The article discusses the implementation of the 2022 educational curriculum in South Korea, which will fully roll out in schools from 2024 and focuses on ecological transformation learning. The author, a professor at Kyemyung University, expresses concern that the society is too fixated on entrance examinations to appreciate the essence of this new curriculum, leading to frustrations over how education administration will cope rather than fostering genuine ecological awareness.

The new curriculum aims to incorporate sustainable development education (ESD), aligning with global efforts to make education a tool for addressing climate crises and environmental issues. Specifically, it focuses on redefining the relationship between humans and nature, transitioning to sustainable lifestyles, and providing systematic environmental education at primary and secondary levels. Essential infrastructure changes, like the establishment of 'smart green schools', are also suggested to support this ecological learning framework.

The author reflects on the origins of humanity's concern for environmental issues, starting from the early discussions led by the Club of Rome in the late 1960s, culminating in significant conferences such as the 1972 United Nations Conference on the Human Environment in Stockholm. This conference laid the groundwork for global agreements on environmental education in schools, marking a crucial first step in increasing awareness and understanding among the public about ecological issues and the need for rational responses to effectively address these challenges.