A priority analysis of climate change environmental education content in Chungcheongnam-do using the analytic hierarchy process

This study aims to develop a prioritized framework for climate change environmental education content in Chungcheongnam-do using the analytic hierarchy process (AHP). Recognizing the escalating urgency of climate change, the research carefully identifies and evaluates key educational domains, such as climate crisis awareness, values and goals, practical education programs, practical actions, and systemic support institutions. The AHP methodology facilitates expert evaluations through pairwise comparisons, allowing the determination of the relative importance of these domains and their sub-indicators. The results indicate that ecological transformation education ranks highest in priority, followed by environmental education, education for sustainable development, and climate change education. The framework emphasizes specific focus areas including climate change response strategies, values inculcation, and the establishment of supportive systems and institutions. Detailed analysis further identifies core content elements such as climate phenomena, causes and effects of climate change, and the promotion of sustainability and civic participation. This structured prioritization offers critical guidance for curriculum developers, educators, and policymakers to tailor educational content that effectively builds awareness, fosters sustainable values, and encourages proactive behaviors. Ultimately, this study contributes to the regional development of climate change education, enhancing community resilience and supporting sustainable development goals through systematic, focused educational initiatives. The framework also aligns with national policies and educational standards, ensuring its practical applicability in local education systems.