• 한국보육지원학회지
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• 제17권6호
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• pp.53-72
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• 2021

Objective: This study aimed to reveal early childhood teachers' perceptions of teacher competency for ESD using concept mapping and demonstrating its importance. Methods: 16 early childhood teachers in charge of 3-5 year olds conducted statement writing, and then the importance of selected statements were rated by 160 early childhood teachers in charge of 3-5 year olds. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Early childhood teachers perceived teacher competency for ESD in early childhood as concept mapping with two-dimensions and six clusters. The following six clusters were established (1) ethics for sustainable development, (2) willingness to participate in ESD, (3) development and operation of a sustainable development curriculum, (4) recognition and practice of environmental issues, (5) realization of value for sustainable development, and (6) practical thinking for ESD. And then among the six clusters, the most important cluster was recognized as 'ethics for sustainable development', and among the statements 'having an open mind to understand multiculturalism and the disabled' was considered relatively important Conclusion/Implications: Based on these results, we discussed the importance of teacher competency for ESD in early childhood, development of teacher competency scale, and preparation of a teacher education plans for each competency.

• 한국환경교육학회지:환경교육
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• 제18권2호
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• pp.23-30
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• 2005

The purpose of this study is to develop School Agenda 21 to activate environmental education at schools. In detail, this study is intended to develop operating procedures, major issue areas or domains, and instructions on the preparation for School Agenda 21. School Agenda 21 means the action plan which students, teachers, parents, and other concerned parties (including office of education, local municipal bodies, and NGOs) write under agreement with respect to their respective roles in order to activate environmental educations oriented toward sustainable development. The results of this study are as follow. First, the operating procedures for School Agenda 21 consist of seven steps; organization, diagnosis of problems, setup of targets or objectives, development of codes of behavior, system establishment, practices and reviews, and evaluation and feedbacks. Second, major issue areas for School Agenda 21 are classified into six; school management, class operation, independent subject activity, separate subject activity, non-subject activity, and external relations of school. Third, instructions of the preparation of School Agenda 21 address these 10 concepts; balance, unification, continuity, daily routine, linkage, environmental justice, participation, peculiarity of schools and classes, regional peculiarity, and concreteness, which consider 7 principles for environmental education, levels of learners, regional features, and concreteness. School Agenda 21 developed from this study converts existing environmental education toward sustainable development environmental education, and developed for the purpose to activate school environmental education, but ultimate purpose of this study are realizing sustainable society, sustainable future to realize education for sustainable development. So School Agenda 21 is expected to important performance way making possible Local Agenda 21, National Agenda 21, Agenda 21 as if education, public recognition and discipline contents of the 36 chapter of Agenda 21.

• The Journal of Asian Finance, Economics and Business
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• 제7권4호
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• pp.317-324
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• 2020

The study aims to analyze the theoretical background of the economic growth and sustainable development; systematization of scientists view on monitoring and economic and innovative evaluation, analysis and diagnosis of factors affecting these processes. Rating characteristics of the level of innovative resources development obtained based on the comparative analysis of Kazakhstan regions. Calculations were done based on official statistics during 2010 and 2015-2017. Based on obtained data there has been grading of the country regions and their ratings were determined by the level of development of innovative resources. This research identifies areas and mechanisms to ensure balanced sustainable development of the national economy. The findings suggest that sustainable development of the state is affected by the innovative activity of the regions, the sustainable development of which is ensured by innovative enterprises. Transition to the model of sustainable territorial development involves the formation of such conditions and the use of mechanisms under which the natural base of this development is not destroyed, the environment suitable for human existence is preserved and reproduced. The findings of this research support for pursuing a national policy of reducing regional imbalances, and promoting a more balanced and sustainable development of the whole country.

• World Technopolis Review
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• 제3권3호
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• pp.153-164
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• 2014

It is recent that STEM (Science, Technology, Engineering and Mathematics) education emerged as a great concern of the U.S. policy makers in terms of securing national and regional competitiveness. However, few attempts to embrace STEM education as a source for sustainable regional growth have been made mainly due to methodological challenges. This paper investigates the role of STEM education in achieving sustainable economic growth. For the purpose of the paper, a U.S. federal workforce development program named Workforce Innovation in Regional Economic Development (WIRED) in Southeastern Virginia that was implemented between 2007 and 2010 is selected and evaluated qualitatively. By identifying three themes as a result of three-stage coding methods, the evaluation results call for particular attention of local policy makers and key stakeholders to STEM education as a source of sustainable long-term economic growth in regions.

• 한국보육지원학회지
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• 제20권3호
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• pp.125-147
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• 2024

Objective: This study aims to implement an ecological transition education program for young children, based on a project approach, to investigate its effectiveness in enhancing sustainable development awareness, ecological literacy, and problem-solving skills. Methods: In this study, 56 five-year-old children from a preschool in S City were assigned to either a quasi-experimental group or a control group, with 28 children in each group. The project-based ecological transition education program for young children was conducted from July 14 to September 15, 2023. The experimental group explored the themes of 'marine life' and 'pets and animal welfare,' while the control group focused on different topics. The research employed independent sample t-tests and analysis of covariance (ANCOVA) for data analysis. Results: The project-based ecological transition education program effectively enhanced young children's awareness of sustainable development, ecological literacy, and problem-solving skills. Conclusion/Implications: This study is significant in developing an integrated, project-based ecological transition education program within a play-centered curriculum. It demonstrates how sustainable values can be effectively incorporated into play. Furthermore, the findings can serve as foundational data for implementing educational and childcare programs that nurture young children to become ecological citizens, leading sustainable futures.

• 한국환경교육학회지:환경교육
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• 제20권1호
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• pp.28-41
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• 2007

Current environmental education at elementary school is demanded to be changed into 'Sustainable Development', Therefore, we should find a new program to reflect appropriateness and diversity of environmental education at elementary school for 'Sustainable Development'. The result of analysing textbooks and the realities in environmental education at elementary school is as follows, First, when we analysed the contents of the textbook in environmental education, the reflecting rate was high in 'natural environment' and 'sound consumption', compared with in 'artificial environment', 'resource and energy' and 'health and environment'. Second, we realized the necessity for 'environmental education' complementary to 'Sustainable Development'. That is because the analysis showed the lack for the activity for approaching and solving environmental problems with 'artificial environment', 'resource and energy' and 'health and environment'. Third, the analysis also showed the deficiency in the reflection of 'environmental education' contents for maintaining healthful environment through improving the quality of life. Current textbook didn't deal with very important elements of 'environmental education' - the Quality of indoor atmosphere, harmful matter, safe things to eat, noise, stench, etc. For those reasons, it is necessary to reconstruct the realm and the contents of 'environmental education' for 'Sustainable Development' appropriate to elementary school. We require a new curriculum and textbook to cover diverse' environmental education' as well.

• 한국환경교육학회지:환경교육
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• 제19권1호
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• pp.1-13
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• 2006

This study was aimed to explore the level of awareness of Korean teachers and college students towards sustainable development(SD) and education for sustainable development(ESD). A survey was conducted to understand the present status of awareness of SD and ESD among 317 college students and 625 teachers in Korea from April to May of 2005. The questionnaire included items asking whether they heard about terms such as sustainability or sustainable development, the source of information on SD, the level of understanding or the urgent task for SD in Korea. It also included questions about experiences in participating in or conducting ESD, the need for ESD, important areas in and the modality for ESD and the willingness to participate in ESD. The results showed that the level of awareness on SD among teachers was low compared to college students, who have a relatively high level of access on SD issues through textbooks and classes in high school. Interestingly, most of college students replied that they never received any ESD, even though they learned SD in class. Both the teacher and student group thought that tile priority of sustainable development should be an 'environment-related' area in the social, economical and environmental perspectives. Most of the students and teachers considered the concept of SD as 'pursuing the balance between environmental protection and economic development.' Some of the teachers recognized the concept of sustainable development in the paradigm of continuous economic development. Both groups responded that the urgent task related to sustainable development is 'environmental protection' and the 'reduction of poverty.' On the other hand, they had experiences in teaching related to natural resources, gender equity, health, human rights, climate changes and other SD issues in class, but not under the name of ESD. They also emphasized 'critical thinking and problem solving & decision-making' in education. Most of the students and teachers responded that it was needed to carry out ESD, and that the way of life for SD would be the priority. It is suggested that various pedagogy and modalities according to various target groups should be considered in providing ESD. It is necessary to use more effective strategies for ESD rather than just introducing the concept of SD. Also, it is needed to review the ESD practices of teachers and improve the quality of education within the scope of ESD.

• 한국과학교육학회지
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• 제30권8호
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• pp.1075-1083
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• 2010

본 연구에서는 7~9학년 과학과의 2007 개정 교육과정을 중심으로 지속가능발전 내용을 분석하였다. 이를 위해 선행 연구를 참조하여 분석 준거를 개발하였다. 분석 결과 총 25개 단원 가운데 9개 단원에서 지속가능발전과 관련된 내용을 다루고 있었다. 그러나 생물과 지구과학에 지나치게 집중되어 있었고 각각의 주제가 통합되지 못하고 독립적으로 제시되어 있었다. 이에 본 연구는 새롭게 마련되고 있는 차기 과학과 교육과정에 적합한 지속가능발전 교육 내용을 체계화하는 데 기여하기 위하여 다음과 같이 제언하고자 한다. 첫째, 과학과 교육과정의 목표에 지속가능 발전에 대한 진술 및 지속가능발전 교육의 필요성을 명시할 필요가 있다. 둘째, 중학교 과학과 교육과정에 적합한 지속가능발전 교육 내용, 내용 체계, 학습 목표, 교수-학습 프로그램 등을 개발할 필요가 있다. 셋째, 중학교 과학과 교육과정 안에서 자연적(환경적)차원 이외의 다른 차원인 경제적·사회적·정치적 차원에 대한 관심과 배려가 필요하다.

• 한국환경교육학회지:환경교육
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• 제24권2호
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• pp.112-130
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• 2011

The study is aimed to investigate the current status of ESD(Education for Sustainable Development) programs in private sector(businesses) carried out in Korea since UN DESD was launched in 2005, For this purpose we conducted a questionnaire survey and case studies on those companies who have supposedly pursued sustainability management Results of questionnaire surveys showed that those in charge of writing sustainability reports in companies had an extremely high understanding of SO, but were not well aware of ESD. These businesses started to pursue sustainable management due to global trends and decisions of CEOs, and most of them had divisions that took charge of or are responsible for sustainable management Sustainability issues that they mainly dealt with were corporate social responsibility, energy and climate change, but other issues were being covered, too. Internal stakeholders got involved in projects related to sustainability from the planning stage. Learning on sustainable management was primarily made through information delivery, and education programs were usually conducted for staff members and executives. Those who cooperated on their sustainable development projects were mostly local communities, universities, etc. They had few ESD programs that they directly developed and carried out, and few cases of ESD-related cooperation; and in those few cases, their partners were often elementary/middle/high schools and universities. Results of ESD case studies and questionnaire surveys showed that businesses dealt with various issues of sustainable development in addition to corporate social responsibility and diversified education programs were carried out inside these companies, Business themselves, therefore, need to be considered and researched in further detail as important targets of ESD as well as supporters or cooperation partners on ESD programme.

• The Journal of Asian Finance, Economics and Business
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• 제5권3호
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• pp.169-178
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• 2018

This study aims is to explore of the theoretical concepts of regional imbalances and spatial inequality, analysis of spatial distribution of economic growth and identifying of "growth poles" for sustainable development in the regions of Kazakhstan. Based on the theoretical views, we conclude that the key direction of regional policy is the search and development of "growth poles", which will distribute their potential equally to backward regions. The authors propose the methodological tools for presenting a standard form of evaluation of spatial distribution and inequality of the regions of Kazakhstan. This study confirms the importance of using of proposed methods and its application for objectively and realistically defines "growth poles" for sustainable development. Further, the obtained results showed the distribution of Kazakhstan's regions by economic growth and specialization with using modified index of KDI. According to the results of this theoretical and empirical study proved that distribution of the regions of Kazakhstan and results of KDI indexes shows that the spatial differentiation of economic development, but its level and dynamics are different in different respects. In addition, according to the conducted survey, we conclude that one of the most important tasks is sustainable growth based on "growth poles" for sustainable development.