A Comparative Analysis of International Dog Owner Education Programmes

Abstract

Dogs increasingly function as relational beings, shaping their guardians’ emotional well-being and daily routines. Consequently, dog owner education has expanded beyond behaviour-focused training toward integrative approaches that address the emotional, relational, and cognitive dimensions of the human–dog relationship. Despite this shift, international comparative research on the organisation and institutionalisation of dog owner education remains limited. The study applies a qualitative exploratory comparative case study to examine systems in the United States, the United Kingdom, Germany, Japan, and Australia, identifying national patterns and shared components to inform context-appropriate frameworks, particularly in South Korea. The study examines legal and policy documents, institutional guidelines, and standardised education programmes that function as national or de facto standards using document and content analysis. It integrates within- and cross-case comparisons and interprets findings through a framework drawing on human–animal interaction, attachment, canine behaviour, and cognitive–behavioural coaching theories. The analysis reveals five shared components of behaviour change: guardian responsibility and animal welfare, science-based positive reinforcement, early socialisation and prevention, a balance between standardisation and individualisation, and guardians’ emotional and relational engagement. These findings suggest that dog owner education functions as an integrated system that supports responsible guardianship and stable human–dog relationships across sociocultural contexts. © 2026 by the authors.