• 대한공업교육학회지
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• 제40권1호
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• pp.163-179
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• 2015

지속가능한 개발은 우리 사회와 환경에 많은 잠재적인 혜택을 가져오고 있다. 따라서 여러 교육 기관들이 초중등학교를 위한 교육 프로그램에 지속가능한 개발의 개념을 도입하는데 큰 관심을 보이고 있다. 또한 초중등학교 기술교사들은 그 교육과정이나 교육프로그램에 지속가능한 개발의 개념을 받아들이려고 많은 노력을 해오고 있다. 이 연구의 목적은 지속가능한 개발의 개념에 관한 우리나라 고등학생들의 태도를 조사하는 것이다. 이 연구의 참가자는 경기도에 있는 6개 고등학교의 1073명의 고등학생이다. 지속가능한 개발을 위한 태도 척도와 인구통계학적 정보를 조사하기 위해 설문지를 사용되었다. 이 연구는 지속가능한 개발에 관한 고등학생들의 태도 수준을 알아보기 위해 통계적 분석을 하였으며 이를 통해 지속가능한 개발과 관련된 하위 개념을 규명하였다. 그 결과 지속가능한 개발에 관한 고등학생들의 태도를 다음의 세 가지로 규정하였다: (1) 지속가능한 개발에 대한 인지, (2) 지속가능한 개발에 대한 실천, 그리고 (3) 지속가능한 개발을 위한 교육에 대한 인식 탐색적 요인분석의 결과는 이런 지속가능한 개발을 위한 세 가지 측면과 일치했다. 또한 개방형 질문에서 얻은 질적인 자료는 지속가능한 개발에 대한 인지와 실천의 영역을 말하고 있다. 이러한 연구결과는 지속가능한 개발을 위한 교육의 연구와 실천과 관련되어 몇 가지 제안들을 하고 있다.

• International Journal of Computer Science & Network Security
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• 제22권2호
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• pp.376-384
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• 2022

The article considers the features of the organizational-economic mechanism of attracting investment resources in the innovative development of regions in terms of sustainable development. Factors influencing the investment activity of regions in terms of sustainable development, including: institutional structure, intellectual capital, level of innovation infrastructure, business development, financial and credit component, level of human resources development, information environment, production development, environmental component. Factors influencing the attraction of investment resources in the regions are identified. The dynamics of changes in the volume of capital investments and foreign direct investment in Ukraine is analyzed. The regional features of the distribution of capital investments in the conditions of sustainable development are revealed. The essence of the main principles on the basis of which the organizational - economic mechanism of attraction of investment resources in innovative development of regions in the conditions of sustainable development should be formed is analyzed. A set of measures to regulate the investment processes of the regions has been identified. The mechanism of attraction of investment resources in innovative development of regions in the conditions of sustainable development is outlined. The results of activity of separate Agencies of regional development for 2020 in the direction of investment and innovation activity and increase of level of investment attractiveness of regions are analyzed. Important prerequisites for the effective implementation of the organizational-economic mechanism for attracting investment resources in the innovative development of regions in terms of sustainable development are identified. The main directions of directing the efforts of the organizational-economic mechanism to ensure the attraction of investment resources in the innovative development of regions in the context of increasing the level of investment activity in the regional aspect are substantiated.

• 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.

• Human Ecology Research
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• 제58권3호
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• pp.279-298
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• 2020

The purpose of this study is to develop home economics educational programs on the theme of 'improving consumer life' for sustainable development. It is a program to enhance the changemaker mindset for responsible production and consumption among the 17 goals of the Sustainable Development Goals(SDGs). The program was developed 8 that to make solar cookers, make household goods from recycled materials, change maker-practice green life, eco-friendly journal 1, plastic warnings, design alternatives for disposable products, change maker-efforts and eco-friendly journal 2. The developed program was validated 3 times by a group of experts and students. This program has the following features. First, the Home Economics Education(HEE) program under the theme of 'Improving consumer life' for sustainable development are carried out at the stage of change-maker education with project-based process. It can improve students' collaboration skills, self-directed skills, communication skills and problem solving skills. Second, eight programs can increase understanding and interest in sustainable development, and learners are interested in social issues. This program can raise learners who play an active role in solving social problems by increasing their interest and interest in the class, free from the form of passive classes. Third, the HEE programs under the theme of 'Improving consumer life' for sustainable development are meaningful in that they are closely related to students' lives and encourage them to practice in their own lives. Fourth, since the program is well-suited to the present time and includes content elements for sustainable development, it can induce changes in learners' perceptions, attitudes and behaviors.

• 한국환경교육학회지:환경교육
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• 제25권2호
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• pp.272-289
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• 2012

The purpose of this study is to compare and analyze the educational philosophy, goal, method, content, and environment of ecologically-oriented alternative elementary schools and suggest several practical methods for alternative education. Both ecologism and alternative education pursue sustainable values. The educational content of ecologically-oriented alternative elementary schools, analyzed from the view of sustainable development, focuses most on the natural resources, biodiversity, and sustainable food production, and also include human rights, peace and security, unification, cultural diversity, and health food in terms of the social sustainability and sustainable production and consumption concerning economic sustainability. This study should help environmental education become establish its possibility and position as alternative education and be recognized of its educational value. Furthermore, based on the cases of ecologically-oriented alternative elementary schools that are becoming 'garden of environmental education' as sustainable development education, it should lead to 'education communicating with environmental education at schools'.

• 환경영향평가
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• 제5권2호
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• pp.79-91
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• 1996

In Chapter 40, "Information for decision-making", of Agenda 21, it was Slated that, "indicators of sustainable development need to be developed to provide solid bases for decision-making at all levels and to contribute to a self-regulating sustainability of integrated environment and development systems." Sustainable development has been defined as "development that meets the needs of the present without compromising the ability of future generations to meet their own needs", An indicator that measures sustainability should therefore focus on this definition. One of the most widely used frameworks for environmental indicators is the Pressure-State-Response model proposed by the OECD. And we introduced the the Driving force-State-Response framework, the adaptation of Pressure-State-Response model, for UN sustainable development indicators. Therefore, in our country, indicators for sustainable development should be developed by using the DSR framework.

• 교육시설 논문지
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• 제19권2호
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• pp.51-58
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• 2012

In the 21st century numerous universities continue to have an interest in building a more sustainable campus. The concept related to sustainable development and sustainability is applied to new master plan of university or university building planning. The field of sustainable development can be conceptually broken into three constituent parts: environmental sustainability, economic sustainability and social sustainability. The realization of sustainable development will become when considered eco-friendly life of users, not only environmentally friendly technologies. This study aims to research the method of sustainable access to university building planning in Europe and Canada. First, certification and standards will focused on acquisition Green Building Certification. Then we look at trends of sustainability based on users and community through the system of prior consultation between university and users. For the desirable development of the sustainable campus, the sustainable planning of campus should be investigated with campus community, members and local residents considering the generation, the preservation, the maintenance of existing building.

• KIEAE Journal
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• 제11권3호
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• pp.11-18
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• 2011

Sustainability became the keyword of our society worldwide, and it is undoubtful that buildings are mainly responsible for green house gas emission and energy consumption. Responding to current needs, US Green Building Council has launched the first LEED rating system in 1998. Since then, LEED has been evolved and it has multiple sub-system categorized by project types. This study aims to analyze characteristics of sustainable neighborhood development and to suggest methodology for establishing certification system in Korea. First, LEED-ND 2009(LEED for Neighborhood Development) was addressed with certified projects by US Green Building Council. After that, LEED-NC 2009(LEED for New Construction) was compared with green building certification criteria in Korea to find out unforeseen aspects by each system, in terms of sustainable neighborhood development. As a result of this study, sustainable neighborhood development requires a transition of architects' responsibility beyond building design. Building technology has been advanced at extremely fast pace, however, applying techniques to individual architecture would not make our town sustainable. This study provided basic resources to understand that creating sustainable neighborhood is social phenomenon and more studies should be undertaken to establish Green Neighborhood Certification Criteria in Korea.

• 한국환경교육학회지:환경교육
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• 제25권1호
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• pp.89-104
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• 2012

This study analyzed content on education for sustainable development in middle school science curriculum of $6^{th}$, $7^{th}$, 2007-revised and 2009-revised. Analyses criteria were developed based on literature reviews. This study developed 8 criteria such as health, climate change, urbanization and rural development, water, biodiversity and ecosystem, energy, disaster reduction and management. The results showed that 6th middle school science curriculum has 4 criteria, $7^{th}$ has 2 criteria, 2007-revised has 8 criteria, and 2009-revised has 7 criteria. This study suggests the need for developing systemized teaching material on education for sustainable development that can be integrated in the science curriculum by pursuing the following tasks: First, the goal of education for sustainable development and its need should be stated in the science curriculum. Second, the class content, themes, objectives, teaching-learning programs on education for sustainable development should be produced. Third, within science curriculum, the content should deal with perspectives and topics, and learning goal must pursue value education.

• 환경정책연구
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• 제2권2호
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• pp.17-40
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• 2003

The objective of this paper is to formulate strategies and action programs for developing sustainable agriculture in Korea. There is increasing evidence that agriculture has been preoccupied with increasing productivity much to the detriment of environmental degradation. The issue of increasing agricultural productivity so as not to undermine the environment is a difficult task. In reality, there are many definitions of sustainable agriculture and sustainable agricultural development. In this paper, sustainable agriculture is defined by its ability to ensure future supplies of agricultural products at acceptable economic and environmental costs to the society. Sustainable agriculture development refers to the optimal level of interaction among the three dimensions - the environmental, the economic and the social - through dynamic and adaptive processes of trade-off. In order to formulate the strategies for developing sustainable agriculture, three stage approaches such as strategic analysis, strategic choice, and strategic implementation are employed. The basic framework for strategies of sustainable agriculture development consists of five steps such as vision, targets, principles, action plan and policy instruments. The major action plans for activating formulated strategies are suggested as integrating agricultural and environmental policy measures, establishing the system of optimal agri-environmental resources management practices, establishing safe and high quality product system and its effective marketing system, increasing the R&D investment for developing sustainable agro-technology, developing indicators for measuring sustainable agricultural development, and taking a share in related roles for all parties including farmers, consumers, policy makers, researchers and NGOs.