The Challenging and Transformative Implications of Education for Sustainable Development: A Case Study in South Korea

• Published in: Journal of curriculum studies research 2022-05, Vol.4 (2), p.1-14
• Main Authors: Sung, Jung Hee, Choi, Jee Eun
• Format: Article
• Language: English
• ISSN: 2690-2788; 2690-2788
• DOI: 10.46303/jcsr.2022.8

Sustainable development can be considered one of the biggest global challenges of this era, especially in the domain of education. Hence, this paper presents a case study on how the “Tongyoeng Regional Center for Expertise (Tongyoeng RCE)” has contributed to the practice of Education for Sustainable Development (ESD) and to the reformation of curriculum development process in South Korea. It establishes a cooperative system between formal education and in/non-formal education within an environment of a conservative and exclusive educational system. While focusing on the substantial achievement of Tongyoeng RCE that has transformed the South Korean education system from a “knowledge and grade-centred” Eastern educational regime to a “value and practice centred” one, this study also addresses how the RCE has initiated a “learning society,” that is, decentralized and deregulated educational communities that are more flexible in resolving the unprecedented challenges of globalization. This research emphasizes the implications of education for sustainable development as a challenging and transformative curriculum development process in South Korea.