국내 지속가능발전교육 정책 및 실천 동향에 관한 연구

Abstract

In order to analyze the policy trends and practices of ESD in Korea, this study analyzed related data focusing on five priority action areas proposed by UNESCO: policy improvement, learning environment, educator capacity building, youth participation opportunities, and community capacity building. Based on the analysis, the study suggested the policy implications for the spread and activation of ESD. First, it is necessary to move beyond the stage of establishing an initial system for ESD to the stage of internalizing sustainable capabilities by establishing a diagnostic system for learners and institutions. Second, in addition to ESD programs focused on climate and environmental education, programs on various contents and practices for the co-prosperity of the human community, such as human rights, citizenship, equality, social justice, healthy consumption and production, should be expanded in the future. Third, beyond delivering the concept and content of ESD through educational curriculum or training, the principle of sustainability should be institutionalized throughout the operational process of educational organizations. Finally, in order to connect ESD and community life, teaching and learning models for ESD should be specified in schools, and clear methods and guidelines for incorporating ESD in lifelong education should be prepared.