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

This study explores learners’ perceptions of the climate crisis by analyzing a “climate fiction outline writing” activity designed in accordance with the achievement standards of the “Natural Environment and Humans” unit in the 2022 Revised National Curriculum for Integrated Social Studies 1. Learners’ narratives were analyzed using a three-stage framework of understanding, action, and reflection. In the understanding stage, learners framed the climate crisis as a structural issue linked to inequality and institutional responsibility, though spatial settings were largely symbolic. In the action stage, responses expanded from individual efforts to collective and institutional measures, including technological solutions; however, these were often presented in parallel without clear spatial contexts of transition. In the reflection stage, themes of climate anxiety and responsibility emerged, with some narratives critically addressing power dynamics and the distribution of responsibility. These findings reveal the limitations of abstract, globalized climate education and highlight the need for place-based approaches connected to learners’ lived experiences.