We reconsidered the core subject of the human life sciences education curriculum at Hiroshima University to examine the views of students undergoing home economics teacher training. Although it is possible to understand the task of living conceptually and abstractly, an issue that students were taught in the previous year, our study revealed that students did not understand their role as prosumers. In addition, we found that understanding of Home Economics as a background science did not help. We confirmed the effect of Problem Based Learning (PBL) in advance, by testing students who took the same subjects in a previous year. Moreover, we examined product and performance issues including cooking practice, and proposed a learning process to address the issue proactively and cooperatively. This proposed process involves the recognition of conscious living by deeply examining important issues, to enhance students’ awareness of their role as prosumers, and highlighting the significance of Home Economics as a background science.