대학생의 ESG 수업에 따른 ESG 지식 수준 및 사회적 책임에 관한 차이 연구

[Necessity of research] Since there is little research on ESG education that has assessed the level of ESG knowledge and consumer responsibility and rights awareness, this study aims to help develop ESG curricula in universities. [Research Purpose] This study aims to examine the differences in ESG knowledge levels among university students through ESG liberal arts classes and empirically analyze social responsibility. [Research Method] In this study, frequency analysis, reliability analysis, and factor analysis were performed for basic statistical analysis, cross-analysis was performed for each item, and chi-square (χ²) analysis was used to examine whether there were significant differences between related variables. Independent sample t-test and one-way analysis of variance (ANOVA) were performed, and for significant results, the Duncan method was used as a post-hoc test to compare the differences between groups. [Results] First, we conducted a crosstabulation analysis to verify whether there are differences in the correct answers to the seven survey questions to check ESG knowledge according to the demographic characteristics of university students, and found that there are differences in the correct answers by university and ESG education. Second, we analyzed the mean differences in social responsibility (economic responsibility, socio-cultural responsibility, civic responsibility, and ecological and environmental responsibility) according to demographic variables and ESG education. First, we analyzed economic responsibility and found statistically significant differences in economic responsibility among demographic variables, gender, and university group. Second, we analyzed social responsibility and found statistically significant differences in sociocultural responsibility among the demographic variables: year of birth and average monthly consumption. Third, we analyzed civic responsibility and found statistically significant differences in civic responsibility among demographic variables: gender, year of birth, university, and average monthly expenditure. Finally, we analyzed eco-environmental responsibility and found statistically significant differences in eco-environmental responsibility among the demographic variables by birth year and university. In general, the level of economic responsibility, civic responsibility, and ecological and environmental responsibility among social responsibilities was higher with statistically significant differences depending on whether or not university students had received ESG education. [Conclusion] This study can serve as an important basis for recognizing the need for ESG education to promote the social competence of university students, as well as confirm the need to strengthen ESG-related education when designing curricula.