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Consumer education is a by‐product of consumer information and consumer protection. The growth of consumer consciousness in the course of the last decade has caused a great awareness of the need for consumer education. One of the main factors in bringing about the current, greater, consumer awareness was the publication of Which? (and for some years Shopper's Guide). Which? reports the results of comparative tests of goods and services available to the shopper. When the first issue appeared in 1957, it made a tremendous impact because, for the first time in this country, the names and prices of all the brands and models tested were given, in full, side by side with the results of the tests and the assessments of the product's value, even where a product was ‘not recommended’. When this first Which? was published, the word consumer was hardly used, and the concept of consumer research (research on behalf of the consumer, not — like market research — into his preferences) was not clearly defined, nor were the differences between consumer protection, consumer enlightenment, and consumer information. These are all inter‐dependent and all, to a certain extent, aspects of consumer education. But unlike most other subjects, consumer education involved the adult long before there was any thought of it being of importance to the adolescent or child.

For the first time, a UK financial services regulator will have a statutory duty to enhance financial education in the UK. The Financial Services Authority is now beginning to set out in some detail how it will go about fulfilling that duty, and the issues it faces. As well as increasing consumer awareness of the financial industry and improving consumers' ability to identify their financial needs, the FSA aims to enable consumers to decide upon the purchase of financial products through the provision of the FSA's own information and advice — what may be referred to as a form of ‘solution education’. This will place the FSA in a relationship with the general public where the rights, responsibilities and expectations of, and upon, consumers must be made clear and accepted. The inability of the current regulatory regime to establish unequivocally what constitutes adequate or appropriate advice does not augur well.

The present study examines the potential association between the company's efforts on consumer education and consumer engagement and addresses the implications of this link in strategic decision-making.

The coffee shop industry serves as the context for testing the probable effect of education on creating more engaged consumers. To achieve this objective, regular coffee drinkers were asked to evaluate the education efforts of their favourite coffee shop and their level of engagement was assessed. Education and engagement were assessed using previously developed scales constituting a 32-item scale. The responses of 122 subjects were used in the analysis.

Consumer education, both firm specific and market related, are found to be related to engagement within a coffee shop context. Findings might suggest alternative strategies within coffee shop brands to enhance their educational efforts to increasing their consumer's engagement levels, which might ultimately result in more loyal customers.

The association between consumer education and consumer engagement is relevant when engagement is identified as a powerful predictor of several desired behavioural outcomes, such as satisfaction, word of mouth and loyalty. The possibility of education influencing consumer engagement might highlight an alternative strategy for companies pursuing higher engagement levels.

Although both constructs, education and engagement, have been previously used to analyse a set of different phenomena, the present study is perhaps the first to address a potential correlation between the two.

Service quality has attracted considerable attention within the service marketing literature, but despite this, high profile consumer education has not been considered a valuable strategy. Argues that consumer education is a powerful quality strategy in a variety of service contexts and that it is already being used by an increasing number of service organizations. This paper sets out the conceptual relationship between consumer education and service quality prior to developing an information‐education continuum that could help organizations recognize when consumer education might be a useful competitive strategy. The article concludes with a discussion of practical issues that organizations need to consider before implementing consumer education programs.

Highlights the role of consumer education in enhancing the capacity of mature consumers to navigate the increasingly complex marketplace. Consumer education programs can provide significant benefits, including identification of market information, complaint and consumer redress procedures, and understanding a more technology‐based consumer environment. A conceptual model of the relationship between consumer education and mature consumers’ ability to manage marketplace dynamics is developed and discussed. Marketing management implications of consumer education for mature segments are posited and discussed.

The purpose of this paper is to assess the current state of consumer education in the context of responsible gambling in Macao and to suggest ways in which Macao could enhance its consumer education efforts to meet its challenges with regard to responsible gambling.

Exploratory and interpretative approaches have been adopted to suggest why and how Macao should strengthen responsible gambling education. The methodology involved extensive review of relevant academic research, government documents and reports related to Macao's responsible gambling initiatives.

Effective long-term responsible gambling education is needed in Macao to further people's understanding of gambling and gambler's fallacy. The government should take leadership in influencing all stakeholders toward effective initiatives and behaviors related to responsible gambling education.

Although research on responsible gambling education is still in its infancy, its importance in reducing common misconceptions about gambling has already been established. This study contributes to strengthen Macao's responsible gambling practices by proposing several changes needed to provide desired outcomes through consumer education.

The purpose of this paper is to study the influence of remote education on the consumer value of university education by the example of modern Russia.

The authors determine the consumer value of university education in modern Russia in the conditions of the availability of predominantly traditional education; determine socio-economic problems that are caused by the low consumer value of university education in modern Russia; determine the potential of remote education in the increase of the consumer value of university education; and develop recommendations for the increase of the consumer value of university education in modern Russia through the development of remote education.

It is concluded that traditional university education is dominating in Russia. It is standardized and does not allow for the full consideration of individual capabilities and needs of each separate student, which causes the low consumer value of university education. The limitation of traditional and remote education, caused by the fact that educational services in each form are provided by completely different universities, hinders the development of the potential of remote education in stimulating the increase of the consumer value of university education.

In order to solve this problem, it is recommended to unify traditional and remote education within the diversification of the forms of the provision of educational services by modern Russian universities. For that, a conceptual model for increasing the consumer value of university education in modern Russia through the development of remote education is presented. This model focuses on applicant and students with their individual capabilities and needs and universities with their material and technical, intellectual, marketing and other resources. At that, the educational form goes to the background, being not a self-goal but a method of its achievement – the provision of the high consumer value of university education.

The uncertainty of consumers' perceived value makes online education enterprises face great challenge in developing the pricing strategy. So the purpose of this paper is to research the pricing strategies of online education products by considering knowledge consumers' characteristics.

Considering consumer matching degree and price comparison, this study establishes the utility functions of consumers in normal sales period and discount selling period. On this basis, the research builds pricing models of the online education enterprise under the strategy of price undertaking and intertemporal pricing strategy. It further discusses the impact of consumer matching degree, consumer price sensitivity and different types of consumers on the product price and profit of online education enterprises, and reveals the optimal pricing strategy of the enterprise.

Consumer matching degree and price sensitivity coefficient have positive effects on product price and enterprise profit, but they have different effects on product demand; there are differences in the perceived value of the three types of consumers, and matching consumers are the optimal consumer group; the intertemporal pricing strategy is better than the strategy of price undertaking only when the price sensitivity coefficient is greater than a critical value.

This study enriches the literature on the pricing model of online education products and owns a practical significance to guide the online enterprise to make marketing strategies to increase profit.

The current study seeks to focus on highlighting the extent of changes in consumer behavior by character/ethics education. The research is designed as a pioneer empirical study, sampling Egypt as an example of a growing consumer market as well as an illustration of the relevance of character education programs for inducing changes in consumption patterns. The central aim of the work is to contribute to the body of knowledge of marketing science and marketing ethics with respect to strategic issues like targeting new and growing consumer segments. The practical relevance of the chosen research problem is increasing as character/ethics education (as a trend) itself is increasing, thus possibly influencing the behavior and consumption patterns of children as current and potential buyers of goods and services in the market. In addition, the research proposes character education as a potential solution to growing concerns about childhood consumerism.

The research utilized a mixed research methodology, where qualitative research was first used to develop the model, which was tested using a quantitative approach through a post‐test only control group design. Four variables were tested, namely consumption style, opinion leadership, humanitarianism, and ethnocentrism. The best‐known scales in the consumer research literature were compiled and modified to form the instrument for this research.

The results showed an overall significant difference between the consumer behavior of the test and control groups.

The present empirical study focused on the effect of character education programs on tweens in Egypt. Future research should extend into testing other forms of character development such as social‐emotional learning, positive psychology, and Montessori education. Cross‐cultural research is also recommended in this largely under‐represented area.

Character education is a growing trend. Marketers can benefit from this research, as they are more able to assess the consumption behavior of a growing market segment. Government officials and public policy makers can also make use of the research in their decisions related to implementing character education programs.

Humanitarianism was an obvious dimension of character education effects. The present research indicates that children exposed to character education are likely to exhibit ethical consumption on the consumer level as well as a greater inclination toward corporate social responsibility (CSR) on the managerial level. On the other hand, marketers can utilize the present research results to take note of their societal contributions and achieve balance in the societal marketing triad through assessing the long‐term effects of their actions on consumers, especially young consumers.

The research is ground‐breaking in its assessment of the overlaps between character education and consumer behavior. The research is important for parents, educators, marketers, and policy makers.

This study aims to examine the impacts of demographic variables (gender, age, income, education) and food product involvement (FPI) on food-related consumer decision-making styles (CDMS).

Original Sproles and Kendall's CSI instrument (1986) was applied in the food-product context. Data were collected using consumer phone survey. Eight separate regression analyses were conducted to test hypotheses. In each model independent variables were socio-demographic variables and FPI, while dependent variables were eight food-related CDMS.

Regression analyses indicate that each of food-related CDMS are affected by different antecedent variables. Perfectionism, high-quality consciousness was affected by gender, age, income and FPI; Brand consciousness by age, income and FPI; Novelty consciousness by FPI; Recreational, hedonistic shopping consciousness by gender, age and FPI; Price consciousness by age, education and income; Impulsiveness by age, education and income; Confusion by overchoice by education and FPI, and Brand loyalty by education, income and FPI.

The study applies modified Sproles and Kendall's CSI instrument (1986) in the food product context. The present study also provides a more definitive conclusion about the relationships between demographics, FPI and food-related CDMS. The analysis determined how demographics and FPI affect food-related CDMS.