University of Oulu

Pajari, K. & Harmoinen, S. (2019) Teachers’ Perceptions of Consumer Education in Primary Schools in Finland. Discourse and Communication for Sustainable Education, 10 (2), 72-88. doi:10.2478/dcse-2019-0019

Teachers’ perceptions of consumer education in primary schools in Finland

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Author: Pajari, Kati1; Harmoinen, Sari1
Organizations: 1University of Oulu, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.8 MB)
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Language: English
Published: De Gruyter, 2019
Publish Date: 2020-02-25


Operating in today’s markets is challenging due to information overload and an expanding choice of products. Children also encounter these complex markets at an early age. Providing consumer education in schools is an excellent opportunity to enhance their ability to think critically and increase their awareness. However, it would be a mistake to ignore the interconnections between consumer education and entrepreneurship education, since active and innovative people are also a prerequisite for future development. Taking advantage of the opportunity to provide consumer education in schools requires teachers to be familiar with consumer issues. This article aims to discuss the perceptions and experiences that primary school teachers in Finland have regarding children’s consumer education in schools. This study was conducted using the phenomenographic qualitative method to analyse data from teacher interviews. The analysis revealed a set of categories that describes the various ways the participants perceive and experience children’s consumer education in schools. These categories include themes, actors, teaching methods and the challenges and expectations teachers relate to children’s consumer education. The findings of this study are worth exploring when planning how to support teachers’ consumer educational competences for a sustainable future. The authors consider that this article is especially valuable for curriculum planners, educators, consumer organisations and parents’ associations, because it shed light on teachers’ perspectives about consumer education.

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Series: Discourse and communication for sustainable education
ISSN: 1691-6301
ISSN-E: 2255-7547
ISSN-L: 1691-6301
Volume: 10
Issue: 2
Pages: 72 - 88
DOI: 10.2478/dcse-2019-0019
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Copyright information: © 2019 The authors. This article is published with Creative Commons Attribution Non-Commercial No Derivatives License 4.0.