예비 초등교사를 위한 지속가능발전교육에 기초한 의생활영역 교육 프로그램 개발 및 적용 효과

조윤주 한국실과교육학회 2016 한국실과교육학회지 Vol.29 No.4

이 연구는 교육대학교 실과 심화과정 강좌 중 지속가능발전교육을 기초한 의생활교육 프로그램을 개발하고, 이 프로그램의 적용을 통하여 예비 초등교사들의 지속가능발전교육에 대한 인식, 태도 등을 함양과 더불어 학교 현장에서의 의생활교육의 지도 역량을 강화하는 것을 목적으로 하였다. 이를 위해 지속가능발전교육 요소를 선정하고, 실과 심화과정 강좌의 의생활교육 내용요소를 추출한 후 접목하여 프로그램을 분석-설계-개발 단계를 거쳐 완성하였다. 이후 프로그램을 예비 초등교사들에게 적용하여 정량적, 정성적 평가로써 프로그램의 효과를 확인하였다. 연구를 통해 얻은 결론은 다음과 같다. 첫째, 지속가능발전교육 요소는 문헌조사를 통하여 사회적, 환경적, 경제적 태도의 3가지 요소로 선정하였다. 교육대학교의 실과 심화과정 중 의생활 관련 강좌를 분석하여 초등의생활교육 이해, 의복구성, 의복관리와 환경, 의생활 문화의 4가지 요소를 추출하였다. 둘째, 개발된 프로그램은 7개의 주제로 구성되었다. 각 주제는 ‘지속가능발전교육의 이해, 지속가능발전교육과 의생활, 교수학습 전략-견학, 친환경소재를 활용한 의생활 및 생활용품 만들기, 재활용을 이용한 의생활 및 생활용품 만들기, 의생활 문화, 전시와 발표’이다. 셋째, 예비 초등교사들에게 프로그램을 적용한 결과, 지속가능발전교육의 인식과 태도가 함양되었으며, 의생활교육 역량 역시 높아진 것을 알 수 있었다. 지속가능발전교육에 대한 인식과 태도의 평가는 적용 전 3.44점에서 적용 후 4.04점으로 모든 항목에서 통계적으로 유의차를 보였으며, 의생활교육의 평가는 적용 전 3.69점에서 적용 후 4.13점으로 점수가 향상되었다. 지속가능발전교육에 기초한 의생활교육이 효과적으로 이루어지기 위해서는 교사, 예비교사들을 대상으로 하는 연수프로그램의 확대, 학교현장에서 쉽게 접목할 수 있는 재미있는 교육 프로그램 등을 개발, 보급하고, 지속가능발전교육에 기초한 의생활영역 교육 효과를 극대화하기 위한 노력이 요구되어진다. The purpose of this study is to develop a program for clothing & textiles education based on education for sustainable development which is part of an introductory major curriculum in the university of education. Moreover, this program is intended to help pre-elementary school teachers understand and form a positive attitude towards education for sustainable development while enhancing their teaching abilities for clothing & textiles education. These are the following results from the study. First, based on literature review, attitude towards the environment, the economy, and the society were selected to be the three components of education for sustainable development. By analyzing introductory major university curriculum courses related to clothing and textiles, four elements could be extracted: elementary clothing and textile education, organizing clothing, managing clothing, and clothing and textile environment. Second, the program intended to understand education for sustainable development and enhance abilities for clothing and textile education was formed with 8 subjects. These subjects include ‘understanding education for sustainable development, the past, present, and future of education for sustainable development, education for sustainable development and practical education, teaching and learning strategies for education for sustainable development, clothing and textiles using environment friendly materials (making clothing and textile goods), clothing and textiles using recycling, education for sustainable development and clothing and textiles culture, and exhibiting and presenting.’ Third, when applying the program to pre-elementary school teachers, it was found that environmental, economical, and social attitudes of education for sustainable development were formed and abilities for clothing and textile education also became stronger. For clothing and textile education for sustainable development education to work effectively, understanding its concept and principles is first needed. Thus, increasing training programs for in-service and pre-service teachers, and efforts to maximize the effect of sustainable development education by developing and spreading education programs that can easily fit according to the size of individual schools are needed.

역량기반 지속가능발전교육 프로그램개발 연구

이병준(Yi, ByungJun) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.6

지속가능발전교육(ESD)이 학교교육 차원에서 점차 확산되어가고 있는 추세를 보이고 있다. 학습자층도 초기에는 교사를 중심으로 했으나 이제 점차 학생, 학부모, 시민으로 확대되어가고 있다. 그러나 지속가능발전교육의 개념이 어렵고 지속가능 발전에 대한 내용차원의 지식과 기술의 전달이 이루어지다보니 교육의 성과가 실천적 역량의 제고에까지는 이르지 못하고 있다. 이 때문에 학습자들이 지속가능성 역량을 갖게 하는 것이 지속가능발전의 내용을 습득하고 이해하는 것보다 더 중요하다는 인식이 실천가들 사이에서는 점점 더 확산되어가고 있다. 다시 말해 역량기반의 지속가능발전교육이 필요성이 대두된 것이다. 이에 본 연구는 지속가능발전교육이 좀 더 강력한 실천력을 발휘할 수 있도록 지속가능발전역량 개발을 위한 교육프로그 램을 개발하는데 목적을 둔다. 그 결과 역량기반의 지속가능발전교육 프로그램은 크게 세 부분으로 구성될 수 있다. 우선 DeSeCO을 통해 확산된 핵심역량에 기반한 지속가능발전역량 교육프로그램을 개발되었고, 둘째로는 지속가능발전의 내용을 구성하는 환경, 사회, 경제, 문화 영역의 역량개발 프로그램이 개발되었으며, 셋째로는 지속가능발전의 내용영역 전체를 아우르는 통합적 역량의 촉진을 위한 교육프로그램이 개발되었다. Education for sustainable development(ESD) tends to be spread gradually from an angle of school education. In the first stage, learners of ESD were teachers, but they are expanded to students, their parents and citizens now. However, the concept of education for sustainable development is difficult and knowledge and technology are delivered from an angle of the contents of sustainable development, so outcomes of education cannot approach the improvement of practical competency. Therefore, doers gradually possess the awareness it’s more important to give learners sustainable competency rather than acquire and understand contents of sustainable development. In other words, necessities of competency based education for sustainable development come to the fore. So, the purpose of this study is to develop education program for development of sustainable development capability so that education for sustainable development can display stronger power of execution. As a result, competency based education program for sustainable development can be greatly divided into three parts. First of all, education program for sustainable development based on key competency spread by DeSeCO was developed. Second, competency development program of environment, society, economy and culture areas, organizing contents of sustainable development, was developed. Third, education program for promotion of integrated competency for the whole contents of sustainable development was developed.

지속가능발전교육과 실과교육의 관계

이건남,정남용 한국실과교육연구학회 2010 實科敎育硏究 Vol.16 No.1

이 연구는 지속가능발전교육과 실과교육을 분석하고 평가하는 과정을 통하여 지속가능발전교육과 실과교육의 관계를 구명하는데 목적이 있었다. 연구의 목적을 달성하기 위하여 먼저 지속가능발전교육의 목적 및 내용을 분석하였고, 기존에 수행하였거나 수행중인 지속가능발전교육을 고찰하였으며, 지속가능발전교육과 실과교육의 비교 분석하여 지속가능발전교육과 실과교육의 관계를 구명하였다. 이 연구의 결론은 다음과 같다. 첫째, 실과교육과 지속가능발전교육이 달성하고자 하는 교육적 이념과 방법은 거의 일치하고 있다. 둘째,실과교육과 지속가능발전교육의 내용은 보다 깊은 관련을 맺고 있어 실과교육을 이용한 지속가능발전교육의 실행 가능성은 매우 높다. 셋째, 실과교과를 근거로 하여 다양하게 지속가능발전교육 프로그램의 개발할 수 있다. 넷째,지금까지의 결론을 바탕으로 볼 때 실과교육은 지속가능발전교육과 깊은 관련을 맺고 있으므로 지속가능발전교육에 중추적인 역할을 할 수 있다. The purpose of the study was to find the relations between the Practical Arts education and the education for sustainable development by evaluating and analyzing both the Practical Arts education and the education for sustainable development. To achieve the purpose of the study, the objectives and the contents of the education for sustainable development were analyzed, previous and still conducting programs for the education for sustainable development were investigated, and the Practical Arts education and the education for sustainable development were compared and analyzed. The conclusions of the study were as follows: First, the ideology and the methods for the Practical Arts education and the education for sustainable development were almost identical to each other. Second, the contents of the Practical Arts education and the education for sustainable development were very highly related, so that it is very likely succeed for Practical Arts education in performing the education for sustainable development. Third, there were various ways to develop the programs for the education for sustainable development based on the Practical Arts subject. Forth, the Practical Arts education could take a pivotal role in the education for sustainable development due to the close relations between the Practical Arts education and the education for sustainable development.

유네스코 지속가능발전교육에 근거한 기독교교육의 실천가능성에 관한 연구

이종민 한국기독교교육학회 2023 기독교교육논총 Vol.- No.74

The purpose of this study is to review the practicality of Christian education for sustainable development in a rapidly changing world. The first part of this study identify the concept, meaning, and direction of implementation of "Sustainable Development," which has been studied and published around UNESCO since the early 1980s, and present practical strategies for the sustainable development of Christian education. This study chronologically selected five major reports published by UNESCO--"Our Common Future"(1987), "Agenda 21"(1992), "UN Decade of Education for Sustainable Development 2005-2014"(2002), "Roadmap for Implementing the Global Action Programme for Education for Sustainable Development 2015-2019"(2014) and "Education for Sustainable Development 2030"(2020)--and examined the concept and meaning of "Sustainable Development"(SD). At the same time, in relation to "Education for Sustainable Development"(ESD), the occurrence, change, and implementation method of "Sustainable Development Goals"(SDGs) were examined and presented. This study derived three Christian educational implications necessary to properly establish the next generation of faith, based on a leadership development strategy using the concept of sustainable development, For the sustainability of Christian education, the foundation of education based on the correct biblical interpretation of cultural mandate is first examined, and then the need for curriculum development and class design is proposed using various types of indicators and educational modules. Finally, specific practices for the development of educational leadership to revitalize Christian education are presented through a multi-dimensional approach.

지속 가능한 교양으로의 전환

오혜림(Hyerim Oh) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.15

목적 본 연구는 지속가능발전의 기본원리와 가치에 입각한 고등교육을 통합시킨 독일의 고등교육 사례를 탐색하여 지속가능발전 관점에서 한국 대학의 교양교육 발전 방안 개발에 유용한 시사점을 제공하고자 한다. 방법 이 연구에서는 대학 교양교육의 실천 가능성에 중요성을 두고, 지속가능발전교육 이행을 위한 운영 체계를 개관하였다. 우선, 독일이 지속가능발전에 대한 기관 전체적 접근을 적용하여 대학에 적합한 지속가능발전 가치를 내재화한 과정을 고찰하였다. 이후 지속가능발전 관련 기관 전체적 접근 방안에 대한 전략을 이행하고 있는 독일대학 사례를 우선 실천영역에 따라 검토하였다. 결과 지속 가능한 발전이라는 가치를 실현하는 독일 고등교육체계의 특징은 다음과 같다. 지속가능발전교육 이행을 위한 독일 고등교육 운영 체계는 ‘ESD 국제 실천 프로그램’, ‘지속가능발전교육 2030’와 같은 국제 운영 체계를 토대로 정립되었다. 독일 연방 교육 연구부의 재정 지원을 통해 운영된 대학 공동 연구 프로젝트는 고등교육기관의 지속가능발전을 위한 지침을 제시하였다. 이를 바탕으로 각 대학은 대학의 특성과 발전 방향에 적합한 지속가능성의 공통 개념과 실천영역별 이행 전략을 대학기관 전체 관점에서 발전시키고 있다. 결론 본 연구를 통해 도출한 주요 내용을 바탕으로 한국 대학 교양교육 과정에 적용 가능한 전략적 실천방안을 논의하였다. Objectives This article explores a German university case that integrates the principles and values of sustainable development principles into all aspects of the German higher education system. The study sets out to provide practical implications for the development strategies from a sustainable development perspective to support general education in South Korea. Methods This paper gives an overview of the higher education system for implementation while the significance of this study lie in the practice and possibilities of general education. Theses are examined to probe how Germany adapts and applies a whole-institution approach to embed the value of sustainable development. A German university case of adapting the whole-institutional approach towards sustainability is then provided. Priority action areas are reviewed for the analysis of sustainable development in action through the approach to Education for Sustainable Development in the illustrative case. Results The characteristics of the German higher education system that realizes the value of sustainable development are as follows. A concept of sustainable development builds upon the global framework for implementation of sustainable development such as the Global Action Programme on Education for Sustainable Development(ESD): Towards achieving the Sustainable Developing Goals(SDG). A joint research project funded by the Federal Ministry of Education and Research(BMBF) is to establish guidelines for higher education for sustainable development. Based on the guideline each university develops a common concept of sustainability and transformative action program that promote the whole-institution approach. Conclusions Main findings of this research provide insights for general higher education in South Korea. This approach will prove useful in expanding our understanding of how apply to the whole-institution approach to general education in South Korea.

21세기 지식기반사회에서의 지속가능발전교육 방향 탐색

지승현,남영숙 한국환경교육학회 2007 環境 敎育 Vol.20 No.1

In spite of the perceived importance of sustainable development in society, we still fails to reflect consistently our best understandings about the sustainable development and education for sustainable development. The purpose of this study is to inquire into the orientation of education for sustainable development in the 21st Century knowledge-based society. The results of this study can be summarized as follows. First, it is necessary to provide newly defined sustainable development which enables us to transform unsustainable way of life into environmentally sound and sustainable development. Education for sustainable development is defined as a basic education that have a mature understanding among the human, nature and wisdom of life Second, we should emphasis on a system thinking, basic communication in order to encourage education for sustainable development as a learning strategy. Third we should suggest both individual and community learning education for sustainable development. Finally, we develope knowledge system of sustainable development in accordance with the theories of knowledge management.In conclusion, it is necessary to approach education for sustainable development in the context of the knowledge-based society and the information age. It enables us enhance a new awareness and attitudes towards sustainable development. Furthermore, it is expected to deve-

High School Students’ Attitudes towards Sustainable Development: An Exploratory Investigation

권혁수 대한공업교육학회 2015 대한공업교육학회지 Vol.40 No.1

Sustainable development brings many potential dvantages to the society and environment. As such, many educational communities have concentrated on incorporating this concept into their educational programs for the K-12 classrooms. The K-12 technology educators have also exerted efforts to infuse the sustainable development concept into the K-12 national-curriculum level. The purpose of this study was to investigate the high school students’ attitudes towards sustainable development. The study participants were 1,073 high school students from six high schools in Gyeonggi province. A self-reported instrument was used to obtain the students’ demographic information and to come up with an attitudinal scale towards sustainable development. This study employed statistical ways of exploring the attitudinal level of the South Korean high school students and of describing the subcategories of the sustainable development. The findings described the high school students’ attitudes towards sustainable development with regard to three components: (1) cognition of sustainable development; (2) practices in pursuit of sustainable development; and (3) perception of the ducation for sustainable development. The exploratory factor analysis supported three perspectives of the students’ attitudes towards sustainable development. Also, the qualitative data collected and analyzed from the students’ responses to the open-ended question posed to them indicated two domains of the students’ cognition of and practices in pursuit of sustainable development. These findings were made on the bases of several recommendations regarding the research on and implementation of Education for Sustainable Development(ESD). Sustainable development brings many potential advantages to the society and environment. As such, many educational communities have concentrated on incorporating this concept into their educational programs for the K-12 classrooms. The K-12 technology educators have also exerted efforts to infuse the sustainable development concept into the K-12 national-curriculum level. The purpose of this study was to investigate the high school students’ attitudes towards sustainable development. The study participants were 1,073 high school students from six high schools in Gyeonggi province. A self-reported instrument was used to obtain the students’ demographic information and to come up with an attitudinal scale towards sustainable development. This study employed statistical ways of exploring the attitudinal level of the South Korean high school students and of describing the subcategories of the sustainable development. The findings described the high school students’ attitudes towards sustainable development with regard to three components: (1) cognition of sustainable development; (2) practices in pursuit of sustainable development; and (3) perception of the ducation for sustainable development. The exploratory factor analysis supported three perspectives of the students’ attitudes towards sustainable development. Also, the qualitative data collected and analyzed from the students’ responses to the open-ended question posed to them indicated two domains of the students’ cognition of and practices in pursuit of sustainable development. These findings were made on the bases of several recommendations regarding the research on and implementation of Education for Sustainable Development(ESD).

지속가능발전교육 관점에서 분석한 초등학교 3학년 음악 교과서

윤문정 한국예술교육학회 2019 예술교육연구 Vol.17 No.2

‘지속가능발전’이라는 개념은 산업 발전과 경제 성장에 따른 대기오염, 동물의 멸종위기와 생태계 파괴 등 늘어가는 환경문제를 해결하기 위해 처음 등장하였으나 점차 미래의 인류를 위해 지속적으로 발전시켜야 하는 다양한 분야(빈곤, 질병, 차별, 안전 등)를 포함하게 되었다. 지속가능발전을 실천하기 위한 하나의 방법으로 범교과적‘지속가능발전교육’의 중요성이 높아지고 있지만 음악교육은 타 교육 분야에 비해 지속가능발전에 관 한 연구가 활발하지 않은 편이다. 이에 본 연구는 지속가능발전교육의 의미를 살펴보고, 초등학교 3학년 음악 교과서를 지속가능발전교육 관점에서 분석하여 음악교과의 지속가능발전교육 실천 가능성을 알아보았다. 연구 결과에 따르면 음악교과서의 제재곡에는 다양한 생물과 생태계가 등장하여 지속가능발전교육을 실천할 수 있 는 가능성을 갖고 있는 것으로 나타났다. 제재곡과 관련된 활동을 분석한 결과에서는 지속가능발전교육 활동 이 있긴 하지만 그 수가 많지 않았고 밀접하게 관련되어 있는 경우는 적었다. 연구 결과를 토대로 지속가능발 전교육을 위한 음악교육 활동을 마지막으로 제안하였다. Damage to the natural environment due to industrial development and economic growth, environmental pollution, destruction of ecosystem has become a global problem. As a way to solve these problems, interest in sustainable development has increased and efforts of each group have become active. The concept of Sustainable Development has begun with environmental issues but it has included a variety of areas (poverty, disease, discrimination, safety, etc.) that must be continuously developed for the future humanity. Also, education is emphasized as a way to practice it. Compared to other fields of education, there is little research on sustainable development in music education. Therefore, this study analyzed the third grade music textbooks of elementary school from the perspectives of sustainable development education to examine the possibilities of practicing sustainable development education of music subject and suggested directions to move forward. According to the results of the research, it is found that various music and textbooks can play a significant role in the development of sustainable development education through the appearance of various creatures and ecosystems. There are activities for education for sustainable development, some of them were not directly related to sustainable development education. Based on the results of the research, music education activities for sustainable development education were suggeted.

지속가능한 발전을 위한 교육 전략

황혜연(Hwang Hey Yeon),김윤정 전북대학교 교육문제연구소 2012 교육문제연구 Vol.18 No.1

본고의 목적은 지속가능발전을 위한 교육의 주된 관점을 설명하고, 학교내에서 이루어지는 지속가능발전교육의 사례를 분석해봄으로써 그에 적합한 교육전략을 마련하는데 있다. 이 연구 결과를 요약하면 다음과 같다. 먼저, 지속가능한 사회속에 포함되어져야만 하는 요소들에는 자연, 전체로써 집단, 사람들의 삶의 형태들이며, 지속가능한 발전의 원리는 환경적인 문제를 넘어서 모든 인간의 삶속에 도입되어져야 한다. 지속가능발전을 성취하기 위해서는, 자신이 살고 있는 사회공동체의 미래가 지속가능한 발전을 이룩할 수 있도록 지역공동체의 관련 영역에 적극적으로 참여하고, 변화시키며 모험화시킬 수 있는 비판적 사고능력을 필요로 한다. 둘째, 한국 학교내에서는 다양한 동아리 활동과 학교 특성화 사업 등을 통해서 지속가능한 발전을 위한 교육이 이루어지고 있다. 다양한 동아리 활동과 지역사회와 연계한 프로그램속에서, 지역에서 이루어지고 있는 사회적 문제를 교육과 연계하여 고민해보고 해결해보도록 함으로써 비판적사고의 향상을 꾀하고, steam수업을 통해 경험적인 지식을 습득하게 하고 통합적인 사고력향상을 꾀하고 있다. 그러나 이러한 좋은 프로그램들에 대해 서로 공유할 수 있는 자료를 찾아보는데 약간의 어려움이 있었고, 단기적인 프로젝트로 끝나는 경향이 있었다. 셋째, 한국의 학교교육현장에서 적절하게 사용되어질 수 있는 교육프로그램 개발의 발전과 실행을 위해서, 정부와 학교, 그리고 지역사회의 협력을 필요하다. 또한 지속적으로 이루어질 수 있는 장기적인 국가 계획수립이 필요하며, 프로젝트 수업, 전략적 질문, 경험학습, 스토리텔링, 독서를 이용한 다른 교과목과 관련된 학습방법등과 같은, 학교에서 사용되어질 수 있는 적절한 프로그램개발이 필요하다. 또한 그것을 잘 운영할 수 있는 적절한 교사교육과 교사의 배치, 그리고 지원이 필요하다. The purposes of this study are to explain the main point of “sustainable Development” and examine and analyze the examples of the sustainable development education which has been practiced in education circumstances of Korea and think over appropriate strategies. The conclusions are following: First, sustainable development approach can be a framework of sustainable development in terms of whole society. The factors which should be included in the sustainable society are, at least, nature, group as an aggregate, mode of living existence of people. And the principle of sustainable development has been introduced in all around human life area beyond environmental principal. To achieve the sustainable development, we needs the critic ability to actively participate in the change of community for the sustainable future and make model for sustainable social development amid dynamic changes and various risk in our society. Second, the education for sustainable development has been done at school in Korea throughout various activities of groups and special projects. Various activities of groups and programs, which is connected with communities, improve critical thinking by worrying about problem associated with things around the children and searching solutions. Throughout Steam, children can obtain experienced knowledges and improve integrated thinking abilities. Also, children can extend the range of thinking through reading and obtain the mind of care, supporting each other. However searching materials about great programs shared with one another is a little difficult, and usually they are short-term projects. Third, for the development and application of the education programs for the sustainable development in Korean Educational circumstances, we need the cooperation of the government, schools and local community. We need a long-term policy which is continued for period and we need to develop appropriate methods and apply to education environment in our school such as project learning method, strategic Questioning, experience learning, storytelling, the learning methods which is associated with other subjects using reading and so on. Also we need training programs for teachers to operate the sustainable development education well and appropriate arrangements of teachers and support.

지리를 통한 지속가능발전교육의 방향

배나리 ( Bae Na-ri ),조철기 ( Cho Chul-ki ) 한국사진지리학회 2018 한국사진지리학회지 Vol.28 No.2

이 연구는 지리를 통한 지속가능발전교육의 방향을 탐색한 것이다. 먼저 지속가능발전교육은 환경교육과 어떤 차별성이 있는지를 검토하였다. 그후 우리나라 교육과정에서 지속가능발전교육이 언제 등장하여 어떻게 전개되어 왔는지를 살펴본 후, 고등학교 사회 교과서에 나타난 지속가능발전교육의 특징을 분석하였다. 지속가능발전은 환경적, 경제적, 사회적 측면을 함께 고려하는 개발이다. 오랜 전통을 지닌 환경교육이 주로 환경적 측면에 집중해왔다면 지속가능발전교육은 이들 세 측면을 모두 아우르는 미래지향적 교육이다. 그리고 지속가능발전교육은 특정 교과만을 위한 것이 아니며 전체 교육과정과 학교에 통합되어야 하는 교육의 패러다임적 전환이다. 그렇지만 지속가능발전교육은 특히 지리 교과와 밀접한 관련을 가진다. 왜냐하면 지리는 지역, 국가, 글로벌과 같은 다양한 스케일의 관계적 측면과 인간과 환경과의 관계적 측면을 탐색하는 홀리스틱 교과로서 지속가능발전교육의 지향점과 매우 잘 부합하기 때문이다. 지리를 통한 지속가능발전교육은 전지구적 차원에서 환경정의 실현에 중요한 기여를 할 것이다. This study explored the direction of education for sustainable development through geography. First, the paper examined how education for sustainable development differs from environmental education. After analyzing when and how education for sustainable development emerged in curriculum of Korea, the paper analyzed characteristics of education for sustainable development in high school social studies textbooks. Sustainable development is a development that considers the environmental, economic and social aspects together. If environmental education with a long tradition has been focused on environmental aspects, sustainable development education is a future-oriented education that encompasses all three aspects. And education for sustainable development is not only for specific subjects, it is a paradigm shift of education that must be integrated into the whole curriculum and school. However, education for sustainable development is closely related to geography. This is because geography coincides very well with the orientation of education for sustainable development as a holistic subject that explores relational aspects of various scales such as local, country, and global and relational aspects of human and environment. Education for sustainable development through geography will make an important contribution to the realization of environmental justice on a global scale.