evaluation criteria.

Introduction
This study explored the practice of Education for Sustainable Development (ESD) by middle school Home Economics(HE) teachers to find the direction of practice of ESD in South Korea.
Method
Preliminary written surveys and in-depth interviews were conducted with five middle school HE teachers and analyzed.
Result
ESD was mainly implemented in the areas of food, clothing, shelter, and consumer life, such as food mileage, fast fashion, energy-saving houses, and ethical consumption, but not much has been done in the area of family life. By covering social, economic, and environmental issues related to the class topic, HE teachers recognized that every-day life and HE knowledge are systematically connected. Teachers believed that students could act in a responsible manner when they realize that the world, others, nature, and themselves are connected as one. Teaching methods mainly included project- and problem-based learning. Their class ideas relevant to ESD were obtained from Professional Learning Communities(PLCs) or academic societies.
Conclusion
Since HE is a practical subject, HE teachers should deliberately design a process that allows students to connect their thoughts with the class contents and understand the consequences of their actions. We need to further explore ideas for implementing ESD in family life area.

Family and consumer sciences education is an integral component of the U.S. educational system as well as educational systems in other countries. Lesson Study is a collaborative and reflective teaching approach that focuses on elevated teaching practice, enhances student learning outcomes, and fosters a culture of continuous improvement. The session will explore lesson study’s profound impact on educators in a US state. Participants will gain insights into the historical significance of lesson study and how it has evolved in the context of contemporary challenges. Through dynamic discussions and hands-on activities, attendees will discover how lesson study benefits both the students and the educator. Lesson study is a powerful professional development tool for educators. For students, lesson study promotes student-centered learning, fosters critical thinking, and ensures real-world applicability. This transformative educational approach not only equips educators with innovative tools but also engages students in essential life skills. This session will highlight lesson study experiences, share successful case studies, and collectively pave the way for the future of family and consumer sciences education. This session will provide pedagogy that will bridge the past and chart a transformative path forward in preparing students for the challenges and opportunities of the 21st century.

"Let's Talk FACtS" is a podcast created to highlight the contribution of African Americans and other people of color in the Human Sciences in the United States. Compared to whites, the influence of people of color on the profession has only sometimes been celebrated or recognized nationally within the United States and globally. The podcast aims to reach a wider audience who may be unfamiliar with the profession, provide new information on the contribution to the profession, and provide a perspective from students of color. "Let's Talk Facts" uses an experiential pedagogical strategy to assist with learning history, and students are assigned a paper to research African Americans who have contributed to the field. The purpose is to facilitate student awareness of these individuals' backgrounds and chronicle their life and career history. Students select individuals based on interest or who parallel their career interests. Through research and interviews, students presented their findings, culminating in creating podcasts. Students discovered the positive influence of these individuals. The experiential learning opportunity provided legitimacy and made a positive affirmation for individuals of African descent whose contributions needed to be consistently recognized. This project is one of a kind in the human sciences profession.