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환경·지속가능발전 교육을 위한 협업 네트워크 모델 탐색

Exploring a Collaborative Network Model for Environmental Education and Education for Sustainable Development

김서현|손연아|박병열|오현정
과학교육연구소 (Science Education Research Institute)|2024.12|과학교육연구지 (Journal of Science Education)|제48권 제3호|pp. 182-197|DOI 10.21796/jse.2024.48.3.182

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키워드

지속가능성sustainability환경교육협업 네트워크지속가능발전교육경계조율주체트리플 헬릭스boundary spannercollaborative networkenvironmental education (EE)education for sustainable development (ESD)triple helix

초록

환경·지속가능발전 교육을 위한 다양한 주체들의 네트워크 협업은 기후변화, 환경문제, 그리고 지속가능발전을 위한 효과적인 대응을 위해 필수적이다. 이 연구의 목적은 환경·지속가능발전 교육을 위해 네트워크 협업을 기반으로 수행되었던 활동 사례에 대해 참여 주체들의 상호작용에 대한 기능적 메커니즘을 파악하고 구조화하여 모델로서의 가능성을 탐색하는 데 있다. 이를 위해 다섯 가지 환경·지속가능발전 교육 활동 사례를 활용하여 네트워크 상호작용의 특성을 이해하기 위해 구성요소, 관계, 기능의 세 차원을 기준으로 분석하였다. 그 결과는 다음과 같다. 첫째, 협업 네트워크 모델은 세 파트로 구분되는 참여 주체, 참여 주체들 사이의 경계조율주체, 주체들 사이의 상호작용, 기능 공간(지식, 합의, 혁신)으로 구조화될 수 있었다. 둘째, 네트워크 참여 주체들은 기본 네트워크, 협조 네트워크, 협력 네트워크, 협업 네트워크로 진화하면서 환경·지속가능발전 교육 프로그램 기획과 적용을 위한 상호작용의 수준이 함께 진화하였다. 셋째, 네트워크 참여 주체들은 협조 네트워크를 거쳐 협력 네트워크로 가면서 지식 공간, 합의 공간, 혁신 공간에서 활발하게 상호작용하였고, 협업 네트워크에서 그 기능이 더욱 활성화되었다. 특히, 이 기능 공간 내에서 경계조율주체는 다른 참여 주체들 사이에서 소통을 리드하고, 상호작용을 지원하며, 갈등을 중재하는 등의 역할을 통해 효과적인 협업에 있을 핵심적인 기능을 하는 것으로 드러났다. 이 결과들은 네트워크 참여 주체들의 상호작용에 대한 기능적 메커니즘을 바탕으로 환경·지속가능발전 교육을 위한 협업 네트워크의 구조적 특성을 제시하고 있으며, 추후 질 높은 환경 및 지속가능발전 교육을 제공하는 데 중요한 자원으로 활용될 수 있을 것이다.

Abstract

Network collaboration among various entities for environmental education and education for sustainable development is essential to effectively respond to climate change, environmental issues, and sustainable development. The purpose of this study is to explore the possibility of a model by identifying and structuring the functional mechanism of the interactions between participating agents performed through network collaborations for environmental education and education for sustainable development. To this end, five cases of environmental education and education for sustainable development programs were analyzed based on the three dimensions of components, relationships, and functions to understand the characteristics of network interactions. The results are as follows. First, the collaborative network model could be structured into three parts including participating agents, boundary spanner between participating agents, interactions between agents, and functional spaces (knowledge space, consensus space, and innovation space). Second, as agents evolved into networks, coordinated networks, cooperative networks, and collaborative networks, the level of interactions for planning and implementing environmental education and education for sustainable development programs also evolved. Third, network agents actively interacted in the knowledge space, consensus space, and innovation space as they moved through the coordinated network to the cooperation network, and their functions became more active and dynamic in the collaborative network. Especially within this functional space, the boundary spanner was found to play a key role in effective collaboration by leading communication, supporting interaction, and mediating conflicts among other participating agents. The results present the structural characteristics of a collaborative network for environmental education and education for sustainable development based on the functional mechanism of the interactions between the participating agents and can be used as an important resource to develop and provide high-quality environmental education and education for sustainable development in the future.

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