Analyzing Core Competencies in the 2022 Revised HighSchool 'Robot and Engineering World' Curriculumwiththe OECD Education 2030 Framework

This study analyzed the current status of how the 2022 revised high school 'Robotics and Engineering World' curriculum reflects core competencies for future society by applying the Curriculum Content Mapping (CCM) methodology of the OECD Education 2030 project. The research subjects were the content system and achievement standards of the 'Robotics and Engineering World' curriculum documents, which were analyzed at four levels of reflection by linking them with the 28 core competencies presented by the OECD. The analysis results showed that the 'Robotics and Engineering World' curriculum reflects competencies such as 'Problem Solving', 'ICT Literacy/Digital Literacy', 'Implementation', 'Creating New Value', 'Critical Thinking', and 'Computational Thinking/Coding/Programming' at a very high level, particularly centered on the 'Robotics Engineering Project' domain. Additionally, it was confirmed that the 'Taking Responsibility' competency is importantly addressed through robotics ethics and engineering ethics education, while 'Student Agency' and 'Cooperation/Collaboration' competencies are significantly dealt with through project-based learning. On the other hand, basic literacy such as 'Literacy' and 'Numeracy' are considered as instrumental competencies rather than direct learning objectives due to the nature of the subject, and some complex competencies such as 'Financial Literacy' and 'Entrepreneurship' showed relatively insufficient reflection. This study suggests that while the 'Robotics and Engineering World' curriculum generally aligns with the direction of cultivating future-oriented competencies of OECD Education 2030, balanced integration of some competencies and support for effective implementation in actual educational settings are needed. The analysis results of this study can be utilized as foundational data for future robotics and technology engineering curriculumdevelopment, teacher professional development, and educational policy formulation.