Analysis of the content elements related to Education for Sustainable Development(ESD) included in the 2022 revised basic education curriculum

Purpose: The purpose of this study is to provide foundational research aimed at equipping students with special needs with the capabilities to practice Education for Sustainable Development (ESD) and to develop strategies to support this. The study analyzes the 2022 revised basic education curriculum and examines its connection with the content of school-based Education for Sustainable Development. Method: To achieve this, two experts collaborated to create and use an analysis framework. The 2022 revised education curriculum was analyzed based on ESD, UNESCO (2014) standards, and the criteria for school-based ESD. Results: First, the 2022 revised basic education curriculum explicitly states the necessity of ESD in its general and subject-specific guidelines, particularly in response to ecological environmental changes and the climate crisis. Accordingly, the curriculum’s achievement standards and their explanations contain specific content related to ESD. Second, analyzing subjects such as Korean, Science, Social Studies, and Practical Arts revealed that ESD-related content was more extensively covered in Science and Practical Arts, albeit somewhat disproportionately. Third, the achievement standards of the 2022 revised basic education curriculum showed a certain degree of connection with the content of school-based ESD. Lastly, an integrated approach, rather than a fragmented one, was found to enable the design of lessons on ESD by linking achievement standards across different subjects. Conclusion: This study is significant as it provides foundational data that can be used to implement ESD in special education settings by analyzing the connection between the achievement standards of the 2022 revised basic education curriculum and the content of school-based ESD.