이 책은 ‘2022 개정 교육과정’과 ‘SDGs(지속가능한 개발목표)’의 연계를 통해 미래 교육의 방향성을 제시하고, 지속 가능한 발전을 위한 교육의 중요성을 강조하였습니다. 한국 사회의 특성을 반영한 K-SDGs(국가 지속가능발전목표)를 심층적으로 분석하여, 교육 공동체에 긍정적인 영향을 미치고, 학생들이 미래 사회의 주역으로 성장하는 데 이바지 하기를 바라면서 학생들이 실제 삶과 연계된 학습을 할 수 있도록 설계하였습니다. 학생들은 ‘2022 개정 교육과정’의 핵심역량인 비판적 사고력, 창의적 문제 해결력, 협업 능력, 의사소통 능력을 기르는 탐구 주제에 초점을 맞추고, 탐구 과정에 대한 성찰을 통해 자신의 학습 과정을 되돌아보며 더욱 발전된 학습 전략을 수립할 수 있을 것입니다. 그리고 다양한 탐구 주제 및 활동 예시를 통해 학생들의 흥미와 참여를 유도하고, 학교 교육의 범위를 넘어 지역 사회와의 연계를 강조하여 학생들이 실제 사회 문제 해결에 참여할 수 있도록 지원합니다. 또한, 탐구활동 결과를 체계적으로 정리하고 공유할 수 있도록 이론적 배경과 실제 탐구활동 설계 및 보고서 작성 방법을 설명하였습니다.

저자 : 김선환 한국진로진학연구원 수석연구원 한국교육컨설턴트협의회 대전·세종·충청 본부장 태재대학교 자문위원 메이저맵(Major Map) 선임연구원 저자 : 김진환 콘코디아국제대학교 인문학연구소 교수(연구소장) 성균관대학교 문화융합대학원 겸임교수 한국대학입학사정관협의회 부회장 & 교육위원장 한국대학교육협의회 대입상담센터 대표강사 저자 : 이석록 한국외국어대학교 입학사정관실장 전국입학사정관 수도권협의회 회장 한국외국어대 입학 초빙교수 EBS국어영역 논술강사 저자 : 정재훈 경남 고성고등학교 생명과학 교사 경남 & 전국 진학지도 협의회 의치약한수팀 전문위원 건국대, 경희대, 숭실대, 경상국립대 등 입학사정관 자문위원 과학기술정보통신부 한국과학창의재단 진로 컨설턴트 저자 : 최진규 충남 서령고등학교 교사 EBS 교육방송 입학사정관제, 논술 강사 TBS 교통방송 ‘기적의 TV, 상담받고 대학가자’ 고정출연 대학교육협의회 대학 입학사정관전형 평가위원 저자 : 피상훈 (주)프레디저 진로진학연구소장 Institute of AI for Academic Excellence 연구소장 AI 기반의 고교학점제 전문 지도사 자격증 과정 운영 주)한국학원대학교 AI 기반 진로진학 분야 외부 협력 전문가

들어가며 / 3 추천사 / 8 Ⅰ. 이론편 제1장 ‘2022 개정 교육과정’과 ‘SDGs’의 융합 ··································19 제2장 ‘UN-SDGs’와 ‘K-SDGs’와의 연관성 ······································23 1. UN SDGs: 글로벌 목표이자 프레임워크 ······································23 2. K-SDGs: UN SDGs의 국가적 이행 체계 ·····································24 3. UN SDGs와 K-SDGs의 상호 연관성 ·········································25 4. K-SDGs 수립 및 제4차 기본계획 수립 ·······································25 제3장 K-SDGs ‘제4차 국가 지속가능발전목표(K-SDGs)’ 분석 ·············27 제4장 ‘2022 개정 교육과정’ 핵심역량 및 하위요소 ·····························81 1. 2022 개정 교육과정 총론 핵심역량 및 하위요소 ····························81 2. 2022 개정 교육과정 사회과 핵심역량 및 하위요소 ·························82 3. 2022 개정 교육과정 과학과 핵심역량 및 하위요소 ·························83 제5장 ‘2022 개정 교육과정’ 내용 체계 및 성취기준 ···························85 1. 2022 개정 교육과정 통합사회 내용 체계 및 성취기준 ······················85 2. 2022 개정 교육과정 통합과학 내용 체계 및 성취기준 ······················91 제6장 ‘K-SDGs’ 목표와 교과 연계 주제탐구 ·····································99 1. K-SDGs 1번 항목 (빈곤층 감소와 사회안전망 강화) ························99 2. K-SDGs 2번 항목 (식량 안보 및 지속가능한 농업 강화) ·················106 3. K-SDGs 3번 항목 (건강하고 행복한 삶 보장) ······························111 4. K-SDGs 4번 항목 (모두를 위한 양질의 교육) ······························130 5. K-SDGs 5번 항목 (성평등 보장) ·············································149 6. K-SDGs 6번 항목 (물과 위생의 보장 및 지속가능한 관리 보장) ·········161 7. K-SDGs 7번 항목 (에너지의 친환경적 생산과 소비) ······················168 8. K-SDGs 8번 항목 (좋은 일자리 확대와 경제성장) ·························177 9. K-SDGs 9번 항목 (산업의 성장과 혁신 활성화 및 사회기반시설 구축) ·· 186 10. K-SDGs 10번 항목 (모든 종류의 불평등 해소) ···························190 11. K-SDGs 11번 항목 (지속가능한 도시와 주거지 조성) ····················196 12. K-SDGs 12번 항목 (지속가능한 생산과 소비) ····························203 13. K-SDGs 13번 항목 (기후변화와 대응) ·····································215 14. K-SDGs 14번 항목 (해양생태계 보전) ·····································221 15. K-SDGs 15번 항목 (육상생태계 보전) ·····································243 16. K-SDGs 16번 항목 (평화ㆍ정의ㆍ포용) ····································259 17. K-SDGs 17번 항목 (지구촌 협력 강화) ····································276 제7장 ‘K-SDGs’ 목표와 교과 연계 주제탐구 AI prompt ···················291 제8장 ‘정부출연연구기관’의 연구 분야 탐구 ······································299 1. 정부출연연구기관이란? ························································299 2. 경제ㆍ인문사회연구회 ·························································300 3. 국가과학기술연구회 ····························································309 4. 기타 정부출연연구기관 ························································316 제9장 ‘정부출연연구기관’의 연구 분야 탐구 AI prompt ·····················323 제10장 ‘지방자치단체’와 교과 연계 탐구활동(예시: 강원도 평창군청) ·······333 제11장 ‘지방자치단체’와 교과 연계 탐구활동 AI prompt ·····················335 Ⅱ. 활용편 - 탐구보고서 작성 안내 제1장 ‘K-SDGs’ 목표별 교과 연계 탐구보고서 ·································347 1. 서론 ·············································································348 2. 본론 ·············································································350 3. 결론 ·············································································352 제2장 ‘K-SDGs’ 목표별 교과 연계 탐구보고서 학생부 자기평가서 ········353 제3장 ‘K-SDGs’ 목표별 정부출연연구기관 연계 탐구보고서 ················355 1. 서론 ·············································································356 2. 본론 ·············································································358 3. 결론 ·············································································360 제4장 ‘K-SDGs’ 목표별 정부출연연구기관 연계 탐구보고서 학생부 자기평가서 ······························································363 제5장 ‘K-SDGs’ 목표별 지방자치단체 연계 탐구보고서 ······················365 1. 서론 ·············································································367 2. 이론적 배경 ····································································368 3. 평창군 지역 현황 분석 ························································369 4. 평창군 골목상권활성화 전략 모색 ············································370 5. 결론 ·············································································371 제6장 ‘K-SDGs’ 목표별 지방자치단체 연계 탐구보고서 학생부 자기평가서 ······························································373 제7장 유형별 참고문헌 작성법 ·······················································375 부록편-자기평가서 양식 및 예시 1. 「교과세부능력 및 특기사항」 자기평가서 양식 및 예시 ···························379 2. 「개인별 세부능력 및 특기사항」 자기평가서 양식 및 예시 ·····················382 3. 「자율활동」 자기평가서 양식 및 예시 ·······················································386 4. 「진로활동」 자기평가서 양식 및 예시 ·······················································388 5. 「동아리활동」 자기평가서 양식 및 예시 ····················································390 6. 「행동특성 및 종합의견」 자기평가서 양식 및 예시 ··································392