교양교육에서 ESG 기반 프로젝트 학습의 실행과 교육적 시사점

This study analyzes the design and implementation process of ESG-based project-based learning conducted in the liberal arts course Future Environment and Risk Society at D University, and explores its educational implications. The project focused on addressing environmental issues through the theme of edible insects, and was carried out in a way that allowed students to autonomously plan and execute various activities, including corporate outreach, on-site interviews, product testing and tasting, and surveys. Through this process, learners were able to connect ESG concepts to their everyday lives and develop an active and engaged learning attitude. The analysis yielded the following key findings. First, by exploring the potential of insect-based food, students gained an experiential understanding of the seriousness of environmental issues and possible alternative solutions, which led to a shift in their environmental perceptions. Second, the project facilitated both direct and indirect learning about social(S) and governance(G) factors in addition to environmental(E) issues, confirming the feasibility of a holistic, integrated approach to ESG education. Third, analysis of students’ reports and reflection journals revealed enhanced competencies such as autonomy, problem-solving skills, and willingness to put learning into practice. These findings are educationally significant as they demonstrate that ESG education can go beyond theory-based instruction and evolve into experiential, practice-oriented learning.