• The Korean Journal of Community Living Science
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• v.27 no.spc
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• pp.635-650
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• 2016

This study analyzed rural experiential educational programs that are currently in operation and examined the programs' reflection of Education for Sustainable Development (ESD) to explore the significance of those programs in terms of the ESD. In particular, this study analyzed cases of rural experiential educational programs from four villages in the capital region, Gyeongsang, Jeolla, and Chungcheong. The analysis results are as follows. Four villages' experiential educational programs share similar activities, such as nature experience, farming, traditional food and culture, games in nature, and craft. Each village has special programs and managements according to their geographical and environmental conditions. In addition, those programs are related to the ESD elements of health food, and cultural diversity (in sociocultural area) and of species diversity and environmental issues (in environmental area). On the other hand, the ESD elements in economic areas are not related to those programs. In addition, most of the villages plan and run experiential educational programs to keep and develop their own villages' sustainability. Rural experiential educational programs need to include various elements of ESD to develop rural communities.

• Journal of Korean Society of Rural Planning
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• v.26 no.4
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• pp.27-39
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• 2020

With the COVID-19 pandemic, the global economy has stagnated and our daily lives have changed. The rural economy is also experiencing damage, such as an average of 65% or more decrease in the number of visitors to rural experience resort villages due to the spread of COVID-19. In order to minimize the damage arising from the prolonged coronavirus, a hospitality system in response to changes in rural tourism behavior and consumer demand is needed to revitalize rural areas and maintain continuous economic independence. Therefore, this study attempted to find ways to utilize landscape resources such as education, culture, history, and ecology in order to complement the existing experience programs in connection with local resources and local environment. Wibong Village, which is the subject of the study, attempted to revitalize the village using the resources through the "Creative village creation" project in 2015. Due to poor management of historical resources, difficulty in operating experience programs, and response to changes in the natural environment, the rate of implementation of the project plan was very low. Currently, the demand for experience is also decreasing due to the COVID-19 effect, so it was judged that it was necessary to develop an experience village program suitable for the needs of experienced visitors by discovering additional local resources for the continuous operation of the experience village. In order to solve the problem of the use of landscape resources and the spatial composition of the study site, additional investigations of local resources were made, and an experience program course that could be operated by theme was proposed by configuring a space suitable for the use of landscape resources. By dividing the additionally investigated landscape resources into history, ecology, and region, an experiential course was created to separate the traffic lines, and the space composition for large-scale experienced visitors that had been previously operated was constructed in a form suitable for the post-corona era. In addition, at least two experiential tour courses that can be operated by period were proposed to maintain economic effects. Starting with this study, if further research on the creation and spatial composition of a rural experience village centered on the connection with the region, it will be used as research results that can be referenced in projects such as village creation, rural space planning, and living area analysis. It is expected that it will be able to effectively cope with the construction of a rural area suitable for the post-corona era, where demand is expected to increase in the future.

• Journal of environmental and Sanitary engineering
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• v.22 no.3
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• pp.65-76
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• 2007

Values and attitude towards the environment begin to form in elementary school. Thus, environmental education is effective to promote children's sensibility on the environment, to increase their interest and concern on it, and to make them have friendly attitudes towards it. As a measure of such education, experiential learning activities are being emphasized, where children can see, feel and experience for themselves in a familiar environment surrounding them. Based on the results of this research, the following proposals can be made for environmental education necessary for elementary school children. i) the contents of environmental education should be selected and organized according to grades. Also, schedule should be secured to provide environmental education in certain time. ii) program should be developed to fit into local characteristics and academic level, providing connective and consistent environmental education. iii) activities for environmental education in elementary school can be effective only if connective guidances are provided among school, home and local community. iv) the recycling and separate collection activity program used in this research was limited to 3rd graders in small-size rural schools. Additional research may be necessary to see how long their attitudes last according to different grades.