All Issue

2026 Vol.34, Issue 3 Preview Page

Research Article

Climate Change Education in Addis Ababa Primary Textbooks and Directions for Revision
- Supplementary Implications from Korean Environmental and Climate Education Materials -

아디스아바바 초등 교과서의 기후변화교육 구성과 개정 방향
- 한국 환경·기후교육 자료의 보완적 시사점 -

게브루 베텔1 · 박혜진2

Bethel Ghebru1 · Hyejin Bak2

1부산외국어대학교 연구교수
2연세대학교 교육연구소 객원연구원
1Research professor, Institute of African Studies, Busan University of Foreign Studies
2Visiting researcher, The Institute for Educational Research, Yonsei University
31 August 2026. pp. 247~268
PDF Citation
Abstract
This study examines how climate change education is organized in Grade 4–6 Environmental Science textbooks published by the Addis Ababa City Administration Education Bureau and proposes context-sensitive directions for textbook revision. Using qualitative content analysis, 241 climate-relevant units identified across three Amharic textbooks were examined through six dimensions: climate science, climate impacts, climate responses, teaching and learning practices, localization and place, and policy and justice. The findings show that the textbooks already contain substantial material related to climate change and a distinctive spatial progression from Addis Ababa to Ethiopia and East Africa. However, climate science, impacts, responses, place, inquiry, and participation are not consistently connected, resulting in an incomplete and fragmented construction of climate literacy. Selected Korean curriculum, policy, and teaching materials were reviewed only as supplementary comparative sources rather than as a normative or transferable model. Based on the theoretical framework and the Addis Ababa textbook analysis, the study proposes an “Awareness-to-Action” curriculum design heuristic that can selectively connect observation, questioning, investigation, feasible response, and reflection. The central implication is that revision should prioritize connecting and reorganizing existing locally grounded content rather than replacing it with an externally derived model.
Keywords
climate change education
climate literacy
textbook analysis
place-based education
Ethiopia
본 연구는 아디스아바바시 교육청의 4–6학년 환경과학 교과서에 나타난 기후변화교육의 구성적 특징과 한계를 분석하고, 한국의 선별된 환경·기후교육 자료를 보완적으로 검토하여 교과서 개정 방향을 제안하였다. 세 권의 암하라어 교과서에서 확인된 241개 분석 단위를 기후과학, 영향, 대응, 교수·학습 및 실천, 지역화와 장소성, 정책 및 정의 관점의 여섯 차원으로 분석하였다. 분석 결과, 기후 관련 내용과 도시–국가–지역의 공간적 구성은 풍부하지만 기후과학·영향·대응과 장소·탐구·참여의 연결은 불완전하였다. 한국 자료는 규범적 모델이 아니라 제한적 비교자료로 활용하였다. 이에 기존 내용을 대체하기보다 명시적으로 연결·재조직하고, 관찰·질문·조사·대응·성찰을 선택적으로 결합하는 ‘인식에서 행동으로’ 설계 휴리스틱을 제안하였다.
키워드
기후변화교육
기후문해력
교과서분석
장소기반교육
에티오피아
References
  1. 교육부, 2022, “교육과정 총론 및 각론 고시: 교육부 고시 제2022-33호”, 교육부. https://www.moe.go.kr/boardCnts/viewRenew.do?boardID=141&boardSeq=93458
  2. 국가환경교육센터, 2022, “(초등 5~6) 탄소중립 학교 만들기: 기후위기 대응 교재(교사용/학생용), 환경교육포털. https://www.keep.go.kr/front/cntnts/cntntsDetailForm.html?cntntsid=12584
  3. 대한민국, 2022, 환경교육의 활성화 및 지원에 관한 법률 (법률 제18916호, 2022. 6. 10., 일부개정). 국가법령정보센터. https://www.law.go.kr/LSW/lsInfoP.do?lsId=010712
  4. Addis Ababa City Administration Education Bureau, 2023a, Environmental science: Student textbook, Grade 4 [in Amharic], Addis Ababa City Administration Education Bureau.
  5. Addis Ababa City Administration Education Bureau, 2023b, Environmental science: Student textbook, Grade 5 [in Amharic], Addis Ababa City Administration Education Bureau.
  6. Addis Ababa City Administration Education Bureau, 2023c, Environmental science: Student textbook, Grade 6 [in Amharic], Addis Ababa City Administration Education Bureau.
  7. Apple, M. W., 2004, Ideology and curriculum (3rd ed.). RoutledgeFalmer. 10.4324/9780203487563
  8. Bowen, G. A., 2009, Document analysis as a qualitative research method, Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027 10.3316/QRJ0902027
  9. Eilam, E., 2022, Climate change education: The problem with walking away from disciplines, Studies in Science Education, 58(2), 231-264. https://doi.org/10.1080/03057267.2021.2011589 10.1080/03057267.2021.2011589
  10. Federal Democratic Republic of Ethiopia (FDRE), 2011, Ethiopia's climate-resilient green economy, Green economy strategy.
  11. Federal Democratic Republic of Ethiopia (FDRE), 2019, Ethiopia's climate resilient green economy, National adaptation plan.
  12. Global Education Monitoring Report Team, 2024, Education and climate change: Learning to act for people and planet, UNESCO. https://doi.org/10.54676/GVXA4765 10.54676/GVXA4765
  13. Gruenewald, D. A., 2003, The best of both worlds: A critical pedagogy of place, Educational Researcher, 32(4), 3-12. https://doi.org/10.3102/0013189X032004003 10.3102/0013189X032004003
  14. Hickman, C., Marks, E., Pihkala, P., Clayton, S., Lewandowski, R. E., Mayall, E. E., Wray, B., Mellor, C., and van Susteren, L., 2021, Climate anxiety in children and young people and their beliefs about government responses to climate change: A global survey, The Lancet Planetary Health, 5(12), e863-e873. https://doi.org/10.1016/S2542-5196(21)00278-3 10.1016/S2542-5196(21)00278-3
  15. Intergovernmental Panel on Climate Change, 2023, Climate change 2023: Synthesis report, Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change (Core Writing Team, H. Lee, and J. Romero, Eds.). IPCC. https://doi.org/10.59327/IPCC/AR6-9789291691647 10.59327/IPCC/AR6-9789291691647
  16. Jensen, B. B. and Schnack, K, 1997, The action competence approach in environmental education, Environmental Education Research, 3(2), 163-178. https://doi.org/10.1080/1350462970030205 10.1080/1350462970030205
  17. Kagawa, F. and Selby, D. (Eds.), 2010, Education and climate change: Living and learning in interesting times. Routledge. 10.4324/9780203866399
  18. Lincoln, Y. S. and Guba, E. G., 1985, Naturalistic inquiry. SAGE. 10.1016/0147-1767(85)90062-8
  19. Ministry of Education, 2020, General education curriculum framework. Ministry of Education.
  20. Ministry of Education, 2021, Education sector development programme VI (ESDP VI): 2020/21-2024/25. Ministry of Education.
  21. Ministry of Environment, Forest and Climate Change, and Ministry of Education, 2017, Climate change education strategy of Ethiopia 2017–2030: Strengthening the integration of climate change education into the formal education system of Ethiopia.
  22. Ministry of Planning and Development, 2025, Ethiopia's nationally determined contribution (NDC 3.0): 2025-2035. Federal Democratic Republic of Ethiopia.
  23. Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A. W., and Chaves, W. A, 2019, Identifying effective climate change education strategies: A systematic review of the research, Environmental Education Research, 25(6), 791-812. https://doi.org/10.1080/13504622.2017.1360842 10.1080/13504622.2017.1360842
  24. Ojala, M., 2012, Hope and climate change: The importance of hope for environmental engagement among young people, Environmental Education Research, 18(5), 625-642. https://doi.org/10.1080/13504622.2011.637157 10.1080/13504622.2011.637157
  25. Phillips, D. and Ochs, K., 2004, Researching policy borrowing: Some methodological challenges in comparative education, British Educational Research Journal, 30(6), 773-784. https://doi.org/10.1080/0141192042000279495 10.1080/0141192042000279495
  26. Pingel, F., 2010, UNESCO guidebook on textbook research and textbook revision (2nd rev. ed.). UNESCO; Georg Eckert Institute for International Textbook Research.
  27. Román, D. and Busch, K. C., 2016, Textbooks of doubt: Using systemic functional analysis to explore the framing of climate change in middle-school science textbooks, Environmental Education Research, 22(8), 1158-1180. https://doi.org/10.1080/13504622.2015.1091878 10.1080/13504622.2015.1091878
  28. Schreier, M., 2012, Qualitative content analysis in practice. SAGE. 10.4135/9781529682571
  29. Sobel, D., 2004, Place-based education: Connecting classrooms and communities, Orion Society.
  30. Steiner-Khamsi, G., 2014, Cross-national policy borrowing: Understanding reception and translation, Asia Pacific Journal of Education, 34(2), 153-167. https://doi.org/10.1080/02188791.2013.875649 10.1080/02188791.2013.875649
  31. Stevenson, R. B., Nicholls, J., and Whitehouse, H., 2017, What is climate change education? Curriculum Perspectives, 37(1), 67-71. https://doi.org/10.1007/s41297-017-0015-9 10.1007/s41297-017-0015-9
  32. Sultana, F., 2022, Critical climate justice, The Geographical Journal, 188(1), 118-124. https://doi.org/10.1111/geoj.12417 10.1111/geoj.12417
  33. UNESCO, 2024, Greening curriculum guidance: Teaching and learning for climate action. UNESCO. https://doi.org/10.54675/AOOZ1758 10.54675/AOOZ1758
  34. U.S. Global Change Research Program (USGCRP), 2009, Climate literacy: The essential principles of climate science: A guide for individuals and communities (2nd ed.), U.S. Global Change Research Program.
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 :3
  • Pages :247~268
  • DOI :https://doi.org/10.17279/jkagee.2026.34.3.247
Journal Informaiton The Journal of The Korean Association of Geographic and Environmental Education The Journal of The Korean Association of Geographic and Environmental Education
Online Submission
  • NRF
  • KISTI Current Status
  • KISTI Cited-by
  • KCI 문헌 유사도 검사
  • orcid
  • open access
  • ccl
Journal Informaiton Journal Informaiton - close