Legal Framework for Home Economics Education: Foundations for High-Quality Teaching and Learning

Abstract

Home Economics is a multifaceted subject that blends theory and practice, requiring sufficient resources and adaptive teaching strategies. Well-equipped learning environments are essential for high-quality education. Surveys conducted in 2020, 2021, 2022, and 2024, reveal that inadequate facilities hinder equity, safety, and compliance with Lgr22, The Swedish National Curriculum for Compulsory School 2022. This book stresses the importance of adhering to both Swedish and European legislation, including the Education Act, the Food Act, and the Work Environment Act, to create a safe and legally compliant learning environment. Since the 1990s, significant changes in EU regulations, national legislation, curricula, building standards, and technology have transformed the educational landscape. However, this evolution has not been thoroughly addressed within the context of Home Economics since the Swedish school reform.

Key factors such as class size, scheduling, and professional development play a crucial role in teaching quality. Additionally, the Education Act’s focus on individualized learning and human rights is particularly relevant in Home Economics, where students acquire knowledge in nutrition, personal finance, and sustainable consumption. Local policies, such as public health plans and school meal programs, further influence instruction. Implementing risk assessment and conflict management strategies is essential for ensuring a safe and inclusive environment. The findings highlight that compliance with regulatory frameworks and safety measures is vital for fostering an equitable and high-quality learning environment that equips students with practical life skills and prepares them for active, sustainable citizenship.

This book is part of the trilogy Framework Factors in Home Economics Education, specifically Book I: Legal Framework for Home Economics Education – Foundations for High-Quality Teaching and Learning. The series also includes Book II: Material Framework for Home Economics and Book III: Structural Framework for Home Economics.

By offering insights into the Swedish context and aligning with international educational trends, this book aims to support educators, policymakers, and researchers in advancing Home Economics education worldwide.

Keywords: Home Economics, education policy, safety regulations, sustainability, food safety, pedagogical strategies, student well-being, HACCP system, inclusive learning environment.

Preface

Home Economics is a cross-curricular school subject where theory goes hand in hand with practice, integrating knowledge from subjects such as languages, mathematics, chemistry, physics, biology, geography, history, religious education, and social studies into various tasks. Lessons in Home Economics cover multiple subject areas aimed at equipping students with the knowledge and skills needed to manage everyday life responsibly. A key focus is on food and meals, where students learn about nutrition, cooking, food safety, and how to plan, prepare, and serve healthy and balanced meals.

Additionally, consumption and the economy are important areas where students gain knowledge on topics such as personal finance, consumer rights, and making informed choices as consumers; this includes budgeting and money management. Sustainability is also a key part of the curriculum, teaching students about sustainable development, the environmental impact of consumption habits, and ways to reduce their ecological footprint by making environmentally friendly choices in their daily lives. The subject also covers health and well-being, focusing on the relationship between diet, exercise, and overall health, as well as developing habits that promote a healthy lifestyle. Finally, lessons include housing and living conditions, where students learn how to manage a household, including cleaning, doing laundry, and performing basic maintenance tasks. Discussions on different types of housing and their impact on everyday life further enhance their understanding. These areas provide students with a broad understanding of how to handle the practical aspects of life, both at home and as consumers in society.

Teaching within the subject of Home Economics is complex. When planning and organising the teaching, as well as the material and structural framework, teachers should base their approach on the Swedish National Agency for Education's curriculum for the subject, Lgr22. They must also consider the students' developmental stages and needs, along with guidelines for kitchen work and handling raw materials, focusing on hygiene and safety. In practice, this means that the classroom should be a safe learning environment for both students and teachers, one that facilitates learning in practical kitchen work. It should be equipped with the necessary tools and have enough space to serve prepared meals, conduct both digital and traditional classroom teaching, and ensure workplace safety. Considerations for safety include well-planned and functional household appliances, electricity, water, drainage, ventilation, sound levels, and ergonomics. The space should also have functional surfaces for handling and storing raw materials, as well as designated areas for washing, cleaning, hygiene routines, and other household tasks required for teaching with various types of food.

The resources allocated to the subject through school leadership decisions are influenced by an understanding of the subject's specific nature. The Swedish Committee for Home Economics (SKHV, Svenska Kommittén för Hushållsvetenskap), the Teachers' Union's subject council for Home Economics, and the Teachers' Union's national network for Home Economics teachers have worked to clarify and improve the practical conditions of the subject (Hjälmeskog, 2006; Svenska Kommittén för Hushållsvetenskap, 2013). They aim to highlight the subject's versatility and the knowledge areas that benefit students' overall development, as well as the everyday knowledge and skills needed to function as responsible members of society. This includes knowledge that teaches students to become well-functioning consumers. However, survey studies conducted in collaboration with the Teachers' Union in 2020 (N=368), 2021 (N=179), 2022 (N=328), and 2024 (N=372) indicate that these efforts have not led to improved results. Instead, the situation seems to have worsened in recent years.

Purpose of the Book: Part I of the Series

The purpose of this first part in a trilogy Framework Factors in Home Economics Education, is to identify and analyse the legal framework conditions that influence learning in the school subject of Home Economics. It examines how these factors affect the teaching of the subject and how pedagogy can be aligned with the requirements of the new curriculum for compulsory schools, Lgr22, as well as other mandatory school forms, including Lspec22, (the curriculum for special school), Lgra22 (the curriculum for adult education), and Lsam22 (the curriculum for Sami school). The goal is to provide an overview of the subject and its framework conditions in relation to key legislation, such as the Education Act, the Work Environment Act, food legislation, the Environmental Code, and the relevant EU regulations. This book will be followed by the other parts of the trilogy Framework Factors in Home Economics Education: Book II Material Framework for Home Economics. and Book III, Structural Framework for Home Economics.

In this book, the term Home Economics Education is used in the title to stress the broader pedagogical and didactic aspects of the subject, including its legal foundations, curriculum development, and teaching strategies. When discussing the Swedish school subject, both Home Economics Studies and Home Economics are used. The term Home Economics Studies serves as a term for the school subject, as it ensures clarity, consistency, and broad applicability in a European and international context. It is widely recognised in academic and policy discussions, providing a standardised reference for subjects related to nutrition, consumer education, sustainability, personal finance, and household management. Aligning with international research and institutions like UNESCO and the International Federation for Home Economics (IFHE) allows for better collaboration and knowledge exchange. Additionally, this term supports alignment with European educational frameworks and policy development. Since different countries refer to similar subjects by various names, Home Economics Studies serves as a neutral and inclusive term that is easily understood across linguistic and cultural boundaries.

This book does not follow a traditional report format or focus on specific course content. Instead, it highlights teachers' experiences and needs, examines the current state of framework conditions, and offers optimal solutions based on research and proven practice.

Material and Method

The material for this book is based on four qualitative survey studies conducted between 2020 and 2024 for the national network of the Swedish Teachers' Union for Home Economics teachers. These surveys aimed to identify and summarise the fundamental framework conditions of the subject, gain insight into how working conditions vary across different regions, and understand how these variations affect learning.

Another key objective was to map the underlying issues behind teachers' recurring discussions on inadequate framework conditions and to collect their individual perspectives on daily work experiences. The sample consisted of active Home Economics teachers reached through the Teachers' Union’s registry. It was open and non-preselected, ensuring that no participants were excluded. The first survey in 2020 received 368 responses (n=368), the second in 2021 176 responses (n=176), the third in 2023 328 responses (n=328), and the fourth in 2024 372 responses (n=372). By distributing the survey through Sveriges Lärare (formerly the Swedish Teachers' Union), with its large and specialised membership base, the likelihood of reaching a broad and relevant group of experienced and engaged Home Economics teachers was significantly increased.

Data collection was conducted through a survey comprising multiplechoice and open-ended questions, divided into five key categories:

Teacher background and work tasks

Material framework conditions

Social conditions in the workplace

Organisational prerequisites

Current issues, work motivation, and future visions

These categories align with the Swedish National Agency for Education’s 2003 national evaluation of compulsory schooling, which identified the most critical framework conditions for Home Economics Studies: classroom facilities, equipment, access to teaching materials, subject budgets, student group size, and lesson duration.

The material for this book comes partly from four qualitative survey studies conducted between 2020 and 2024 for the national network of the Swedish Teachers' Union for Home Economics teachers. The purpose of these surveys has been to understand and summarise the subject's fundamental framework factors, to gain insight into how working conditions vary in different parts of the country, and how this affects learning in the subject.

The multiple-choice questions were mandatory and answered by all teachers. These questions were straightforward, such as: "Are you qualified in the subject? with response options: Yes, No, or I am currently studying to become a Home Economics teacher." The openended questions, on the other hand, allowed teachers to share their experiences and reflect on their work situation. For example: "Are your kitchens sufficiently equipped for the work? Explain. If not, why?" Teachers could choose whether to respond to these questions and reflect on their pedagogical work from different perspectives. In total, the survey contained over 30 open-ended questions, which received between 30 and 370 responses, covering various framework conditions and their impact on teaching according to Lgr22 and individual teaching practices.

The methodological approach is grounded in a constructivist view of learning, which posits that learning is an active and social process where students interpret their observations and integrate new knowledge with their prior experiences, knowledge, and perceptions (Tynjälä, 1999). This approach aligns with process-oriented learning, which is fundamental to Home Economics. In this subject, students’ experimentation, problemsolving, critical thinking, and comprehension play a central role in learning. Constructivism is rooted in cognitive psychology, which focuses on internal processes such as thinking, perception, and memory. From this perspective, the teacher’s role is to support students’ discoveries and insights during knowledge construction while also identifying potential obstacles in the learning