RCE Dobong-gu - 2023

Location

South Korea
See map: Google Maps
KR
(2022-2023) Research on the development and operation of ESD at the level of higher education
CSV
Basic Information
Title of project : 
(2022-2023) Research on the development and operation of ESD at the level of higher education
Contributing organization(s) : 
Hankuk University of Foreign Studies, Korean National Commission for UNESCO
Focal point(s) and affiliation(s)
Name: 
Dr. Bae Hyunsoon
Organizational Affiliation: 
official, director for RCE Dobong-gu
E-mail: 
bhs0110@dobong.go.kr
Name: 
Prof. Kim Yonglyun
Organizational Affiliation: 
Professor/Hankuk University of Foreign Studies
E-mail: 
kim0532@huf.go.kr
Name: 
Ms. Kim Boyoung
Organizational Affiliation: 
Senior Specialist/Korean National Commission for UNESCO
E-mail: 
esd@unesco.or.kr
Format of project: 
research
Language of project: 
Korean
Date of submission:
Tuesday, January 31, 2023
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
Presentation of ESD Model for Higher Education
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Korea, South
Location(s): 
656 Madeul-ro, Dobong District Office, Dobong-gu, Seoul
Address of focal point institution for project: 
(HUFS) 107, Imun-ro, Dongdaemun-gu, Seoul
(UNESCO) 26 UNESCO Hall, Myeongdong-gil (UNESCO-gil), Jung-gu, Seoul
Ecosystem(s):
Mountain, Urban/Peri-urban
Target Audience:
Higher
Socioeconomic and environmental characteristics of the area : 
Dobong-gu is one of the 25 autonomous districts of Seoul and is located in the northeastern part of Seoul. The southern part of Dobong-gu is a continuous residential district in Seoul, and the northern part is a mountainous area, and houses are generally concentrated around Dobong-ro, and both sides of the road form a commercial area. As part of the 8th popular election, Dobong is developing its five visions for a better future: ▲convenient transportation and a growing development city ▲vibrant economy and a city with a promising future ▲warm companionship and a city that cares for welfare ▲a life with rest and an attractive cultural city ▲friendly governance and a city that communicates with empathy.
Description of sustainable development challenge(s) in the area the project addresses: 
This research can be seen as deepening the expertise of universities in the area of ESD, which is currently receiving increased social attention and demand, and expanding practical implementation. The main difference between the relevant programs operated by existing higher education institutions and the results of this research, which are ESD I (focus on lecture) and ESD II(field practice), is that it is the first ESD curriculum of higher education designed and operated in partnership with international organizations and local governments related to sustainable development. This partnership can be the basis for an important platform that can embrace both the expertise of universities in ESD and the trends of the international community.
Contents
Status: 
Completed
Period: 
March, 2022
Rationale: 
The difference between the relevant programs operated by existing higher education institutions and the results of this ESD research, which are "ESD I and ESD II," is, firstly, that they are the first ESD curriculum at the higher education level designed and operated in partnership with international organizations and local governments related to sustainable development. Such partnerships can serve as an important platform for embracing the trends of the international community, in addition to the university's expertise in sustainable development education.

Secondly, this ESD curriculum is based on a project-based learning method. While existing ESD curriculum at universities in Korea were theory-centered, the ESD curriculum proposed in this research consists of "ESD I," which is composed of theory and field exploration, and "ESD II," which recognizes the experience of performing sustainable projects designed and operated by students as credit. By applying a flexible learning system that recognizes learning experiences in society as credit, this curriculum will provide opportunities for practical and transformative education based on field experience.

Thirdly, this education program is a type of certification program. If learners successfully complete ESD I and ESD II, they will receive a certificate signed by the president of HUFS, the chairman of the Korean National Commission for UNESCO, and the mayor of Dobong-gu. This certificate is expected to have a positive impact on learners' social activities or employment after graduation.
Objectives: 
The purpose of this research is to design a practical ESD curriculum that is jointly developed and operated by local governments (Dobong-gu), international organizations (Korean National Commission for UNESCO), and higher education institutions (Hankuk University of Foreign Studies).
Activities and/or practices employed: 
- A system that grants a total of four credits in the first semester (theory-oriented) and the second semester (field practice)
- In the first semester, there are two types of classes:
· Type 1: Inviting experts to provide lectures to enhance expertise based on the ESD curriculum designed around the 5P approach
· Type 2: Operating discussions and workshops for students' comprehension and reflection after the lectures, including open classes for local residents.
- In the second semester, team projects are conducted, where students select a project type proposed in ESD II and work on it throughout the semester, with consulting provided to facilitate smooth project management.
- Students who complete both semesters will receive completion certificates from three department heads (Mayor of Dobong-gu, President of Hankuk University of Foreign Studies, and Secretary-General of Korean National Commission for UNESCO) an activity-sharing session will be held.
Size of academic audience: 
12 persons
Results: 
- Development of a ESD model for higher education that combines professionalism and field of local governments, international organizations, and universities
· MOU signed for the development of the nation's first higher education-level ESD curriculum
- In order to increase the validity of the study, the ESD pilot team (4 students) of Hankuk University of Foreign Studies conducted two field practice pilots
· 1st Pilot: Literacy project in conjunction with SDG4 (2 months, 6 sessions)
· 2nd Pilot: Creating a fairy tale book made by youth and middle-aged people in connection with SDG3 (2 months, 7 sessions)
- Publication of research report (January, 2023)
Lessons learned: 
During the research process, there were many conflicts due to different understandings between institutions, but the research was completed with the efforts of the person in charge of each institution.
Key messages: 
The ESD model at the level of higher education, developed through collaboration between local governments, international organizations, and universities for the first time in the country, will be a good example for universities considering regional links to spread ESD.
Relationship to other RCE activities: 
none
Funding: 
It is being executed with the budget of the Sustainable Development Division in the Dobong District Office.

Pictures:

File Name Caption for picture Photo Credit
Image icon 16.jpg (1.42 MB) Memorandum of Understanding Ceremony ( 22.8.12.) Ms. Lee Juyoung
Image icon 14-1.jpg (84.05 KB) Research meeting (Manager level) Ms. Lee Mijeong
Image icon 14.jpg (73.53 KB) Research meeting (person in charge level) Ms. Lee Mijeong
Image icon 18.jpg (1.51 MB) Meeting with HUFS ESD Pilot team Ms. Lee Mijeong
Image icon 사진3.jpeg (1.71 MB) Activity of HUFS ESD Pilot team (1) Dr. Bae Hyunsoon
Image icon 20.jpg (324.77 KB) Activity of HUFS ESD Pilot team (2) Ms. Lee Mijeong
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Indirect
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Indirect
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Indirect
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Indirect
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Direct
SDG 12 - Ensure sustainable consumption and production patterns 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Indirect
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Indirect
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Indirect
Traditional Knowledge  
Indirect
Agriculture 
Indirect
Arts 
Indirect
Curriculum Development 
Direct
Ecotourism 
Indirect
Forests/Trees 
Indirect
Plants & Animals 
Indirect
Waste 
Indirect
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
state: 
Direct
Priority Action Area 2 - Transforming learning and training environments 
state: 
Direct
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 4 - Mobilizing youth 
state: 
Indirect
Priority Action Area 5 - Accelerating sustainable solutions at local level 
state: 
Indirect
Update: 
No
I acknowledge the above: 
Yes