Fostering Judgement Competence in Austrian Home Economics Education: Teacher Perspectives and Practices

Developing students' ability to make informed and reflective judgements is a core objective of Home Economics Education (HE) in Austrian schools. This study investigates Austrian secondary school HE teachers' understanding, discipline-based educational approaches, and perceived challenges in fostering this competence. Qualitative semistructured interviews (n = 12, including pretest interviews) were conducted with HE teachers representing diverse experience levels and school contexts. Data were analysed using qualitative content analysis (Kuckartz & Rädiker, 2023). Findings reveal a heterogeneous, yet strongly practice-oriented understanding of judgement competence. Teachers identified sensory, consumer, aesthetic, and emotional judgements as particularly relevant within the HE context. They emphasised the vital connection between theoretical knowledge and practical experience, including the value of learning from mistakes. While a range of discipline-based educational strategies are employed, the development of judgement competence often occurs implicitly rather than through deliberate explicit instruction. Key challenges include time constraints, limited resources and varying levels of perceived importance by school administration and heterogeneous levels of institutional support. The study highlights the need for clearer discipline-based educational strategies and enhanced structural support to effectively promote judgement competence.