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

The purpose of this study is to provide a contextual understanding of the development process of the 2022 revised ‘Travel Geography’ curriculum and to summarize the direction, focus, and main contents of the curriculum. The main direction of curriculum development is, first, to design the curriculum according to the characteristics of the convergence elective subject. Second, while maintaining some continuity with the nature and content of the 2015 revised ‘Travel Geography’ curriculum, the subject areas and achievement standards were restructured to fit the purpose of the high school credit system, and the volume and level of learning was reconsidered. Third, the curriculum has been developed to reflect the cross-curricular learning themes emphasized in the national guidelines for the elementary and secondary curriculum and national and social requirements. The key features of the curriculum include (1) assuming learners as direct or indirect travelers, (2) developing the flow of “preparing for a travel, traveling, reflecting on the travel, returning to daily life, and preparing for the next travel,” (3) providing opportunities for authentic learning by actively engaging students on hands-on-activities such as “creating your own travel portfolio” in the achievement standards, teaching and learning, and evaluation, and (4) inducing students’ digital literacy in the future digital environment. Finally, we discussed several issues to ensure that ‘Travel Geography’ is successfully integrated into the school curriculum, reflecting students’ interests and social needs as travel expands and deepens in quantity and quality in the post-COVID-19 era.