그동안의 ESD에 대한 연구활동의 성과들을 모아서 한 권의 책으로 세상에 내보내고자 한다. ESD는 끊임없이 변화하는 특성이 있을 뿐만 아니라, 기후 및 환경위기 등 전 세계적인 현상들에 대응하기 위한 교사의 역량 강화가 지속적으로 필요한 분야이다. ‘교육은 교사의 질을 능가할 수 없다’는 루돌프 슈타이너의 교육철학의 관점에서 본다면, ESD의 질은 교사의 질과도 밀접한 연관성을 갖는다고 볼 수 있다. ESD에 대한 다양한 콘텐츠와 교수학습 방법은 교사들에게 질적 수준을 높여 주는 도구가 된다. 이 책은 현직교사뿐만 아니라 미래교육을 주도할 예비교사의 ESD 역량 함양을 위하여 실제적으로 효과가 검증된 ESD 모형을 담고자 하였다. 또한 ESD에 관심을 갖는 사회환경교육 기관의 교수자들도 활용 가능하도록 다양한 주제들을 포함하고 있다.

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프롤로그 ················································································································2

PART 01 왜 지속가능발전교육인가? 지속가능발전에 대한 이해와 교육적 가치의 융합 / 남영숙, 장호창

Ⅰ. 교사들을 위한 지속가능발전교육 이해 ································································11

1. 기후위기 및 환경위기 ························································································11

2. 지속가능발전과 지속가능발전목표 ·······································································14

3. 환경, 사회, 지배구조(ESG) ·················································································18

4. 지속가능발전 관련 유사 정책 ··············································································21

5. 환경교육적 시사점 ·····························································································26

Ⅱ. ESD의 발전과 변천 ··························································································33

1. 지속가능발전과 지속가능발전교육 ········································································34

2. SDGs(Sustainable Development Goals)와 지속가능발전교육 ·································43

3. 환경교육적 시사점 ·····························································································56

PART 02 무엇이 지속가능발전교육을 가능하게 하는가?: 학교 환경 행동 실천 문화의 전환 / 김희진, 김 호

Ⅲ. 지속가능발전교육과 학교 문화 ···········································································63

1. 학교 차원의 지속가능발전교육 접근 ·····································································63

2. 지속가능발전교육과 학교 교육 실천 ·····································································72

3. 지속가능한 학교와 환경교육의 적용 사례: 학교 생태감사 ·······································81

4. 환경교육적 의의 및 소결 ····················································································87

Ⅳ. 지속가능한 사회를 실현하는 환경 행동 ·······························································93

1. 2022 개정교육과정과 생태전환교육 ·····································································93

2. 꿈꾸는 미래를 통한 환경 행동 코칭 ···································································101

3. 환경 시민을 기르는 학교환경교육 ······································································111

PART 03 어떻게 지속가능발전교육을 구현할 것인가?: / 정예원, 고아라, 윤영선, 류학렬

Ⅴ. 유아교육과 ESD ·····························································································115

1. 유아기 지속가능발전교육의 이론적 토대 ·····························································115

2. 우리나라의 유아기 지속가능발전교육 연구 현황 ··················································122

3. 환경교육에의 시사점 ························································································144

Ⅵ. 초등교육과 ESD ·····························································································147

1. 초등학교에서의 지속가능발전교육 ······································································147

2. 인성교육과 지속가능발전교육 연결하기 ······························································167

3. 초등 고학년을 위한 지속가능발전교육 융합 수업 ·················································173

4. 환경교육적 시사점 ···························································································189

Ⅶ. 생물다양성과 ESD 그리고 황새 ········································································195

1. 생물다양성과 지속가능발전교육 ·········································································195

2. 생물다양성과 황새 ···························································································199

3. 생물다양성-지속가능발전교육-황새의 상호연관성 ················································208

4. 생물다양성-지속가능발전교육-황새 융합 교육사례 ··············································213

5. 환경교육적 시사점 ···························································································216

Ⅷ. 황새를 활용한 지속가능발전교육 프로그램 개발 연구 ·········································221

1. 지속가능발전교육과 학교교육 ···········································································221

2. 황새 복원 의미 ·······························································································225

3. ESD에 활용할 수 있는 황새 복원의 핵심 요소 ···················································228

4. ESD 프로그램 적용을 위한 교육과정과 교과서 내용 분석 ····································232

5. 초등학교 3학년 대상 황새복원과 ESD 프로그램 ·················································239

6. 환경교육적 시사점 ··························································································253

PART 04 ESD의 미래를 이끄는 프레임워크: ESD와 ESG의 융합 / 남영숙

Ⅸ. ESG와 ESD ·································································································259

1. 들어가며 ·······································································································259

2. SDGs와 ESG 경영 연관성 ··············································································262

3. SDGs 실현을 위한 대학의 역할 ·······································································264

4. 대학의 ESG 도입 논의와 중요성 ······································································266

5. 일선학교의 ESG 경영 중요성 ···········································································270

6. ESD와 연계한 ESG 교육방안 ··········································································274

7. 교사양성대학의 ESG 이해 교육과정 개선을 위한 시사점 ······································276

에필로그 ············································································································283

찾아보기 ············································································································285