지속가능발전교육에 따른 지속가능발전목표 인식 변화 사례 분석 - 경상국립대학교를 중심으로 -
Case Analysis of Changes in Awareness of the Sustainable Development Goals through Sustainable Development Education - Focusing on Gyeongsang National University -
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초록
본 연구는 학습요구자 맞춤형 ESD(지속가능발전교육) 프로그램이 학습자의 SDGs(지속가능발전목표) 인식과 태도에 미치는 효과를 검증하고자, 재학생‧교직원‧플로깅 참여자를 대상으로 사전‧사후 조사를 실시하고 두 가지 분석을 수행하였다. 첫째, 2회 이상 참여자를 중심으로 한 사전‧사후 독립표본 t-검정 결과, SDGs 인식이 유의미하게 상승(p<.05)하여 누적된 프로그램 참여가 긍정적 영향을 미침을 확인하였다. 둘째, 전체 집단을 대상으로 한 반복측정 MANOVA에서는 시간, 집단, 시간×집단 간 상호작용 모두 유의하여 집단별 변화 양상이 상이함을 나타냈다. 사후검정 결과, 플로깅 참여자는 이해도와 친숙도, 교직원은 책임감과 효능감에서 각각 유의미한 향상을 보여 학습자 특성과 교육 모듈 간 상호작용 가능성을 시사하였다. 본 연구는 맞춤형 ESD가 참여 횟수와 학습자 배경에 따라 다양한 효과를 낼 수 있음을 실증하였으며, 고등교육기관이 학습자 요구에 기반한 모듈 설계를 통해 SDGs 인식을 확산시킬 수 있음을 보여준다. 단, 통제집단 부재, 1회 참여자 미분석, 장기 추적 부족 등의 한계가 있어 후속 연구에서는 무작위 대조군 실험과 질적 분석이 필요하다.\
Abstract
This study aimed to verify the effects of a learner-tailored ESD (Education for Sustainable Development) program on participants’ awareness and attitudes regarding the SDGs (Sustainable Development Goals). To this end, pre- and post-tests were administered to three subgroups—university students, faculty/staff, and plogging participants—and two analytic approaches were employed. First, focusing on learners who participated in the program at least twice, independent samples t-tests were conducted to examine whether there were significant changes in SDG awareness before and after program participation. The results indicated a statistically significant increase (p < .05) in SDG awareness following participation, suggesting a positive impact on awareness when program exposure accumulates beyond a certain threshold. Second, a repeated measures multivariate analysis of variance (MANOVA) was performed on the entire sample to assess the main effects of time (pre vs. post) and group (the three subgroups), as well as their interaction. All effects—including the time main effect, the group main effect, and the time × group interaction—were statistically significant, indicating variations in the pre- to post-program changes among the three subgroups. Post-hoc tests (Scheffé) revealed that the plogging group exhibited relatively greater improvements in understanding and familiarity, whereas the faculty/staff group showed significant increases in responsibility and efficacy. These findings highlight the interaction between learner characteristics and educational modules (e.g., experiential, theoretical, and project-based). Overall, the results demonstrate that learner-customized ESD can yield diverse educational outcomes depending on both the frequency of participation and learners’ backgrounds, offering practical guidance to higher education institutions aiming to expand SDG awareness through the strategic allocation of modules that meet learners’ needs. Nonetheless, the study has several limitations, including the absence of a control group, lack of analysis on participants who dropped out after one session, and insufficient long-term follow-up. Future research would benefit from incorporating randomized controlled trials or qualitative explorations to enable more in-depth investigation into the causal mechanisms and sustained effects of such programs.