‘지속가능한 인식과 실천’의 체험, 세계시민교육 연구 －D대학교의 사례를 중심으로

초록

This paper emphasizes that the foundational direction of global citizenship education is sustainable awareness and practice. It examines the feasibility of this approach, focusing on the case of D University's liberal arts course class. To achieve this objective, key considerations and challenges that need addressing when implementing global citizenship education in university liberal arts programs were highlighted initially. Insights were shared on practical challenges in global citizenship education between countries, issues related to the process and design of learning domains, and the categorization of courses based on subject groups. The outlined outcomes were derived from a project class within the subject group at D University, the sole subject group to offer a global citizenship education course. Firstly, within the realm of global citizenship education, activities in cognitive, social, emotional, and behavioral domains are occasionally conducted sequentially; however, it is evident that these three areas can also be concurrently addressed. Secondly, experiences through projects can contribute to the scalability and sustainability of both individuals and regions. Although scalability and sustainability may pose challenges for individuals, fostering solidarity with others and collaborating with various organizations facilitates sustainable awareness and practices in global citizenship education. From this study, we can infer that the potential for scalability and sustainability is heightened through collaborative projects with other students on campus and hands-on experiences can be gained as a member of an external non-governmental organization (NGO). Therefore, the concept of ‘sustainable practice’ encompasses ‘activity,’ ‘sustainability,’ and ‘scalability.’ This paper is meaningful as it presents a direction for global citizenship education in university liberal arts programs.

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