Abstract
Objectives This study aimed to explore the direction environmental education should take in response to future societal challenges due to climate and environmental changes, as emphasized in the 2022 Revised National Curriculum. Methods To achieve this, we compared and analyzed official documents and related research from the International Baccalaureate Primary Years Programme (IB PYP) and Korea's 2022 Revised National Curriculum. Through this analysis, we explored the potential effects and possibilities of applying a theme-centered integrated approach to environmental education. Results The research findings revealed that both curricula share similar educational goals. Additionally, connections were identified between the transdisciplinary themes of the IB PYP and the core ideas of the 2022 Revised Curriculum. Furthermore, it was discovered that the autonomy in the IB PYP and the school autonomy hours in the 2022 Revised Curriculum provide flexible structures that enable transdisciplinary integrated education. Conclusions The theme-centered transdisciplinary integrated environmental education proposed through this study is expected to play a crucial role in helping students learn sustainable lifestyles connected to daily life and develop an international mindset from a global perspective.
Published Version
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