Research Article
Abstract
References
Information
The purpose of this study is to identify the characteristics of climate change education in current geography education by analysing climate change-related content in the 2022 revised curriculum and textbooks. In the 2022 revised social studies curriculum, climate change education originates from an interest in natural environmental changes in primary school, deepens into climate impacts, natural disasters, sustainable development, and practice in lower secondary school, and expands into ecological transition, adaptation and mitigation, spatial inequality and justice, and solidarity and practice in upper secondary school. Textbooks for lower secondary school “Social Studies” and upper secondary school “Integrated Social Studies”—corresponding to the compulsory secondary curriculum stage—were analysed based on key climate literacy elements: dealing with content knowledge, knowledge generation and evaluation, information and communication, and normative evaluation. Findings reveal that, firstly, textbook descriptions are heavily concentrated on dealing with content knowledge, while competencies in generating knowledge, analysing information, and making normative evaluation remain insufficient. Secondly, although concepts like sustainable development, global warming, and sea-level rise appear with high frequency, information is merely listed without clear conceptual definitions. Thirdly, from the perspective of normative evaluation, textbooks remain confined to repeating simple practical actions, with a low proportion devoted to critical literacy for critically examining climate policies or value conflicts.
본 연구의 목적은 2022 개정 지리 교육과정과 교과서에 나타난 기후변화 관련 내용을 분석하여 현행 지리교육에서의 기후변화 교육의 특징을 파악하는 데 있다. 우선, 2022 개정 사회과 교육과정에서 기후변화 교육은 초등학교의 자연환경 변화와 기후변화에 대한 관심에서 출발하여, 중학교에서는 기후변화의 영향·자연재해·지속가능한 발전과 실천으로 심화되고, 고등학교에서는 생태전환, 적응과 완화, 공간적 불평등과 정의, 연대와 실천 등으로 확장되는 것으로 나타났다. 2022 개정 사회과 교육과정 중에서도 중등교육 공통 교육과정 단계에 해당하는 중학교 사회, 고등학교 통합사회 교과서에 구현된 기후변화 교육 내용을 기후 리터러시의 주요 요소인 내용 지식, 지식 생성과 평가, 정보와 의사소통, 규범적 평가 및 실천의 관점에서 분석하였다. 그 결과, 첫째, 기후변화 관련 서술이 내용 지식 관점에 집중되어 있었으며, 이를 바탕으로 지식을 생성 및 평가하거나 정보를 조사하거나 분석하는 역량, 규범적으로 판단하는 관점은 미비하였다. 둘째, 기후변화에 관한 내용 지식으로 지속가능한 발전, 지구 온난화, 해수면 상승 등이 높은 빈도로 등장했지만 , 명확한 개념 정의 없이 관련 정보들만 단순히 나열되어 서술되고 있었다. 셋째, 규범적 평가 관점에서 볼 때, 기후변화 교육이 단순한 실천 행동을 반복하는 수준에 머물러 있었으며, 사례로 제시된 기후 정책이나 가치 갈등을 비판적으로 검증할 수 있는 비판적 리터러시의 비중은 상대적으로 적은 것으로 나타났다.
- 교육부, 2022, 사회과 교육과정(고시 제2022-33호, 별책 7), 교육부.
- 김다원, 2021, “기후변화 대응의 관점에서 초등 지리의 기후교육 방향 논의”, 한국지리환경교육학회지, 29(2), 1-17. http://doi.org/10.17279/jkagee.2021.29.2.1 10.17279/jkagee.2021.29.2.1
- 김다원, 2023, “기후변화에 대응하는 자연지리 교육의 방향-초등 자연지리 교육을 중심으로-”, 대한지리학회지, 58(5), 503-519. https://doi.org/10.22776/kgs.2023.58.5.503 10.22776/kgs.2023.58.5.503
- 김다원·김병연, 2023, “2022 개정 고등학교 융합선택과목『기후변화와 지속가능한 세계』 교육과정 개발의 쟁점과 내용”, 한국지리환경교육학회지, 31(2), 55-67. https://doi.org/10.17279/jkagee.2023.31.2.55 10.17279/jkagee.2023.31.2.55
- 김현주, 2026, “초등학교 ‘세계의 기후’ 학습에 대한 지리교육적 방향 탐색”, 한국지리환경교육학회지, 34(1), 1-26. https://doi.org/10.17279/jkagee.2026.34.1.1 10.17279/jkagee.2026.34.1.1
- Azevedo, J. and Marques, M., 2017, Climate literacy: a systematic review and model integration,
International Journal of Global Warming , 12(4), 414–430. https://doi.org/10.1504/IJGW.2017.084789 10.1504/IJGW.2017.084789 - Bhattacharya, D., Carroll Steward, K., and Forbes, C. T., 2021, Empirical research on K-16 climate education: a systematic review of the literature,
Journal of Geoscience Education , 69(3), 223-247. https://doi.org/10.1080/10899995.2020.1838848 10.1080/10899995.2020.1838848 - DeWaters, J. E., Andersen, C., Calderwood, A., and Powers, S. E., 2014, Improving climate literacy with project-based modules rich in educational rigor and relevance,
Journal of Geoscience Education , 62(3), 469-484. https://doi.org/10.5408/13-056.1 10.5408/13-056.1 - Jackson, J. E., Rawson, R., Colman, R., and Kotera, Y., 2025, Building resilience and supporting emotional well-being in climate change education: a systematic review of school-based climate change literacy programmes for children,
Environmental Education Research , 1-19 https://doi.org/10.1080/13504622.2025.2588268 10.1080/13504622.2025.2588268 - Jorgenson, S. N., Stephens, J. C., and White, B., 2019, Environmental education in transition: a critical review of recent research on climate change and energy education,
The Journal of Environmental Education , 50(3), 160-171. https://doi.org/10.1080/00958964.2019.1604478 10.1080/00958964.2019.1604478 - Kranz, J., Schwichow, M., Breitenmoser, P., and Niebert, K., 2022, The (Un)political perspective on climate change in education—A systematic review. Sustainability, 14, 4194. https://doi.org/10.3390/su14074194 10.3390/su14074194
- Kuthe, A., Keller, L., Körfgen, A., Stötter, H., Oberrauch, A., and Höferl, K. M., 2019, How many young generations are there?–A typology of teenagers’ climate change awareness in Germany and Austria,
The Journal of Environmental Education , 50(3), 172-182. https://doi.org/10.1080/00958964.2019.1598927 10.1080/00958964.2019.1598927 - Martin, M., Stadler, M., Künsting, J., Schwichow, M., Asshoff, R., Bender, U., Birke, F., Carrapatoso, A., Grundmeier, A.-M., Höger, C., Schuler, S., Stemmann, J., and Rieß, W., 2025, Assessing climate literacy in secondary schools: development and validation of an interdisciplinary competence test,
Frontiers in Education , (10), 1-22. https://doi.org/10.3389/feduc.2025.1637522 10.3389/feduc.2025.1637522 - Muccione, V., Ewen, T., and Vaghefi, S. A., 2025, A scoping review on climate change education,
PLoS Climate , 4(1), 1-26. https://doi.org/10.1371/journal.pclm.0000356 10.1371/journal.pclm.0000356 - Otto, I. M., Donges, J. F., Cremades, R., Bhowmik, A., Hewitt, R. J., Lucht, W., Rockström, J., Allerberger, F., McCaffrey, M., Doe, S.S.P., Lenferna, A., Morán, N., van Vuuren, D. P., and Schellnhuber, H. J., 2020, Social tipping dynamics for stabilizing Earth’s climate by 2050,
Proceedings of the National Academy of Sciences , 117(5), 2354-2365. https://doi.org/10.1073/pnas.1900577117 10.1073/pnas.1900577117 31964839 PMC7007533 - Stadler, M., Martin, M., Schuler, S., Stemmann, J., Rieß, W., and Künsting, J., 2024, Entwicklung eines Kompetenzstrukturmodells für Climate Literacy, in H. Kminek, V. Holz, M. Singer-Brodowski, H. Ertl, T.-S. Idel, & C. Wulf(eds.),
Bildung für nachhaltige Entwicklung: Einblicke in aktuelle Forschungsprojekte , Springer Fachmedien Wiesbaden, 3-36. https://doi.org/10.1007/978-3-658-46596-4_1 10.1007/978-3-658-46596-4_1 - Stevenson, R. B., Nicholls, J., and Whitehouse, H., 2017, What is climate change education? Curriculum perspectives, 37, 67-71. https://doi.org/10.1007/s41297-017-0015-9 10.1007/s41297-017-0015-9
- United States Global Change Research Program, 2009, Climate Literacy: The Essential Principles of Climate Science. https://kr.linkedin.com/company/us-global-change-research-program. (최종열람일: 2026.7.31)
- Welden, E. A., Chausson, A., and Melanidis, M. S.., 2021, Leveraging Nature-based Solutions for transformation: Reconnecting people and nature, People Nature, 3, 966-977. https://doi.org/10.1002/pan3.10212 10.1002/pan3.10212
- Publisher :The Korean Association Of Geographic And Environmental Education
- Publisher(Ko) :한국지리환경교육학회
- Journal Title :The Journal of The Korean Association of Geographic and Environmental Education
- Journal Title(Ko) :한국지리환경교육학회지
- Volume : 34
- No :3
- Pages :139~153
- DOI :https://doi.org/10.17279/jkagee.2026.34.3.139
The Journal of The Korean Association of Geographic and Environmental Education
