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2026 Vol.59, Issue 8 Preview Page
A comparative analysis of water education in South Korea and the EU for enhancing water literacy

물 문해력 제고를 위한 한국과 EU의 물 교육 현황 비교 분석

Yookyung Leea
,
Nayeon Shinb
,
Seungho Leec*
이 유경a
,
신 나연b
,
이 승호c*
aAssociate Research Fellow, Department of Urban Spatial Research & AI Data Analysis Center, Yongin Research Institute, Yongin, Korea
bPh.D. Candidate, Department of International Studies, Graduate School of International Studies, Korea University, Seoul, Korea
cProfessor, Graduate School of International Studies / College of International Studies, Korea University, Seoul, Korea
a용인시정연구원 도시공간연구실 및 AI데이터분석센터 부연구위원
b고려대학교 국제대학원 국제학과 박사수료
c고려대학교 국제대학원 및 국제대학 교수
*Corresponding Author
31 August 2026. pp. 937-945
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Abstract

This study discusses developmental directions for water education in South Korea by comparatively analyzing water education policies, programs, and key cases in South Korea and the European Union (EU). As an analytical framework, Bereday's four-stage comparative education methodology(description, interpretation, juxtaposition, comparison) is deployed as a procedural foundation, and three categories from Ashrafi et al.'s environmental education comparison framework—educational objectives, educational content, and teaching methods—were reconceptualized and applied to the context of water education. The analysis has revealed that both South Korea and the EU encompass water literacy as a core educational objective, yet differ in scope and emphasis. The EU balances four dimensions—knowledge, attitudes, competencies, and behaviors—and explicitly addresses water quality equity and environmental justice whereas South Korea demonstrates a bias toward knowledge-centered objectives with a relatively limited reflection of the attitudinal, competency, and behavioral dimensions. In terms of educational content, the water cycle, water resources management, water quality, and water conservation are shared core themes. However, South Korea has demonstrated a heavy concentration on water quality protection and water conservation with limited contents related to the economic and social value of water resources, water management technology and engineering, and linkages with climate change. Regarding teaching methods, both systems are pursuing a shift toward experiential and inquiry-based approaches, yet in South Korea, diverse experiential programs do not remain systematically integrated with the formal curriculum. Based on these findings, this study proposes developmental directions for water education in South Korea across three dimensions: curriculum improvement; strengthening teacher education; and enhancing linkages between school education and social education.

Keywords
Water education
Water literacy
Comparative education
South Korea
European Union

본 연구는 한국과 유럽연합(EU)의 물 교육 정책, 프로그램, 주요 사례를 비교 분석하여 한국의 물 분야 교육 발전 방안을 도출하는 것을 목적으로 한다. 분석 틀로 Bereday의 비교교육학 4단계 방법론(서술-해석-병치-비교)을 절차적 기반으로 삼고 Ashrafi et al.의 환경교육 비교 항목 중 교육 목표, 교육 내용, 교수 방법의 3개 항목을 물 교육 맥락에 맞게 재구성하여 적용하였다. 분석 결과, 한국과 EU 모두 물 문해력을 핵심 교육 목표로 설정하고 있으나 그 범위와 강조점에서 차이가 있었다. EU는 지식·태도·역량·행동의 네 가지 차원을 균형 있게 반영하고 수질 형평성 및 환경정의를 명시하였지만, 한국은 지식 중심 목표에 편향되어 태도·역량·행동 차원의 반영이 상대적으로 미흡하였다. 교육 내용 측면에서 물순환, 수자원 관리, 수질, 물 절약은 공통 핵심 주제였으나 한국은 수질 보전과 물 절약에 편중되어 수자원의 경제·사회적 가치, 물 관리 기술·공학, 기후변화 연계 등과 관련된 내용이 부족하였다. 교수 방법에서는 체험 및 탐구 중심으로의 전환을 추진하고 있으나 한국은 다양한 체험 프로그램이 정규 교육과정과 체계적으로 연계되지 못하고 있었다. 이를 바탕으로 본 연구는 교육과정 개선, 교사 교육 강화, 학교 교육과 사회 교육의 연계라는 세 가지 차원에서 한국의 물 분야 교육 발전 방안을 제시한다.

키워드
물 교육
물 문해력
비교 분석
한국
유럽연합
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Information
  • Publisher :KOREA WATER RESOURECES ASSOCIATION
  • Publisher(Ko) :한국수자원학회
  • Journal Title :Journal of Korea Water Resources Association
  • Journal Title(Ko) :한국수자원학회 논문집
  • Volume : 59
  • No :8
  • Pages :937-945
  • Received Date : 2026-03-25
  • Revised Date : 2026-05-11
  • Accepted Date : 2026-05-30
  • DOI :https://doi.org/10.3741/JKWRA.2026.59.8.937
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