초·중등 환경교육 프로그램 평가 연구

손연아,최돈형,정미경,민병미,정완호 한국환경교육학회 2005 環境 敎育 Vol.18 No.1

The purpose of this study was to evaluate Korean and foreign environmental education programs: 3 Korean programs including 'Environmental Education Program' for primary school level, 'Environment' for middle school level, 'Ecology and Environment' for high school level and 2 foreign programs including ‘TLSF (Teaching and Learning for a Sustainable Future) Program and IEEIA(Investigating and Evaluating Environmental Issues and Actions) Program using IAEEC (The Inventory for Assessing Environmental Education Curricula) by Kim (2003). The IAEEC include four goal levels of the foundations level, the conceptual awareness level, the investigation level, environmental action skills level and an optical level: teaching methods and practice. The IAEEC use a 5-point Likert scale to identify the extent to which an environmental education curriculum or a program reflects the goals of environmental education. It was found that our school environmental education programs need to be more involved, especially in the areas of social foundations (political & legal); personal beliefs and values in environmental issue and the critical analysis of the issue by identifying important players' positions, beliefs, and values; and the environmental action to solve the issue and evaluate the consequences and effectiveness of the action plan. This study can provide a meaningful direction for program development in environmental education and especially provide schoolteachers with reliable sources in analyzing environmental education programs for their school classes.

학교 체험 환경교육이 초등학생의 친환경적 행동변화에 미치는 영향

최하얀(Ha-Yan Choi),김용근(Yong-Geun Kim),심정선(Jung-Sun Shim) 한국환경교육학회 2008 環境 敎育 Vol.21 No.2

The purpose of this study was that verify the difference of pro-environmental behavior according to be present or not of experience environmental education for developing pro-environmental and show basic material to prepare efficient operation plans of experience environmental education is based on factor which effect of pro-environmental behavior difference according to the types. Elementary schools were divided through existence and nonexistence of an experience environmental education than I was checked up the pro-environmental behavior of students, who joined in different environmental educations each other. It was analysis by dividing into an environmental education of school, an educator (teacher, environmental-interpreter), and fields for environmental education (school inside and outside) to know types of experience environmental education. In result, elementary schoolers who experienced an experience environmental education at school class, had higher an environment-friendly behavior and elementary schoolers, who experienced an experience environmental education at class from environmental-interpreter, had higher an environment-friendly behavior by and large. As a result, this study showed that the area based on their residential quarter and an experience environmental education with realistic plans to connect with social environmental education for developing pro-environmental carrying out the most positive effect.

데이터 기반의 스마트 환경교육을 위한 교사연수 프로그램의 효과 분석

윤진아 ( Yoon Jina ),이동영 ( Lee Dongyoung ),조운석 ( Cho Woon-seok ),남윤경 ( Nam Younkyeong ) 부산대학교 과학교육연구소 2021 교사교육연구 Vol.60 No.4

본 연구는 데이터 기반의 환경교육 교사연수 프로그램의 효과를 평가한 것이다. 본 연구의 대상인 ‘스마트환경교육 교사 연수 프로그램’은 아두이노 기반 스마트환경 측정 디바이스와 앱을 활용한 데이터 기반 환경교육 교사연수 프로그램이다. 유초중등 교사 48명이 연수(15시간)에 참여하였으며 참여 교사들의 학교 현장 환경교육에 대한 인식과, 환경소양 측정 및 데이터 기반환경교육에 대한 인식의 변화와 연수 만족도 검사가 주요 데이터로 수집되었다. 설문조사는 SPSS26을 사용하여 분석되었으며, 질적 응답자료는 자료전사 와 질적분석 및 Netminer4를 활용하여 분석하였다. 참여 교사들은 학교 환경 교육의 문제점으로 감수성 위주의 환경교육과 실천부족, 입시위주의 교육현실, 교사 역량 부족 등을 들었으며 환경교육의 의무화, 실천과 범교과 소양으로의 필요성을 제안하였다. 환경 소양 측정결과 연수전에 비해 환경탐구 및 환경 실천 요소에서 유의미한 증가가 나타났다. 또한 연수 전 대부분의 교사들이 데이터기반 환경교육에 대해 중요성을 인식하고 있었으며, 연수 후 구체적인 데이터 기반 환경 탐구의 교과/비교과 연계 방안에 대해 인식하게 되었다. 연수 만족도는 5점 Likert 척도 문항 분석결과 평균 M=4.71로 매우 높게 나타났다. 본 연구는 온라인 환경교육 연수에서 데이터 기반 환경 탐구를 주제로 환경교육 교사 연수의 사례를 제시하고 환경교육에서 교사의 전문성 신장을 위한 환경문제해결을 경험할 수 있는 데이터 기반 교육프로그램의 긍정적 효과와 그 필요성에 대한 구체적이고 다양한 증거를 제시하였다는 데 의의가 있다. This study evaluated a professional development (PD) program on data-based environmental education. The professional development program ‘smart environmental education PD program’ focused on data-based environmental education using arduino-based smart environment monitoring devices and its application. Forty-eight K-12 teachers participated in the PD program (15 hours). The perception of school environment education, environmental literacy test, and the perception of data-based environmental education was used as main data for this study. The participant teachers perceived that sensitivity-oriented education and lack of environmental behavior practice, the educational system centered on university entrance exams, and lack of teacher competency as main problems of school environmental education. The environmental literacy test results showed a significant increase in the categories of environmental inquiry and environmental behavior practice after participation in the program. The results based on the teachers’ perception about data-based environmental education showed that most teachers understood the necessity of environment education before participating in the program and after the program they recognized the importance of integrating environmental education with other disciplines and school activity such as student clubs, creative experience activities etc. The results of the satisfaction survey showed that the average score of 4.71 out of 5, was very high. The results of this study were meaningful in that it presents good examples of online environmental education PD on data-based environmental education and its effectiveness with concrete and various evidence.

초등학교 교사를 위한 환경교육 사이버 연수 콘텐츠 개발

서우석,정철영,이재호 한국농·산업교육학회 2006 농업교육과 인적자원개발 Vol.38 No.3

The purpose of the study was to develop an environmental cyber inservice education contents for elementary school teacher. The blended environmental cyber inservice education contents were developed, through reviewing literatures, analyzing domestic and foreign's environmental inservice education programs and e-Learning contents, and experts conference. And, Contents validity was evaluated by environmental education experts. Contents development stage was confirmed five stage: ① foundational analysis, ② planning, ③ design, ④ production, and ⑤ evaluation. The goal of Environmental cyber inservice education contents for elementary school teacher was stated 'environmental professionality uplift of elementary school teacher', and developed contents for elementary school teachers were consisted of 3 domains : (1) Foundation of Environmental Education, (2) Understanding about Environment, (3) Strategy for School Environmental Education. The contents of each sessions were selected considering synthetically objectives, themes and components of environmental education and structured of 62hours Course totally. Developed Contents evaluated by 8 environmental education experts according to 10 evaluation item of total contents and contents development structure. In result, it evaluated comparatively high score. Based on the results, some recommendations were suggested. 및 제언이 연구를 통해 환경교육의 목적 및 목표, 내용체계, 대상별 환경교육 등에 대한 근본적인 고찰에서 시작하여 국내외의 다양한 초등학교 교사를 위하여 온라인 및 오프라인으로 실시되고 있는 교육 및 연수 인터넷 콘텐츠를 수집분석하였고, 실제 프로그램 개발 과정에서는 타당성을 확보하기 위하여 전문가에 의한 세부적인 검토 문헌연구와 전문가협의회를 개최함은 물론, 접근성을 제고하기 위하여 동화작가에게 의뢰하여 시나리오 및 나레이션을 보다 쉽고 보다 타당성 있는 초등학교 교사용 환경교육 사이버 연수 콘텐츠를 개발하였다.국내·외 환경교육 관련 문헌들을 고찰하여 환경교육 사이버 연수의 궁극적인 목적은 ‘초등학교 고사의 환경교육 전문성 제고’로 설정하였다. 그리고 우리나라의 문제점과 사이버 연수 콘텐츠의 개발 및 설계를 위한 체계적인 절차 및 과정을 고려하여, 최종적으로 초등학교 교사를 위한 환경교육 사이버 연수 프로그램을 개발하였다. 개발된 콘텐츠는 전체 62차시로 개발되었고, 크게 ① 환경교육의 기초, ② 환경의 이해, ③ 학교 환경교육 전략의 3개 영역으로 구분하였다.이 콘텐츠는 SCORM 방식에 기반 하여 개발되었기 때문에 재사용성, 접근 용이성, 상호호환성 및 내구성을 가질 것으로 기대된다.이 콘텐츠를 활용하거나 추후 연구를 위하여 다음과 같이 제언한다.첫째, 개발된 콘텐츠를 초등학교 교사가 적극 활용할 수 있도록 적극적인 홍보 및 온라인 및 오프라인을 통한 서비스가 요구된다. 이를 위해서는 환경부의 홈페이지나 교육대학의 원격연수센터를 활용해야 할 것이다. 이 콘텐츠는 학습자들 간의 상호작용뿐만 아니라 학습자와 운영자간의 상호작용이 요구됨으로 이를 가능하게 하기 위해서는 추가적인 행재정적 지원이 뒤따라야 할 것이다.둘째, 국가 또는 환경부 차원에서 초등학교 교사를 위한 연수를 활성화하기 위해서는 이 연구를 통해 개발된 콘텐츠뿐만 아니라 이미 개발된 콘텐츠를 수집하여 데이터베이스를 구축하고, 이를 통합적으로 제공할 수 있는 시스템 구축이 요구된다. 이를 위해서는 환경부 차원에서 U(Ubiquotous)-포털 사이트를 구축하고 ,이를 통해 학습자용뿐만 아니라 교사용 콘텐츠를 체계적으로 서비스할 수 있는 체제를 구축해야 한다.셋째, 이 연구에서는 초등학교 교사를 위한 환경교육 사이버 연수 콘텐츠 개발에 초점을 맞추었다. 추후에는 중학교, 고등학교의 교사를 위한 사이버 연수 콘텐츠가 개발되어야 하며, 더 나아가 대학 및 성인을 위해 환경교육을 실시하는 담당자를 위한 콘텐츠 개발이 요구된다. 이를 위해서는 이 연구에서 제시한 학교급별 환경교육 목적, 목표 및 내용체계를 고려하고, 개발 틀을 고려하여 상호 연계된 콘텐츠들이 개발될 필요가 있다.

‘환경과’ 교육의 정체성에 관한 연구

안재정(Jae-Jung Ahn),최돈형(Don-Hyung Choi),조성화(Seonghoa Cho) 한국환경교육학회 2013 環境 敎育 Vol.26 No.3

Environmental Education in Korea has been three decades since the education was chosen in the 4th Course of Study in 1981. Although much time has passed since then, environmental education is not yet rooted in the school in terms of curriculum as an independent course. Accordingly, in order to take roots in the school, it is necessary for environmental education to have peculiar units and also prove the importance in the school education. The purpose of the study is to inquire into the identity of Environmental Education with the interdisciplinary approach, which is based on the study on environmental education. This study course is comprised of six subjects including Social Studies, Science, Moral Education, Technology and Industry, Home Economics, Physical Education and Environmental Education as a Subject. This study is intended for nine teachers who have experience and expertise in each subject as well as researchers in order to analyze the curriculum and reflects further details and some changes in the process of persistingly updating tasks using analysis instruments. The units of objectives of environmental education are composed of five units including awareness, knowledge, attitude, skill, and participation. Although decentralized environmental education deals with the objective of environmental education in part, the education has a limitation since it lacks of participation and practice, which are the ultimate goal of environmental education. The units of substance of environmental education are composed of six units including Environmental Ethics and View, Natural System, Human System, Resources and Energy, Environmental Problems and Pollution and Environmental Conservation and Measures. Environmental Education includes the contents of environmental education in general and also deals with the sequence and hierarchy between each contents. On top of it, it emphasizes an independent environmental education and environmental ethics, or view comparing with other subjects. The units of peculiarity of environmental education are made up of nine units including Action oriented, Experiential, Continuous, Historic, Universally view, Holistic, Issue oriented, Inter-discipline, Learner focused. Environmental Education contains more substances than those of other subjects and could educate systematically students with sustainable educational course.

환경교과목 수강 교사의 환경교육 실천에 관한 FGI 연구

고인규,최지연 한국실과교육연구학회 2023 實科敎育硏究 Vol.29 No.2

This study was conducted to find out the contents of environmental education practices of teachers who took environmental subjects in the teacher training course. In order to achieve the purpose of the study, this study conducted FGI and IDI for environmental subject teachers and analyzed them qualitatively. As a result of the study, taking environmental subjects in the teacher training process had various effects, but teachers were experiencing difficulties for various reasons in the process of actually practicing environmental education in the educational field. First, looking at the effects of taking environmental courses, first, teachers' own high awareness of environmental education practice was formed. Second, obtaining reference materials for educational materials in environmental education. Third, a broad perspective on environmental education was formed. On the other hand, the reasons for difficulties in practicing environmental education in the educational field are: First, the person has a clear will to practice environmental education, but lacks support from fellow teachers, schools, and offices of education. Second, I heard the limitations of applying the contents learned through coursework directly in the field. Therefore, in order to solve this problem, it is necessary to select related contents with the goal of operating environmental subjects in the field education practice in the teacher training process. I learned that it is important to create an opportunity to be active. In addition, when the manager's consciousness has an absolute influence on field training, the research results show that environmental education training for managers is also necessary. Key words : Environmental subjects, Environmental education, Fg

교양기초교육으로서의 환경교육

서향숙 한국교양교육학회 2012 교양교육연구 Vol.6 No.2

As environmental problems increase its severity recently the area of environment in the liberal education of university has become crucial and come to the fore newly. It is probably because environmental education is closely related to human survival in the future and ‘education’ is expected to perform a central role in all the areas as a long-term and fundamental countermeasure of solving environmental problems. However, the reality of environmental education in the public sector of education, such as schools or universities, presents the phenomenon of marginalization and reveals clear discords or gaps between the philosophical aims and practical programs of environmental education. The growth of modern education system has been based on the paradigm of classical physics, which has been developed in the modern scientific era. If so, to which direction does environmental education, as basic liberal education of university in the society of industrialization and civilization, proceed? With a critical mind about this question, this study suggests following methods and alternatives: First, this study indicates and criticizes that fundamental blame for the environmental crisis of today is in methodological individualism as the paradigm of separatism, namely a dominant and mainstream world view of the West,and presents an educational method of methodological holism as the paradigm of modern physics which has the characteristic of connectivism. Second, focusing on J. Miller, a proposer of holistic education that is connected with methodological holism, this study examines the philosophical, psychological and social contents of holistic education and then establishes the base of direction and necessity of environmental education. In addition, among ‘organic body holism’ and ‘organic holism’, classified by Han Myeon-hui of Korea, this study indicates that holistic environmental education must proceed with organic holism. Third, as the contents of holistic environmental education, this study attempts to apply the interdisciplinary connection method of which ideology is eco justice and the eco-sensibility to which Emmanuel Kant’s sensibility theory is applied. Fourth, as the aim of environmental education, this study presents the practice education of ecological new method of living according to the model of Lucas who systematically categorized environmental education in 1972 on the basis of the definition of NAAEE (1996). All the global community members’ conversion of consciousness via their self-awareness of environmental problems can be possible when they are mature via education. Therefore, the direction of environmental education must be based on holism of which core contents are rationality education that can cultivate ecological consciousness and the value system/world view of nature-friendly paradigm that cultivates ecological wisdom of including sensibility and spirituality. 최근 환경문제에 대한 심각성이 높아짐에 따라 대학 교양교육에서 환경관련 영역은 그 중요성과 함께 새롭게 대두되고 있다. 그 이유의 하나는 환경교육이 미래 인간생존과 연결되어 있을 뿐 아니라 환경문제를 해결하기 위한 장기적이고 근원적인 대책으로 ‘교육’이 모든 부문에서 중심적인 역할을 수행할 수 있을 거라는 기대 때문일 것이다. 그런데 실제로 학교와 대학등 공교육 부문의 현실에서 환경교육은 주변화되고 환경교육의 철학적 목적과 실제적인 교육프로그램 간에는 명백한 불일치와 격차를 드러내고 있다. 근대 교육제도는 바로 근대 과학시대부터 발전한 고전물리학의 패러다임을 토대로 성장해왔다. 그렇다면 산업문명사회의 대학에서 교양 기초교육으로서 환경교육은 어떠한 방향으로 전개 되어야 하는가? 여기에 대한 문제의식으로 본 논문에선 다음과 같은 방법과 대안을 주장하였다. 첫째, 서구에서 주류를 이룬 지배적 세계관인 분리주의 패러다임으로 방법론적 개체론은 오늘날 환경위기의 근원적 책임이 있다고 지적 비판함으로써 여기에 연계주의적 성격을 갖는 현대물리학의 패러다임으로 방법론적 전체론의 교육방법을 제안하였다. 둘째, 방법론적 전체론과 연결되어있는 홀리스틱 교육의 제안자인 존 밀러( J.Miller)를 중심으로 이교육의 철학적, 심리학적, 사회적 내용을 분석하여 환경교육의 방향과 필요성의 근거를 마련하였다. 또한 국내 한면희가 분별한 유기체 전일론과 유기적전체론 중 홀리스틱 환경교육은 유기적 전체론으로 이행되어야 한다고 밝혔다. 셋째, 홀리스틱 환경교육의 내용은 생태정의(eco justice)를이념으로 한 학문 연계적 방법과 칸트의 감성이론을 적용한 생태적 감성(ecosensibility)의 적용을 시도하였다. 네째, 환경교육의 목표는 북미환경협회(NAAEE,1996)정의에 따라 1972년 환경교육을 체계적으로 범주화한 Lucas의 모델에 따라 생태학적인 새로운 삶의 방식의 실천교육을 제시하였다. 지구 공동체 구성원 모두가 환경문제에 대한 자각을 통한 의식전환은 교육을 통해 성숙되어질 때 가능하다. 따라서 환경교육의 방향은 생태의식을 배양해 줄 수 있는 합리성(이성)교육과 감성과 영성의 요소까지 담고있는 생태지혜를 길러주는 자연친화적 패러다임의 가치관과 세계관을 핵심내용으로 삼고 있는 홀리즘에 기반을 둔 교육이 되어야 한다.

환경교육프로그램의 학부모 참여 효과

김순식 ( Soon Shik Kim ),최성봉 ( Sung Bong Choi ) 한국환경과학회 2010 한국환경과학회지 Vol.19 No.7

The consciousness of environmental education has increased for the last decades, and schools make efforts for education in the systematic environment. To keep pace with trends such as the open school and the open class, students, teachers and parents are actively participating in environmental education programs. Parents` active participate in environmental education programs will provide excellent basis to operate environmental education efficiently and advise fruitful operation of environmental education programs. In addition, as parents play an important role of deciding the students` life habits or attitudes about environment, their participation is greatly meaningful. This study was conducted to 203 fourth and fifth graders in M elementary school in Ulsan city that operated the model school for protecting the forest from March to December, 2009 and their parents in order to examine the effects of parents` participation in environmental education programs, and the results are as follows. First, the student group with parents who participated in environmental education programs showed higher interest in surrounding environment of the school. Second, the student group with parents who participated in environmental education programs showed higher environment sensitiveness and environmental practice intention. Third, the parent group who participated in environmental education programs showed higher environmental sensitiveness and environmental practice intention. Fourth, the parent group who participated in environmental education programs showed higher satisfaction about the program. As the result of the study, environmental education programs with parents` participation attracted their active interest and participation about school environment problems, and a lot of conversation and attention between students and parents who participated in environmental education programs improved the students and their parents` environmental sensitiveness and environmental practice intention.

기독교 환경교육의 중요도와 실천도에대한 기독교교육 지도자의 인식 연구

함영주 한국복음주의신학회 2022 성경과신학 Vol.103 No.-

This study is an analytical study on the importance and performance of Christian environmental education. Currently, Korean public education rec- ognizes the seriousness of environmental problems and provides various education on environmental protection education. At the same time, the Christian community also began to take an interest in environmental education. Human beings are responsible for nurturing and protecting this natural world created by God. However, since the fall, humans have been recklessly developing and destroying nature rather than protecting it. In this reality, it is necessary to instill a biblical perspective on environmental pro- tection in learners through Christian education. Therefore, in this study, the researcher designed a Christian environmental education curriculum that can be used in church schools, and the researcher tried to provide basic data for designing a Christian environmental curriculum by surveying the im- portance and performance of this curriculum. The priorities of Christian environmental education in the theoretical domain suggested through the Borich analysis and the LFM (The Locus for Focus Model) model were the biblical ecological environment education and the biblical environmental protection concept education. In addition, the priority of Christian environ- mental education in the field of practice was education on community envi- ronmental protection activities in connection with the church. Based on the results of this study, it was proposed to conduct early Christian environ- mental education centered on experiential learning, to cultivate interest in environmental education within the church, to conduct systematic biblical theory education on the ecological environment, and to activate activities linked to the church and the local community for environmental protection. 본 연구는 기독교교육 지도자가 인식하는 기독교 환경교육의 중요도와 실천 도에 대한 분석연구이다. 현재 우리나라 공교육 내에서는 환경문제의 심각 성을 인지하고 환경보호교육에 대한 다양한 교육을 실시하고 있다. 이와 함 께 기독교계도 환경교육에 대한 관심을 갖기 시작하였고 생태신학적 관점에 서 바라보는 환경보호의 개념을 소개하고 있다. 인간은 하나님이 만드신 이 자연세계를 가꾸고 보호해야 할 책임이 있는 존재이다. 그러나 타락 이후 인 간은 자연을 보호하기 보다 무분별하게 개발하고 파괴하고 있다. 이러한 현 실에서 기독교교육을 통해 학습자들에게 성경적인 환경보호에 대한 관점을 심어줄 필요가 있다. 이에 본 연구에서는 교회학교에서 활용 가능한 기독교 환경교육 과정을 설계하였고 교회학교 교육지도자들을 대상으로 이 교육과 정에 대한 중요도와 실천도를 설문조사하여 기독교 환경교육과정 설계를 위 한 기초자료를 제공하고자 하였다. 보리치 요구도(Borich) 분석과 LFM(The Locus for Focus Model) 모형을 통해 제시된 이론 영역에서의 기독교 환경교 육의 우선순위는 성경적 생태환경교육과 성경적 환경보호 개념 교육이었다. 또한 실천 영역에서 기독교 환경교육의 우선순위는 교회와 연계한 지역 환 경보호 활동 교육이었다. 이와 같은 연구 결과를 토대로 경험학습 중심의 조기 기독교 환경교육 실시, 교회 내 교육주체의 환경교육 관심도 함양, 생태 환경에 대한 체계적인 성경적 이론 교육 실시, 환경보호를 위한 교회와 지역 사회 연계활동 활성화를 제안하였다.

한국 환경교육 현황 조사 연구

조성화(Seonghoa Cho),김문옥(Moon-ok Kim) 한국환경교육학회 2018 環境 敎育 Vol.31 No.4

본 연구는 한국 환경교육 현황 중 법, 계획, 조직, 예산 등 정책 관련 현황을 파악하는 것을 목적으로 한다. 이를 위한 연구 문제는 “환경교육 관련법과 조례 등이 체계적으로 제정되어 이행되고 있는가?, 환경교육 종합계획은 적절하게 이행되고 있는가?, 환경교육 전담조직이 중추적인 역할을 하고 있는가?, 환경교육에 관한 소통이 원활한가?, 환경교육 예산은 적정한가?” 등 5가지이다. 환경교육 관련법(조례)은 17개 지자체 모두에 만들어져 있어서 기본적인 체계가 마련되어 있다. 하지만 법 조항에 따른 이행에 있어서는 다소 한계가 있다. 환경교육 종합계획 역시 17개 광역 지자체 모두에 수립이 되어 있지만, 계획에 따른 이행 정도를 평가하는 과정이 부족하고, 사업에 따른 예산 확보 방안 마련이 미흡하다. 환경교육 전담조직의 경우 국가 수준에서 환경교육팀이 있고, 지자체에는 경기도에만 환경교육팀이 운영되고 있다. 환경교육이 보다 활성화되기 위해서는 환경교육 전담 조직의 확대가 필요하다. 환경교육 관련 소통은 가장 중요한 국가환경교육위원회 구성과 운영이 되지못하고 있는 점이 문제이며, 환경교육 예산은 국가 예산은 유지되고 있고, 지자체 예산은 증가하고 있는 것으로 나타났다. The purpose of this study is to understand the environmental education policy part (law, master plan, organization, budget, and so on. The question of research for the study is Are environmental education laws and regulations systematically enacted and implemented? Is the environmental education master plan properly implemented, Does the environmental education dedicated organization play a pivotal role, Is communication well in environmental education? Is environmental education budget appropriate?. Since environmental education laws are made in all 17 local governments, there is a basic system. However, there is a limit to the implementation in accordance with the provisions of the law. The comprehensive environmental education plan is also established in all 17 local governments, but it lacks the process of assessing the degree of implementation according to the plan. In addition, there is a lack of ways to secure budgets for projects. In the case of a dedicated organization for environmental education, there is an environmental education team at the national level. In the local governments, the environmental education team is operated only in Gyeonggi Province. In order for environmental education to become more active, it is necessary to expand the organization dedicated to environmental education. The problem is that the communication related to environmental education is not organized and operated by the National Environmental Education Committee. The budget for environmental education has been maintained in the state budget, and the budget for the local government has been gradually increasing.