지속가능발전목표에 기초한 의생활 분야 교과서 분석 및 지속가능발전교육프로그램 적용 효과

Abstract

In accordance with the SDGs (Sustainable Development Goals), this study analyzed the representation of content related to the SDGs in the clothing and living domains of the 2015 revised practical art education textbook. Based on this analysis, an Education for Sustainable Development (ESD) program was developed, implemented, and evaluated in the field of clothing and living for prospective elementary school teachers. The research results are as follows: First, the analysis revealed that the textbooks predominantly focused on an environmental perspective (50.9%), a social and cultural perspective (45.9%), and an economic perspective (3.2%). Within the social and cultural perspective, ‘health and well-being’ dominated at 74.2%, eclipsing other goals. Furthermore, the environmental perspective showed a more even distribution across goals, with ‘responsible consumption and production’ accounting for 33.2%. Considering the low percentage attributed to the economic perspective overall, the findings emphasize the need for the balanced inclusion of all three perspectives of the SDGs in the clothing and living areas.
 Second, prospective elementary school teachers’ evaluation of the ESD program in clothing and living demonstrated their ability to understand the significance of SDGs and the direction toward sustainability in this domain. The hands-on experience acquired in practical classes provided a concrete demonstration of their commitment to the SDGs, enabling these teachers to cultivate collaboration skills for the SDGs and enhance their integrated problem-solving capabilities. The program strengthened digital capabilities through diverse teaching and learning methods. Additionally, a lesson plan was prepared for future sustainable clothing and living education while offering opportunities to enhance cultural diversity through clothing culture education.
 The findings suggest the following. First, achieving a balance among environmental, social, cultural, and economic goals requires the development of content related to those topics. Second, considering the proven effectiveness of practice-oriented classes, elementary schools should develop interactive and learner-centered practical class content in addition to employing teaching and learning methods appropriate for the students’ level.