RCE Dobong-gu - 2021

Creating ESD textbooks
Basic Information
Title of project : 
Creating ESD textbooks
Submitting RCE: 
RCE Dobong-gu
Contributing organization(s) : 
Gain elementary school, Ssangmun elementary school, Banghak elementary school, Dobong elementary school, Korea research institute for Women's life, Dobong EM Centre, Ssangmun Youth culture Centre, Dobong environmental centre, Learning club for Global Citizenship Education
Focal point(s) and affiliation(s)
Dr. Bae Hyun soon
Organizational Affiliation: 
RCE Dobong-Gu
Format of project: 
Language of project: 
Date of submission:
Additional resources: 
Education for ecological transition
At what level is the policy operating?: 
Environmental education
At what level is the policy operating?: 
Geographical & Education Information
Korea, South
Dobong-gu, Seoul
Address of focal point institution for project: 
Dobong District Office, 656 Madeul-ro(Banghak-dong), Dobong-gu, Seoul
Socioeconomic and environmental characteristics of the area : 
Dobong-gu is striving to move beyond the image of bed-town to a vibrant and attractive city, and is moving towards the completion of a bigger Dobong based on the achievements of ‘good change’ and ‘infinite challenge’. Through sustainable development based on the five policy objectives of ‘Economically active city’,‘Generationally shared city’, ‘Balanced development city’, ‘Cultural education city’, and ‘Decentralized city’ in response to the needs of residents and environmental changes, we are moving towards Dobong as a hub of Northeast Seoul.
Description of sustainable development challenge(s) in the area the project addresses: 
Seoul is the first area where Korea's policies are implemented, and the spread rate is fast. The RCE Dobong-gu, located in Seoul, serves as a hub for ESD policies based on ecological literacy and glocal leadership, as it is centered on local governments. Since Seoul and the metropolitan area still have low interest in ESD, RCE Dobong-gu is currently conducting various experiments on ESD policies as a representative. One of them was to make of ESD textbooks that contained the characteristics of Dobong-gu with the concept of‘ecological literacy and glocal leadership.’Currently, ESD textbooks are benchmarked nationwide in recognition of their excellence and are spreading the importance of ESD by informing other cities of the process of creating ESD textbooks.
December, 2019
In situations such as RCE Dobong-gu, where educational infrastructure is already met (various educational activities are being conducted even without using the terms SDGs or ESD), new strategies are needed to raise awareness and importance of ESD. Accordingly, We thought that Dobong-gu should meet the role of a village textbook by publishing ESD textbooks containing regional characteristics, away from general ESD textbooks, and that at the same time it was necessary to share information about the textbook development process of '17 promises from our village to the Earth', which informed the importance of ESD.
1. Learners fosters ecological literacy and glocal leadership based on regional characteristics.
2. Through ESD, learners understand that small changes in oneself affect oneself, neighbors, community, country, and the world.
Activities and/or practices employed: 
For all people to benefit from quality education and to transform into a sustainable future, and to be reborn as a hub for sustainable development education at home and abroad where you can learn necessary values, behaviors, and ways of life, as a first-year project, under the public-private partnership collaboration,‘ESD textbook’for elementary school students was produced and published.

Two kinds of the textbook,‘17 Promises from Our Village to the Earth’has been published through ▲Ministry of Education's elementary school curriculum and cross-subject learning topic connection analysis and extraction of 7 units reflecting the goals of the Dobong District Office ▲ Survey on the perception of elementary school teachers on sustainable development and ESD ▲ Composition of the writing team (Dobong District office, elementary school teachers in the district, global citizenship education learning club) and textbook writing ▲ Expert opinion gathering and content supervision for textbook production ▲Textbook monitoring (Ssangmun Elementary School, Banghak Elementary School, Gain Elementary School, Dobong Elementary School, Korea research institute for Women's life , a total of 289 participants in 15 classes) ▲ Textbook title selection (Sustainable Development Division, Dobong-gu Sustainable Development Committee) ▲ Publication of the textbook (one: grades 3-4, two: grades 5-6/2 types, given by ISBN), which took about a year to produce.
Size of academic audience: 
- Two kinds of the Education for Sustainable Development (ESD) textbook, 17 Promises from Our Village to the Earth’, were published for the first time in an autonomous district in Seoul.
- 10 elementary schools in the district and 3,071 people from one related institution participated in the ESD class support.
- Textbook materials are being shared by many other local governments and offices of education for inquiries about textbooks.
Lessons learned: 
- It took a lot of time and many conflicts to coordinate the opinions of teachers, citizens, and stakeholders who participated in the production of ESD textbooks.
- Nevertheless, as the textbooks were gradually created, the answer to the question about how the ESD direction of Dobong-gu should go in the future was also found in the ESD textbook production course.
Key messages: 
In ESD, everything is connected.
Relationship to other RCE activities: 
- Searched each RCE city for ESD curriculum
- Regarding the contents of each unit of the ESD textbook, we received advice from institutional officials related to society, economy, and environment.
RCE Dobong-gu implemented this project with the budget of the Dobong District Office as a local government-centered type.


File Name Caption for picture Photo Credit
Image icon ESD textbook.jpg (158.56 KB) book cover of ESD Textbook Dr. Bae Hyunsoon
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
SDG 5 - Achieve gender equality and empower all women and girls 
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
SDG 10 - Reduce inequality within and among countries 
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
SDG 12 - Ensure sustainable consumption and production patterns 
SDG 13 - Take urgent action to combat climate change and its impacts 
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Disaster Risk Reduction 
Traditional Knowledge  
Curriculum Development 
Plants & Animals 
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy