Environmental Education in Schools of Korea: Context, Development and Challenges

Abstract

Environmental education in formal settings may be more effective and systematic than in non-formal or informal ones, where it is carried out consistently and coherently over grade levels and school levels. It is equitable to be beneficial for all students. This study aims to review the context, development and the present status of environmental education in the primary and secondary schools of Korea to discuss issues and challenges to respond this question. The importance of environmental education was first mentioned in the 4^th National Curriculum of Korea announced in 1981. It is notable that ‘Environment’ as an elective subject for secondary students was introduced in the 6^th National Curriculum in 1992. It has contributed to introduce meaningful and innovative pedagogies for students including project approaches of environmental issues. Teaching ‘Environment’ as an elective subject in schools, however, raised issues and challenges in relation with locating environmental education in the school system in addition to securing quality teachers. Diverse attempts including environmental education model schools, Schoolforest initiatives, and UNESCO ASPnet schools were examined to explore the possibility of whole school approaches including schools’ external relations through partnerships, and school policy and organizations. The issues and challenges were identified and discussed based on the present status of EE in Korea related to ‘what’ and ‘how’ for formal environmental education in Korea and beyond.