Analysis of the Singaporean Geography Curriculum Centered on Sustainability - Focus on the 2022/23 Secondary and Pre-University Syllabus -

doi:10.17279/jkagee.2026.34.2.77

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2026 Vol.34, Issue 2 Preview Page Next Page

Research Article

Analysis of the Singaporean Geography Curriculum Centered on Sustainability - Focus on the 2022/23 Secondary and Pre-University Syllabus - 지속가능성을 중심으로 한 싱가포르 학교지리의 설계와 그 특징 - 2022/23년 적용 중등 및 중등 이후(대학 전) “Syllabus” 분석을 중심으로 -: 양자연
JaYeon Yang; 간사이가이코쿠고대학교 영어커리어학부 영어커리어학과 소학교교원코스 조교수

Assistant Professor, Elementary education program, School of International Professional Development, College of International Professional Development, Kansai Gaidai University

31 May 2026. pp. 77~93

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Abstract

This study investigates the design characteristics of a sustainability-centred school geography curriculum through an analysis of the Singaporean secondary geography curriculum under the new Full Subject-Based Banding (Full SBB) system. Methodologically, a literature review of geography syllabi and assessment criteria at the secondary and pre-university levels was conducted, complemented by semi-structured interviews with two members of the Syllabus Development Committee. The findings are as follows: First, the revised curriculum exhibits structural integration where geography curriculum concepts, learning progressions, and continuity are systematically organised around the central theme of sustainability. Second, contemporary challenges related to sustainable development serve as the primary criteria for content selection, specifically focusing on water resources, tropical climates, tourism, and urban environments—areas also emphasised in the Singapore Green Plan. Third, the curriculum provides explicit conceptual definitions and maps to visualise the flow between concepts. Furthermore, it presents a progressive sequence of questions that guides students from a representational understanding to a critical evaluation of sustainability issues, promoting an inquiry-based approach.

Keywords

School Geography

Singapore

Sustainability

Full Subject-Based Banding

Geography Curriculum Concept

본 연구에서는 ‘과목 기반 수준제’라는 새로운 교육제도에서 적용되고 있는 싱가포르 중등 지리교육과정의 분석을 통해, 지속가능성을 중심으로 한 학교지리의 교육과정 설계 사례로서 그 특징을 밝히는 것을 목적으로 한다. 이를 위해 새로운 싱가포르 중등 교육제도에서 진행 중인 중등 및 중등 이후(대학 전) 교육과정의 지리 교육과정과 각각의 교육과정을 평가하는 평가 기준을 분석 대상으로 한 문헌분석과 이를 보완하기 위한 싱가포르 교육과정 개발 위원회 회원 중 2인을 대상으로 반구조화 인터뷰를 진행하였다. 그 결과, 첫째, 싱가포르의 새롭게 개정된 중등 및 중등 이후(대학 전) 과정에는 지속가능성을 중심으로 지리 커리큘럼 개념과 지리 학습 발달과정, 연속성이 교육과정이 제시되는 구조적 특징을 갖는다. 둘째, 싱가포르는 지리학습의 내용 선정에 있어서 지속가능성 및 지속가능한 발전을 학습할 수 있는 물과 열대기후(수자원), 관광(경제), 도시에 관한 현대적 과제가 내용 선정의 주요 기준이 된다. 이는 싱가포르의 지속가능한 발전을 주도하는 ‘그린 플랜’에서도 강조되는 과제들이 선정되고 있음을 알 수 있었다. 셋째, 지속가능성의 명확한 개념 정의 및 개념도, 용어 정의 및 출처, 그리고 지속가능성에 대해 점진적으로 탐구할 수 있도록 질문이 제시되고 있음을 알 수 있었다.

키워드

학교지리

싱가포르

지속가능성

과목 기반 수준제

지리 커리큘럼 개념

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Information

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 :2
Pages :77~93
DOI :https://doi.org/10.17279/jkagee.2026.34.2.77

[1] 권영락·이미숙·김혜숙·유은정·김찬국, 2021, 지속가능발전교육을 위한 국가․사회적 요구 조사, 한국교육과정평가원.

[2] 김다원, 2017, “지리교육의 기본개념 분석 연구: 국내외 지리교육과정 분석을 중심으로”, 한국지리학회지, 6(3), 319-337. 10.25202/JAKG.6.3.2

[3] 이경한·김민준, 2022, “싱가포르 지리교육과정의 내용과 특성 연구”, 교육종합연구, 20(4), 57-89.

[4] 이경한·김민준, 2023, “싱가포르 초등사회과 지리교육과정의 특성 분석 연구”, 교육종합연구, 21(4), 133-154. 10.31352/JER.21.4.133

[5] 이종원, 2001, “싱가포르의 사회과 교육”, 사회과교육학연구, (40), 119-161. 10.1007/s001200050454

[6] 이종원, 2008, “지속가능발전을 위한 지리교육 선언”, 한국지리환경교육학회지, 16(3), 291-296. 10.17279/jkagee.2008.16.3.291

[7] 임은진, 2014, “21세기 핵심역량과 지리 교육과정(2) : 싱가포르의 교육 정책과 지리 교육과정”, 한국지리환경교육학회지, 22(1), 15-32. 10.17279/jkagee.2014.22.1.15

[8] 조문정·임은진, 2022, “지리교육에서의 ‘글로벌 이해’에 기반한 ‘지속가능성’에 대한 교육 방향 연구”, 한국지리환경교육학회, 30(3), 1-19.

[9] Bennetts, T., 1995, Continuity and Progression, Teaching Geography, 20(2), 75-79.

[10] Bennett, N., Whitty, T., Finkbeiner, E., Pittman, J., Bassett, H., Gelcich, S., and Allison, E., 2018, Environmental Stewardship: A Conceptual Review and Analytical Framework, Environmental Management, 61(4), 597-614. 10.1007/s00267-017-0993-2 29387947 PMC5849669

[11] Chang, C. H., 2012, The changing climate of teaching and learning school geography: the case of Singapore, International Research in Geographical and Environmental Education, 21(4), 283-295. 10.1080/10382046.2012.725965

[12] Chang, C. H., Seow, T., and Tan, J., 2025, Sustainability Education through the Singapore Eco Stewardship Programme, Southeast Asian Geography Association 2025 Proceeding, SEAGA, 78.

[13] Denzin, N. K., 2001, Interpretive interactionism. Sage, London. 10.4135/9781412984591

[14] Haubrich, H., Reinfried, S., and Schleicher, Y., 2007, Lucerne Declaration On Education For Sustainable Development, Reinfried, S., Schleicher, Y., Rempfler, A. eds. Geographical Views On Education for Sustainable Development. Proceedings of the Lucerne-Symposium, Switzerland. Geographiedidaktische Forschungen, 243-250.

[15] Millennium Ecosystem Assessment, 2005, Ecosystems and Human Well-being, Synthesis. Island Press, Washington, DC.

[16] MOE(Ministry of Education, Singapore), 2021a, Geography Syllabus Lower Secondary: G2 and G3, Curriculum Planning and Development Division, Ministry of Education, Singapore.

[17] ______, 2023a, Geography Teaching and Learning Syllabus Upper Secondary Express and Normal (Academic), Curriculum Planning and Development Division, Ministry of Education, Singapore.

[18] ______, 2023b, Geography Syllabus Pre-University H2, Curriculum Planning and Development Division, Ministry of Education, Singapore.

[19] ______, 2023c, Geography Syllabus Pre-University H1, Curriculum Planning and Development Division, Ministry of Education, Singapore.

[20] ______, 2024a, Humanities Teaching and Learning Syllabus Lower Secondary General 1, Curriculum Planning and Development Division, Ministry of Education, Singapore.

[21] ______, 2024b, Geography Syllabus Pre-University H3, Curriculum Planning and Development Division, Ministry of Education, Singapore.

[22] MOE & Cambridge University Press and Assessment, 2024a, Singapore–Cambridge General Certificate of Education Advanced Level Higher 3 (2026) Geography, MOE &SEAB(Singapore Examinations and Assessment Board), Singapore.

[23] ______, 2024b, Singapore–Cambridge General Certificate of Education Advanced Level Higher 2 (2026) Geography, MOE &SEAB(Singapore Examinations and Assessment Board), Singapore.

[24] ______, 2024c, Singapore–Cambridge General Certificate of Education Advanced Level Higher 1 (2026) Geography, MOE &SEAB(Singapore Examinations and Assessment Board), Singapore.

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[26] ______, 2025b, Singapore–Cambridge Secondary Education Certificate (2027) G3 Geography, MOE &SEAB(Singapore Examinations and Assessment Board), Singapore.

[27] Patton, M. Q., 1999, Enhancing the quality and credibility of qualitative analysis, Health services research, 34(5-2), 1189-1208.

[28] Phillips, R. and Johns, J. 저, 박경환·윤희주·김나리·서태동 역, 2015, 지리 답사란 무엇인가, 푸른길(Phillips, R. & Johns, J., 2012, Fieldwork for Human Geography, SAGE Publications Ltd, London)

[29] Roberts, M., 2013, Geography Through Enquiry, Geographical Association, Sheffield.

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[31] Teoh P., 2014, Master Planning: Transforming Concepts to Reality, in Centre for Liveable Cities, Singapore & Civil Service College, Singapore, Liveable & sustainable cities : a framework, Centre for Liveable Cities & Civil Service College, Singapore, 48-100.

[32] Tortajada, C., 2006, Water Management in Singapore, International Journal of Water Resources Development, 22(2), 227-240. 10.1080/07900620600691944

[33] WCED(World Commission on Environment and Development), 1987, Our Common Future, Oxford University Press, Oxford.

[34] GSTC(Global Sustainable Tourism Council), 2023, Singapore becomes certified to the GSTC Destination Criteria, https://www.gstc.org/singapore-becomes-certified-gstc-destination-criteria/ (최종열람일: 2026년 5월 23일)

[35] HDB(Housing & Development Board), 2026, Enable Home Ownership, https://www.hdb.gov.sg/about-us/our-role/enable-home-ownership(최종열람일: 2026년 5월 23일)

[36] IGU-CGE(Commission on Geographical Education of the International Geographical Union), 2016, International charter on geographical education, IGU-CGE, Beijing. https://www.igu-cge.org/wp-content/uploads/2019/03/IGU_2016_eng_ver25Feb2019.pdf (최종열람일: 2026년 5월 23일)

[37] MOE, 2021b, Learn for Life - Equipping Ourselves for a Changing World: Nurturing Stewards of the Environment, https://www.moe.gov.sg/news/press-releases/20210304-learn-for-life-equipping-ourselves-for-a-changing-world-nurturing-stewards-of-the-environment (최종열람일: 2026년 5월 23일)

[38] ______, 2026, What is Full SBB? :Evolution of streaming, https://www.moe.gov.sg/api/media/d7937190-26db-4a28-8bc0-0e47a21648dd/3Evolution_211025_2.pdf (최종열람일: 2026년 5월 23일)

[39] Singapore Green Plan, 2026, Our Vision, https://www.greenplan.gov.sg/vision/ (최종열람일: 2026년 5월 23일)

[40] STB(Singapore Tourism Board), 2024, The Global Sustainable Tourism Council (GSTC) Publishes New GSTC MICE Criteria, https://www.stb.gov.sg/about-stb/media-publications/media-centre/the-global-sustainable-tourism-council--gstc--publishes-new-gstc-mice-criteria/ (최종열람일: 2026년 5월 23일)

[41] UNESCO, 2012, Education for Sustainable Development: Sourcebook. UNESCO, https://unesdoc.unesco.org/notice?id=p::usmarcdef_0000216383 (최종열람일: 2026년 5월 23일)

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

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