In-Depth Exploration Report on the SDGs
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Description
Book Introduction
The "In-Depth Exploration Report with SDGs" presents the direction of future education through the linkage between the "2022 Revised Curriculum" and the "SDGs (Sustainable Development Goals)" and emphasizes the importance of education for sustainable development.
By deeply analyzing the K-SDGs (National Sustainable Development Goals) that reflect the characteristics of Korean society, we hope to have a positive impact on the educational community and contribute to students' growth as leading figures in future society, while enabling them to engage in learning that is connected to their real lives.
Students will focus on inquiry topics that cultivate critical thinking, creative problem-solving, collaboration, and communication skills—the core competencies of the 2022 Revised Curriculum—and reflect on their own learning processes through reflection on the inquiry process, enabling them to develop more advanced learning strategies.
And, by stimulating students' interest and participation through various inquiry topics and activity examples, and by emphasizing connections with the local community beyond the scope of school education, we support students' participation in solving real-world social problems.
In addition, the theoretical background and methods for designing actual research activities and writing reports were explained so that the results of research activities can be systematically organized and shared.
By deeply analyzing the K-SDGs (National Sustainable Development Goals) that reflect the characteristics of Korean society, we hope to have a positive impact on the educational community and contribute to students' growth as leading figures in future society, while enabling them to engage in learning that is connected to their real lives.
Students will focus on inquiry topics that cultivate critical thinking, creative problem-solving, collaboration, and communication skills—the core competencies of the 2022 Revised Curriculum—and reflect on their own learning processes through reflection on the inquiry process, enabling them to develop more advanced learning strategies.
And, by stimulating students' interest and participation through various inquiry topics and activity examples, and by emphasizing connections with the local community beyond the scope of school education, we support students' participation in solving real-world social problems.
In addition, the theoretical background and methods for designing actual research activities and writing reports were explained so that the results of research activities can be systematically organized and shared.
index
Introduction / 3
Recommendation / 8
Ⅰ.
Theory
Chapter 1: Convergence of the 2022 Revised Curriculum and the SDGs ·················································19
Chapter 2: The Relationship Between the UN SDGs and K-SDGs ······································23
1. UN SDGs: Global Goals and Framework ···············23
2.
K-SDGs: National Implementation Framework for the UN SDGs ····················································24
3. Interrelationships between UN SDGs and K-SDGs ·········································25
4.
Establishment of K-SDGs and the 4th Basic Plan ·······································25
Chapter 3: Analysis of the Fourth National Sustainable Development Goals (K-SDGs) ·············27
Chapter 4: Core Competencies and Sub-Elements of the 2022 Revised Curriculum ················81
1.
2022 Revised Curriculum Overview: Core Competencies and Sub-Elements ···············81
2.
2022 Revised Curriculum Social Studies Core Competencies and Sub-Elements ············82
3.
2022 Revised Curriculum for Science and Core Competencies and Sub-Elements ············83
Chapter 5: Content System and Achievement Standards of the '2022 Revised Curriculum' ··························85
1.
2022 Revised Curriculum Integrated Social Studies Content System and Achievement Standards ·········85
2.
2022 Revised Integrated Science Curriculum Content System and Achievement Standards ·········91
Chapter 6: 'K-SDGs' Goals and Curriculum Linkage Theme Exploration ····················································99
1.
K-SDGs 1 (Reducing Poverty and Strengthening the Social Safety Net) ························99
2.
K-SDGs 2 (Strengthening Food Security and Sustainable Agriculture) ·················106
3.
K-SDGs 3 (Ensuring a Healthy and Happy Life) ················111
4.
K-SDGs 4 (Quality Education for All) ···················130
5.
K-SDGs Item 5 (Ensuring Gender Equality) ································149
6.
K-SDG 6 (Ensuring access to and sustainable management of water and sanitation) ·········161
7.
K-SDGs 7 (Environmentally Friendly Energy Production and Consumption) ·········168
8.
K-SDGs 8 (Expanding Good Jobs and Economic Growth) ············177
9.
K-SDGs Item 9 (Industrial Growth and Innovation Promotion and Social Infrastructure Development) ·· 186
10.
K-SDGs 10 (Resolving All Types of Inequality) ··························190
11.
K-SDGs 11 (Creating Sustainable Cities and Human Settlements) ····················196
12.
K-SDGs Item 12 (Sustainable Production and Consumption) ···············203
13.
K-SDGs Item 13 (Climate Change and Response) ····················································215
14.
K-SDGs 14 (Marine Ecosystem Conservation) ····················································221
15.
K-SDGs 15 (Terrestrial Ecosystem Conservation) ····················································243
16.
K-SDGs 16 (Peace, Justice, and Inclusion) ····································259
17.
K-SDGs 17 (Strengthening Global Cooperation) ····································276
Chapter 7: AI Prompt for Exploring the 'K-SDGs' Goals and Curriculum Linkage Topics ···················291
Chapter 8: Exploring the Research Fields of Government-Funded Research Institutes ······································299
1.
What is a government-funded research institute? ··························································299
2.
Economic and Social Research Association ·········································································300
3.
National Research Council for Science and Technology ············································································309
4.
Other government-funded research institutes ··································································································316
Chapter 9: Exploring the Research Fields of Government-Funded Research Institutes: AI Prompt ·····················323
Chapter 10: "Local Governments" and Curriculum-Linked Exploration Activities (Example: Pyeongchang County Office, Gangwon Province) ·······333
Chapter 11: Local Governments and Curriculum-Linked Research Activities: AI Prompt ·····················335
Ⅱ.
Utilization - Guide to Writing an Inquiry Report
Chapter 1: 'K-SDGs' Goal-by-Goal Curriculum Linkage Research Report ·················································347
1.
Introduction ··························································································348
2.
Main Text ··························································································350
3.
Conclusion ··························································································352
Chapter 2: 'K-SDGs' Goal-Based Curriculum Linkage Research Report Student Self-Evaluation Form ········353
Chapter 3: A Research Report on Government-Funded Research Institutes for Each Goal of the 'K-SDGs' ················355
1.
Introduction ··························································································356
2.
Main Text ··························································································358
3.
Conclusion ··························································································360
Chapter 4: Research Report on Government-Funded Research Institutes Linked to the 'K-SDGs' Goals
Student Self-Evaluation Form ·································································363
Chapter 5: A Study on Local Government Linkages by K-SDGs Goal ············365
1.
Introduction ··························································································367
2.
Theoretical Background ·················································································368
3.
Analysis of the current status of Pyeongchang County ························································369
4.
Pyeongchang County's Search for a Strategy to Revitalize Alleyways ············································370
5.
Conclusion ··························································································371
Chapter 6: A Report on Local Government Linkages by K-SDGs Goal
Student Self-Evaluation Form ······························································373
Chapter 7: How to Write a Bibliography by Type ··················································································375
Appendix - Self-Evaluation Form and Example
1.
Self-evaluation form and example for "Subject-specific abilities and special skills" ···························379
2.
Self-evaluation form and example for "Individual detailed abilities and special skills" ·····················382
3.
Self-Evaluation Form and Example for "Autonomous Activities" ·······················································386
4.
Career Activities Self-Evaluation Form and Example ·······················································388
5.
Club Activities Self-Evaluation Form and Example ····································································390
6.
Self-Evaluation Form and Example for "Behavioral Characteristics and Overall Opinion" ·················································392
Recommendation / 8
Ⅰ.
Theory
Chapter 1: Convergence of the 2022 Revised Curriculum and the SDGs ·················································19
Chapter 2: The Relationship Between the UN SDGs and K-SDGs ······································23
1. UN SDGs: Global Goals and Framework ···············23
2.
K-SDGs: National Implementation Framework for the UN SDGs ····················································24
3. Interrelationships between UN SDGs and K-SDGs ·········································25
4.
Establishment of K-SDGs and the 4th Basic Plan ·······································25
Chapter 3: Analysis of the Fourth National Sustainable Development Goals (K-SDGs) ·············27
Chapter 4: Core Competencies and Sub-Elements of the 2022 Revised Curriculum ················81
1.
2022 Revised Curriculum Overview: Core Competencies and Sub-Elements ···············81
2.
2022 Revised Curriculum Social Studies Core Competencies and Sub-Elements ············82
3.
2022 Revised Curriculum for Science and Core Competencies and Sub-Elements ············83
Chapter 5: Content System and Achievement Standards of the '2022 Revised Curriculum' ··························85
1.
2022 Revised Curriculum Integrated Social Studies Content System and Achievement Standards ·········85
2.
2022 Revised Integrated Science Curriculum Content System and Achievement Standards ·········91
Chapter 6: 'K-SDGs' Goals and Curriculum Linkage Theme Exploration ····················································99
1.
K-SDGs 1 (Reducing Poverty and Strengthening the Social Safety Net) ························99
2.
K-SDGs 2 (Strengthening Food Security and Sustainable Agriculture) ·················106
3.
K-SDGs 3 (Ensuring a Healthy and Happy Life) ················111
4.
K-SDGs 4 (Quality Education for All) ···················130
5.
K-SDGs Item 5 (Ensuring Gender Equality) ································149
6.
K-SDG 6 (Ensuring access to and sustainable management of water and sanitation) ·········161
7.
K-SDGs 7 (Environmentally Friendly Energy Production and Consumption) ·········168
8.
K-SDGs 8 (Expanding Good Jobs and Economic Growth) ············177
9.
K-SDGs Item 9 (Industrial Growth and Innovation Promotion and Social Infrastructure Development) ·· 186
10.
K-SDGs 10 (Resolving All Types of Inequality) ··························190
11.
K-SDGs 11 (Creating Sustainable Cities and Human Settlements) ····················196
12.
K-SDGs Item 12 (Sustainable Production and Consumption) ···············203
13.
K-SDGs Item 13 (Climate Change and Response) ····················································215
14.
K-SDGs 14 (Marine Ecosystem Conservation) ····················································221
15.
K-SDGs 15 (Terrestrial Ecosystem Conservation) ····················································243
16.
K-SDGs 16 (Peace, Justice, and Inclusion) ····································259
17.
K-SDGs 17 (Strengthening Global Cooperation) ····································276
Chapter 7: AI Prompt for Exploring the 'K-SDGs' Goals and Curriculum Linkage Topics ···················291
Chapter 8: Exploring the Research Fields of Government-Funded Research Institutes ······································299
1.
What is a government-funded research institute? ··························································299
2.
Economic and Social Research Association ·········································································300
3.
National Research Council for Science and Technology ············································································309
4.
Other government-funded research institutes ··································································································316
Chapter 9: Exploring the Research Fields of Government-Funded Research Institutes: AI Prompt ·····················323
Chapter 10: "Local Governments" and Curriculum-Linked Exploration Activities (Example: Pyeongchang County Office, Gangwon Province) ·······333
Chapter 11: Local Governments and Curriculum-Linked Research Activities: AI Prompt ·····················335
Ⅱ.
Utilization - Guide to Writing an Inquiry Report
Chapter 1: 'K-SDGs' Goal-by-Goal Curriculum Linkage Research Report ·················································347
1.
Introduction ··························································································348
2.
Main Text ··························································································350
3.
Conclusion ··························································································352
Chapter 2: 'K-SDGs' Goal-Based Curriculum Linkage Research Report Student Self-Evaluation Form ········353
Chapter 3: A Research Report on Government-Funded Research Institutes for Each Goal of the 'K-SDGs' ················355
1.
Introduction ··························································································356
2.
Main Text ··························································································358
3.
Conclusion ··························································································360
Chapter 4: Research Report on Government-Funded Research Institutes Linked to the 'K-SDGs' Goals
Student Self-Evaluation Form ·································································363
Chapter 5: A Study on Local Government Linkages by K-SDGs Goal ············365
1.
Introduction ··························································································367
2.
Theoretical Background ·················································································368
3.
Analysis of the current status of Pyeongchang County ························································369
4.
Pyeongchang County's Search for a Strategy to Revitalize Alleyways ············································370
5.
Conclusion ··························································································371
Chapter 6: A Report on Local Government Linkages by K-SDGs Goal
Student Self-Evaluation Form ······························································373
Chapter 7: How to Write a Bibliography by Type ··················································································375
Appendix - Self-Evaluation Form and Example
1.
Self-evaluation form and example for "Subject-specific abilities and special skills" ···························379
2.
Self-evaluation form and example for "Individual detailed abilities and special skills" ·····················382
3.
Self-Evaluation Form and Example for "Autonomous Activities" ·······················································386
4.
Career Activities Self-Evaluation Form and Example ·······················································388
5.
Club Activities Self-Evaluation Form and Example ····································································390
6.
Self-Evaluation Form and Example for "Behavioral Characteristics and Overall Opinion" ·················································392
GOODS SPECIFICS
- Date of issue: March 20, 2025
- Page count, weight, size: 400 pages | 188*257*30mm
- ISBN13: 9788925420264
- ISBN10: 8925420260
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