The Journal of The Korean Association of Geographic and Environmental Education ISSN:1226-511X(Print) 2586-5641(Online) 한국지리환경교육학회지

This study aims to identify the significance of ESD as practised in school geography according to the interpretations and definitions of each region and country by analysing the teaching practices of ESD in the Japanese upper secondary school compulsory subject “Geography”. To achieve this purpose, first, the definition of ESD and its relationship to school geography, which are interpreted differently in each region and country’s studies were reviewed through literature research. Second, the participant observation of a “geography” that conducted ESD was analysed. Third, learners’ responses to the lessons under observation and teachers who practised the participant observation lessons conducted semi-structured interviews and examined them. Fourth, the “Geography” practice that performed the ESD was identified based on the analyses. As a result, ESD in the new compulsory subject “Geography” practised in Japan, which was the subject of this study, had the following results: first, ESD in “Geography” is considered as the whole subject contents, not the specific units; second, ESD in “Geography” enables students to investigate and think about global issues based on proper data; and Finally, ESD in “Geography” that makes students think about global issues more locally and as their own.