Abstract
This study aims to analyze the connection between the achievement standards of elementary and secondary school curriculum and the learning contents of education for sustainable development (ESD) in order to lay the groundwork for enhancing ESD in schools, which is limitedly dealt in a few subjects. In order to analyze the connection, a working group was formed with experts from each school subject, and a total of 46 experts participated. The analysis was conducted in two stages; in the first analysis, each expert analyzed individually for each subject, and in the second analysis, experts reviewed and adjusted the results of the first analysis to reach a final agreement. After the analysis by subject was completed, the results were synthesized and analyzed for the learning domains and contents of ESD in elementary and secondary schools, and the final results were presented as a block graph. The results by learning domains are as follows. In the major domain I, which deals with backgrounds of sustainable development and ESD, the achievement standards of social studies, science, and practical subjects (technology and home economics) showed higher connectivity than other subjects. In the major domain II, which deals with the environment and ecological aspects, the achievement standards of elementary school integrated subjects, safe life, social studies, and science showed relatively high connectivity compared to other subjects. In the major domain III, which deals with social and cultural aspects, the achievement standards of elementary school integrated subjects, safe living, social studies, moral studies, practical studies (technology and home economics), and physical education showed relatively high connectivity. In the major domain IV, which deals with the economic aspect, the achievement standards for social studies and practical subjects (technology and home economics) showed relatively high connectivity. These results are expected to help enhance ESD in classes of various school subjects.
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