Based on the benefits of science and technology, mankind has been able to enjoy a convenient life incomparable to the lifestyles of any other age. However, modern man stands face to face with gradually intensifying problems, such as climate change, ecosystem problems, starvation, poverty, and the protection of human rights. It is necessary to resolve such problems, since these problems may affect future generations. In such circumstances, the importance of sustainable development is being emphasized more. The concept of “sustainable development” has transitioned into a concept that comprises diverse topics since initially being mentioned in a report by the World Commission on Environment and Development in 1987 (WCED, 1987). Such sustainable development was mainly discussed at the UN conference held in 1992 in Rio de Janeiro, Brazil to discuss the topic of “environment & development” (Chung, 2010). As Agenda 21, one of the documents selected during this conference, emphasized the role of education for sustainable development, such education for sustainable development created a new global education paradigm. After 10 years, in 2002, at The Johannesburg World Summit on Sustainable Development held in Johannesburg, the previous 10 years of how Agenda 21 was executed was reviewed. At this conference, through the Johannesburg Declaration, a resolution was reached to firmly execute sustainable development on a regional/national/global level (Kim, Yoo, Shin, & Park, 2013). To accomplish this, it was repeatedly emphasized that education is an essential condition for promoting sustainable development. At the US conference held in the same year, the years from 2005 to 2014 were announced as the “UN Decade of Education for Sustainable Development (UNDESD)” with the purpose of executing what was agreed upon at the Johannesburg Conference (Barthes, Alpe, & Bader, 2013). Such an announcement by the UN can be seen as a request to the world to make educational efforts to develop, reinforce, expand and settle sustainable development. To achieve the goals of Education for Sustainable Development (ESD), the Korean government established related institutions and various legislations. Namely, in Korea, the Presidential Commission on Sustainable Hyuksoo Kwon, Eunsang Lee Kongju National University, Korea Abstract. The aim of this research was to explore research trends and issues in Education for Sustainable Development (ESD) in South Korea. To accomplish this, we conducted an analysis of 222 peerreviewed journal papers related to ESD in South Korea. The research concentrated on identifying four characteristics of ESD research: 1) key publication features, 2) the research topics described, 3) the research design employed, and 4) the types of sample/subjects. The results showed that the initial ESD research began in South Korea in 2005, and the number of the journal papers has increased since 2010. Regarding research topics, more research has been conducted on establishing conceptual or theoretical foundations related to ESD. Moreover, teachers’ attitudes or perceptions and program development associated with sustainable development were studied in depth. There were similar ratios of the theoretical research, quantitative research, and qualitative research regarding research design but mixed methods studies indicating the least ratio. Content analysis was the most prevalent analysis technique for quantitative/mixed ESD research. Regarding data sources or participants, the most common data source was the literature. Several research suggestions were made for assessing ESD programs and in-service teachers’ ESD professional development.

中文翻译：

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韩国可持续发展相关研究的研究趋势和教育问题

依靠科技的好处，人类已经能够享受到任何时代都无法比拟的便捷生活。然而，现代人正面临着气候变化、生态系统问题、饥饿、贫困、人权保护等逐渐加剧的问题。有必要解决这些问题，因为这些问题可能会影响后代。在这种情况下，可持续发展的重要性越来越受到重视。“可持续发展”的概念自 1987 年世界环境与发展委员会 (WCED, 1987) 的一份报告中首次提及以来，已转变为一个包含多种主题的概念。这种可持续发展主要是在 1992 年在里约热内卢举行的联合国会议上讨论的，巴西讨论“环境与发展”主题（Chung，2010 年）。由于本次会议选定的文件之一《21世纪议程》强调了可持续发展教育的作用，这种可持续发展教育创造了一种新的全球教育范式。10 年后，2002 年，在约翰内斯堡举行的约翰内斯堡可持续发展世界首脑会议上，回顾了过去 10 年《21 世纪议程》的执行情况。在这次会议上，通过《约翰内斯堡宣言》，达成了在区域/国家/全球层面坚定执行可持续发展的决议（Kim、Yoo、Shin 和 Park，2013 年）。为此，一再强调教育是促进可持续发展的必要条件。在同年举行的美国会议上，2005 年至 2014 年被宣布为“联合国可持续发展教育十年 (UNDESD)”，目的是执行约翰内斯堡会议上达成的共识（Barthes、Alpe 和 Bader，2013 年）。联合国的这一声明可以看作是对世界的要求，为发展、加强、扩大和解决可持续发展做出教育努力。为了实现可持续发展教育（ESD）的目标，韩国政府建立了相关机构和各种立法。即，在韩国，可持续发展总统委员会 Hyuksoo Kwon，Eunsang Lee Kongju 国立大学，韩国 摘要。本研究的目的是探索韩国可持续发展教育 (ESD) 的研究趋势和问题。为了实现这一点，我们对韩国 222 篇与 ESD 相关的同行评审期刊论文进行了分析。研究集中在确定 ESD 研究的四个特征：1) 主要出版特征，2) 所描述的研究主题，3) 采用的研究设计，以及 4) 样本/受试者的类型。结果表明，韩国最早的 ESD 研究始于 2005 年，自 2010 年以来期刊论文数量有所增加。在研究课题方面，更多的研究是建立与 ESD 相关的概念或理论基础。此外，还深入研究了教师的态度或看法以及与可持续发展相关的课程开发。理论研究、定量研究、和关于研究设计的定性研究，但混合方法研究表明比率最小。内容分析是定量/混合 ESD 研究中最流行的分析技术。关于数据来源或参与者，最常见的数据来源是文献。为评估可持续发展教育计划和在职教师的可持续发展教育专业发展提出了若干研究建议。