Abstract
The present study attempted to evaluate the establishment and implementation of 'Environment-related' subjects in middle and high schools in Korea by seeking the opinions of those involved. In a group interview with an informal discussion format, teachers from elementary, middle and high schools, an environmental education practitioner and researchers maintained the need for 'Environment' as subject, the contribution to students' environmental learning, and the development of many aspects of this discipline. 'Environment-related' subjects including 'Environment' in middle schools and 'Environment and Green Growth' in high schools systematically foster values and attitudes related to the environment and converge on issues based on the complexity of the real world. They provide opportunities for acquisition of environmental literacy and connect them with the future careers of students. Also 'Environment-related' subjects facilitate quality education in schools through innovative teaching-learning strategies, including a project approach, and link schools and communities. However, the participants stressed two factors necessary in order for 'Environment-related' subjects to be meaningful and effective: high-quality teachers with environmental literacy and competences, and system support.
