지속가능발전교육에 따른 지속가능발전목표 인식 변화 사례 분석 - 경상국립대학교를 중심으로 -

초록

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.

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