This study analyzes the achievement standards of the 2022 revised Home Economics curriculum for elementary, middle, and high schools using the Revised Bloom’s Taxonomy. A total of 140 analytical units were derived by segmenting 59 achievement standards into simple sentences composed of learning content and behavioral verbs. The classification of these units into dimensions of knowledge and cognitive processes achieved complete inter-rater agreement, as confirmed by Cohen’s Kappa coefficient (κ = 1). The results showed that conceptual knowledge was the most frequently emphasized dimension of knowledge, followed by procedural, metacognitive, and factual knowledge. In the cognitive process dimension, the order of frequency was as follows: understanding, analyzing, creating, applying, evaluating, and remembering. By school level, elementary standards focused on procedural knowledge and the processes of understanding and applying; middle schools emphasized conceptual knowledge and analytical thinking; and high schools highlighted metacognitive knowledge and creative and reflective thinking. In terms of the content area, there were notable differences in the types and levels of knowledge and cognitive processes required across school levels. These findings indicate that the 2022 revised curriculum is systematically structured to foster the progressive development of knowledge and thinking skills aligned with students’ cognitive growth. However, the absence of combined procedural knowledge and evaluation suggests a limitation in fostering critical and practical problem-solving skills. Therefore, future curriculum revisions should include achievement standards that assess procedural knowledge and promote diverse combinations of knowledge and cognitive processes to enhance learners’ multidimensional thinking.
Park et al. (2025) studied this question.