Abstract ▼ AI-Helper

The purpose of this study was to investigate current state of Green Growth education (GGE) in secondary schools. With the new national vision of 'Low-Carbon Green Growth', GGE has been implemented in many ways at elementary and secondary levels. In this study, 'Green Growth education' means the educ...

The purpose of this study was to investigate current state of Green Growth education (GGE) in secondary schools. With the new national vision of 'Low-Carbon Green Growth', GGE has been implemented in many ways at elementary and secondary levels. In this study, 'Green Growth education' means the education at formal schools based on the Low-carbon Green Growth Act and it can take multidisciplinary or interdisciplinary approaches. Meanwhile the 'Environment and Green Growth education' means specifically the education through stand-alone subjects of 'Environment and Green Growth' or 'Environment' in secondary schools. The results of this study are as follows. This study investigated the selection rate of 'Environment' and 'Environment and Green Growth' subjects for GGE based on a school survey and teacher interviews. Among 5,435 secondary schools, 547 schools reported that the 'Environment' or 'Environment and Green Growth' subjects are taught, as of 2012. The number of schools with environmental subjects has changed 563 (10.4%) in 2010, 599 (11%) in 2011, and 547 (10.1%) in 2012. Among 547 schools which teach the 'Environment' or 'Environment and Green Growth' subjects in 2012, only 123 schools have teachers with professional environmental teacher certificate. Based on the results, this study provides several recommendations for GGE: expanding professional development programs for teachers, incorporating the implementation of GGE into evaluation of schools or Provincial Offices of Education, encouraging schools and Provincial Offices of Education to select implement the 'Environment' or 'Environment and Green Growth' subjects and so on.

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