시민 환경 리터러시 진단 및 강화 방안

염정윤 한국광고PR실학회 2022 한국광고PR실학회 학술대회 Vol.2022 No.12

누가 어떤 미디어 멀티태스킹 조합을 많이 이용 하는가? : 감각기관의 간섭 유형과 성별, 연령에 따른 차이에 관한 연구

염정윤,최인호,정세훈 한국광고학회 2019 광고학연구 Vol.30 No.2

환경정책 수용성 제고를 위한 정책 소통 모형 개발 기초연구

염정윤,정행운 한국환경연구원 2020 한국환경정책평가연구원 기초연구보고서 Vol.2020 No.-

■ 연구의 주요 내용 ○ 연구의 필요성 및 목적 - 정책 소통이 일방향적인 정보 전달을 넘어 국민의 지지와 신뢰를 얻기 위한 국가 경영 전략이 되기 위해서는 쌍방향적이고 균형적인 소통 방안에 대한 고민이 필요함 - 본 연구의 목적은 이론 기반(theory-driven)의 정책 소통 모형을 구축하고 활용성을 강화할 수 있는 방향을 제시하는 데 있으며, 이를 위해 다양한 학문 분야의 소통 이론을 분석하여 함의를 도출 ○ 정책 소통의 개념 및 하위 영역 분류 및 정리 - 정책 소통은 정책 과정이 국민의 동의하에 진행될 수 있도록 관리하는 전략적 커뮤니케이션 활동으로 정책 홍보, 정부 홍보, 행정 홍보, 정책 PR, 행정 PR, 정부 PR 등 다양한 이름으로 표현되고 있지만 커뮤니케이션을 통한 협력과 조정 과정이라는 점에서 공통점을 지님 - 마케팅, 공공 갈등관리, 언론관계, 쟁점관리, 위기관리 등 다양한 커뮤니케이션 활동을 포괄함 ○ 인접 분야에서의 활용되는 소통의 정의 및 이론적 모형 탐색 - 사회학: 공론장 이론, 협력 모형에 대한 탐색을 통해 시민 민주주의 실현이라는 주요 개념 도출 - 커뮤니케이션학: 정보 이론, SMCRE 모형에 대한 탐색을 통해 성공적인 정보의 이동이라는 주요 개념 도출 - PR학: 상황 이론, 조직-공중관계성 이론, 상호 지향성 모형에 대한 탐색을 통해 관계의 형성이라는 주요 개념 도출 - 행정학: 협력적 거버넌스에 대한 탐색을 통해 협력을 통한 문제해결이라는 주요 개념 도출 ○ 해외 정책 소통 사례 분석을 통한 함의 도출 - 프랑스 국가 공공 토론 위원회의 사례를 통해 시민 참여가 참여 민주주의를 실현하는 기제로 작용할 수 있다는 점을 알 수 있었고, 이를 위해 형평성, 근거기반 주장, 투명성, 중립성이라는 주요 4대 원칙의 준수가 필요하다는 것을 확인하였음 - 영국 국가 소통 서비스 사례를 통해 부처 간의 협력을 이끌어 낼 수 있는 소통 기관의 필요성을 발견하였으며, 홍보만이 소통의 전부라는 인식에서 벗어나 소통 서비스의 전문화를 위해 노력해야 할 것 ○ 환경부의 환경 정책 소통 활동 평가 및 제안점 제시 - 환경부는 정책 소통에 큰 관심을 가지고 적극적으로 소통 활동을 진행하는 기관 중의 하나이지만 아직은 사안 홍보 중심의 단기적인 활동들이 주를 이루었음 - 개선을 위해 정책 과정 전반에 걸쳐 이루어지는 소통 활동들에 대해서도 체계적이고 전략적으로 접근할 필요가 있으며 쌍방향적 소통을 강화하기 위한 노력을 지속하여야 함 ○ 향후 정책 소통 연구 발전을 위한 개념적 모형 제시 - 정책 소통 모형의 개발은 정책 시행 이전과 이후의 시기를 구분하여 이루어져야 함 - 지속적인 후속 연구를 통해 정교하고 설명력이 높은 모형을 완성해 나가야 할 것 ■ 정책 제안 ○ 정책 소통은 정부의 생각만을 일방적으로 전달하던 정책 홍보와는 구별되는 활동으로, 정책 집행 단계에서만이 아닌 정책 구상부터 정책 결정, 정책 집행, 정책 평가에 이르는 전과정에 걸쳐 이루어져야 함 ○ 정책 소통은 정책 제정 이전과 이후로 나누어 계획되어야 함 - 정책 제정 이전의 소통은 문제를 의제의 제시와 중요성을 알리는 것을 목표로 함 · 정책 과정 초기 단계부터 공중의 의견이 반영될 수 있도록 이해관계자를 규명하고 참여시켜야 함 · 미디어에 의해 매개된 의제설정에만 집중하지 않고 시민들의 직접 참여를 통해 의제를 형성하고 확산할 수 있어야 함 · 정책이 구체화되지 않은 시점에서도 정책이 추구하는 가치에 대해서는 공감대를 형성해야 함 - 정책 제정 이후의 정책 대상자와의 관계 구축과 증진을 목표로 함 · 미디어를 통해 정책 관련 정보를 전달하는 전통적인 방식의 홍보에서 벗어나 정책에 대한 관심과 능력을 갖춘 자생적 조직 내에서 소통이 이루어질 수 있도록 유도해야 함 · 시민참여를 보장하고 제정된 정책의 운영에 대해 공감대를 형성할 수 있는 대응적 소통이 이루어짐 ○ 정책 구상 단계에서부터 정책 목표가 추구하는 가치와 이를 달성하기 위한 수단 선택에 작용하는 가치를 명확히 구분해야 함 ○ 투명성과 접근성 제고를 위한 정책 대화 플랫폼을 구축하고 소통의 체감도를 강화할 수 있는 정책 소통 성과 지표의 재설정을 제안함 ○ 인간의 합리성에 기반한 소통에는 한계가 존재하기 때문에 어림적 정보 처리 방식인 휴리스틱을 이용한 소통을 고려해 볼 필요가 있음

환경·경제 통합분석을 위한 환경가치 종합연구 2022 국민환경의식조사

염정윤,안소은,김가영,이홍림 한국환경연구원 2022 사업보고서 Vol.2022 No.-

시민 인식의 녹색 전환을 위한 환경 리터러시 진단 및 강화 방안

염정윤,김남수,정행운,정우현 한국환경연구원 2021 기본연구보고서 Vol.2021 No.-

Ⅰ. Background and Aims of Research 1. Research purpose □ A nationwide consensus on the understanding on and necessity of the environmental policy is needed in order to successfully achieve the policy objectives. □ According to the “Public Attitudes towards the Environment: 2020 Survey” issued by the Korea Environment Institute (KEI), the citizens consider environmental issues important but do not feel that they themselves are a direct victim of such issues. ㅇ The level of autonomous environmental practice was relatively low compared to other main environment-friendly actions. ㅇ People should make a habit of taking the environment into consideration in order to take environment-friendly actions. □ One way that can be considered to influence people’s awareness is education. ㅇ Environmental education in Korea is centered around school-age children and youth. ㅇ The majority of adults currently affecting the environmental issues and practically practicing environmental protection are excluded from environmental education, thus not receiving enough learning opportunities. □ Environmental literacy as an objective of environmental education ㅇ The necessity of environmental education is being highlighted but in reality, there is a lack of objectives and specific indicators to verify its effect. ㅇ The goal of environmental education should be the expansion of environmental literacy and indicators to measure this should be developed. 2. Research scope □ Summarize the concept of environmental literacy and develop the scales for adults Measure the level of environmental literacy of citizens □ Confirm the predictors and consequences of environmental literacy □ Understand citizen types via cluster analysis Ⅱ. Environmental Education for Adults and Environmental Literacy 1. Adult education □ Education types are divided into formal, non-formal, and informal in the Role of National Qualifications Systems in Promoting Lifelong Learning (2005), a report on the project conducted by the Organization for Economic Cooperation and Development (OECD). ㅇ Formal education: As education is conducted in educational or training institutes or workplaces, it allows learners to obtain social certifications in the form of a degree or certificate. ㅇ Non-formal education: Although learning takes place through a certain program, it is mainly conducted in lifelong or private learning institutes or culture centers without an official evaluation or certificate. ㅇ Informal education: Learning takes place through daily activities including house chores or leisure or vocational activities. □ As of 2020, the lifelong learning participation rate of Korean adults was 42.1%. 41.3% of them were engaged in non-formal education. About 98% of the entire programs were conducted in the form of non-formal education. 2. Environmental literacy □ The North American Association for Environmental Education (NAAEE) proposed a framework for assessing environmental literacy. ㅇ The framework is comprised of conceptual understanding on environmental issues, problem-solving and critical thinking, opinions on the environment and nature, and environment-friendly behaviors in personal and social areas. ㅇ The key is competency in solving practical issues. Knowledge and attitude are connected as a factor interacting with competency. □ Kim, C. G. et al. (2019) attempted to comprehensively measure environmental literacy under the assumption that the significant goal of environmental education is nurturing environmental literacy. ㅇ Kim, C. G. et al. (2019) emphasized personal and social aspects by re-organizing the NAAEE’s framework to categorize factors into environmental cognition, affect, and behavior. Ⅲ. Environmental Literacy for Adults 1. Survey on environmental awareness □ A survey was conducted among general citizens who are the major target of environmental education to examine their awareness on the education. ㅇ The survey was conducted for six days from May 31, 2021 to June 5, 2021 by a market research firm, EMBRAIN Public. ㅇ The survey consists of ① a general survey investigating the overall recognition and demand on environmental education and ② Analytic Hierarchy Process (AHP) survey examining education topics and the importance of the required environmental literacy for each age group. □ For ordinary adults, living conditions and environmental practice were considered important in terms of the lesson topic and environmental literacy, respectively. □ Both ordinary people and experts evaluated practicing interaction as least important. ㅇ In reality, for adults who need non-formal or information education instead of formal education, practice of interaction shall be used as an important strategy. 2. Development of environmental literacy measurement for adults □ The authors searched through the major academic database and internet search engine Google Scholar using the following search terms: “environmental literacy,” “environmental knowledge,” and others. As a result, 22 studies and survey cases on environmental literacy measurements were identified. ㅇ Of the 22 search results, 13 studies were finally included. Those whose study questions were not reported, theses not peer-reviewed, or surveys whose organization in charge is unclear were excluded. □ Details of 459 questions measuring environmental literacy suggested in the 13 cases were analyzed. ㅇ The number of questions asking the cognition level was the highest (41.2%), followed by behavior (33.7%) and affect questions (25.1%). ㅇ The draft was created after categorizing the questions fit to the study concept and having meetings with the research team. □ The draft was revised through the review of outside consultants and an online survey conducted among 100 participants. ㅇ For the environmental knowledge section, questions which over 95% or less than 30% of respondents answered correctly were deleted. ㅇ For the section of environmental affect and environmental behavior, reliability of questions was analyzed. Those whose Cronbach’s alpha coefficient value is less than 0.7 were deleted. ㅇ The final questionnaire was made up of a total of 87 questions: environmental cognition (33), environmental affect (22), and environmental behavior (32). Ⅳ. Results 1. Overview □ An online survey was conducted among 1,000 adults aged from 20 and 60 nationwide from September 10, 2021 (Fri.) to September 16, 2021 (Thur.) by EMBRAIN Public. ㅇ Gender, age, and region-based sampling was used. 2. Questionnaire □ The environmental literacy measurements for adults include the cognition, affect, and behavior sections, aiming at examining the current environmental competences of Korean adults. □ The survey questionnaire consisted of three parts: ① personal characteristics, ② environmental literacy, and ③ opinion on environmental policy. ㅇ Personal characteristics include demographic characteristics (such as gender, age, academic background, and income) and behavioral/psychological characteristics (such as how they obtain information, cultural worldview, motivation of environmental behavior, and subjective knowledge). 3. Study results □ A cluster analysis was conducted based on the level of environmental literacy. ㅇ This study set five clusters by adopting the K-average clustering analysis method. □ The five clusters are classified into action-oriented, latent, skeptical, bystander, and green citizen clusters. ㅇ The action-oriented cluster showed a high level of emotion and practice literacy despite the low level of knowledge literacy (8.8% of the entire respondents). - Self-efficacy was stronger than other emotion literacy areas. It can be understood that the belief that environmental issues can be solved with one’s effort leads to practice. - Despite the low knowledge literacy, the level of subjective knowledge in terms of environmental knowledge was high. It means the respondents have self-confidence and belief in their competencies. - The average age was 51.3 and the percentage of respondents having poor academic backgrounds (the percentage of those with a high school diploma or lower was 31.8%) was high. ㅇ The latent cluster showed a mid level in all literacy areas (23.3% of the entire respondents). - They were swing voters whose viewpoint in terms of the environment-friendliness is not established. - They showed a certain level of environmental literacy but continuous practice was not found. - Since practice literacy was at a high level, more environment-friendly behaviors could be found than others (i.e., skeptical or bystander cluster) depending on the situation or field. - The female percentage (60.5%) was higher than that of males (39.5%), and the average age was 47.1. - The percentage of housewives and those in simple labor positions is higher than other clusters. ㅇ The bystander cluster showed a high level of knowledge literacy but emotion and practice literacy were at a mid and low level, respectively (26.9% of the entire respondents). - Despite the high knowledge literacy, environmental efficacy was weak in all emotion literacy areas. ㆍEnvironmental efficacy means the belief in one’s competencies in understanding and taking actions to solve environmental issues and such practice is helpful in addressing actual environmental issues. - The percentage of the highly educated was the highest (those having a university degree or higher is 75.8%) and the percentage of high income earners was relatively high (45.7% earns over five million KRW). - In terms of vocation, the percentage of students or those working in professional fields was high. - They preferred discussion or lecture in terms of environmental education methods. The percentage of people consuming environmental information via media (including both news reports and others) appeared higher than that of other clusters. ㅇ The bystander cluster showed low levels of literacy in all areas (14.4% of the entire respondents). - They had not only low environmental awareness, but also negative views sometimes. - They tended to show a strong belief in fatalism, seeing the nature unpredictable and thinking that all behavioral results occur by chance. ㆍThus, they considered danger is not preventable with individual or collective efforts. - The male percentage (68.8%) was higher than that of females (31.3%), and the average age was the lowest. - The percentage of low-income households (32.6% earns less than two million KRW) was higher than other clusters. The percentage of the unmarried (50.0%) or those with no kids (51.4%) was high among the respondents. ㅇ The green citizen cluster displayed high levels of literacy in all areas (26.6% of the entire respondents). - It is the most idealistic group supported by knowledge, emotion, and practice in terms of environmental education. - The highly educated percentage was relatively high and that of those in management or professional fields was high. - For them, the maintenance and conservation of the environment became the highest ecological motivation among others for environmental behavior. - They had the highest level of information competency and consumed information from all sources evenly. 3. Strategies to enhance environmental literacy for each cluster □ Action-oriented cluster ㅇ It is necessary to guide them to practice environmental activity correctly by revising their incorrect environmental knowledge, since they evaluate themselves as being knowledgeable about the environment without a precise understanding. ㅇ It is necessary to process information to make it intuitive and easily understandable, since the average age and percentage of those with poor academic backgrounds are high in this cluster. ㅇ It is needed to encourage them to participate in environmental campaigns on a regional base including a community or welfare center, since they like engaging in environmental campaigns and activities. A high percentage of them obtains information from the regional community. □ Latent cluster ㅇ Since this group have certain levels of knowledge and emotion, it can be expected that increased emotion literacy through proper intervention will lead to the rise in practice. ㅇ Grunig suggested involvement as a major factor to turn this type of cluster to active public. - It is necessary to reduce psychological distance while growing tangibility on environmental issues to enhance involvement. ㆍFor instance, since the percentage of females and housewives was high, their involvement could be enhanced if a message is sent to them, saying “Your children will soon face environmental issues”. ㅇ Basically, they consumed environmental information a lot through media, so developing media content to raise their emotional level is recommended. - Currently, there is a low possibility that they would actively consume environmental content. It is necessary to indirectly expose them to environment-related themes through embedded marketing or entertaining educational content. ㅇ It is expected that experience with children or a field trip opportunity will be effective due to the high percentage of housewives in the cluster. □ Skeptical cluster ㅇ People in this cluster show high knowledge literacy because of their awareness on social structural limits, but their cognition is not turned into behavior. ㅇ It is significant to deliver a message that gives self-confidence empowering them to overcome socio-environmental limitations. - If a case where environmental issues were solved through individual or collective efforts or the effect of environmental practice is presented in a quantified way, it may be effective. ㅇ Since the level of their academic backgrounds and income was high along with a high percentage of students and professionals, people in this cluster have a possibility of becoming an evangelist in the environmental field as a leading opinion leader. - Hosting an environment-related workshop or seminar by workplace unit is recommended. □ Bystander cluster ㅇ It is needed to guide the improvement in the overall environmental literacy starting with emotion literacy. ㅇ People in this cluster have a high possibility of not participating in formal education settings, so it is necessary to design an approach to create an environmental learning effect as a byproduct. ㅇ Experience or field trip programs along with a cultural or leisure activity are expected to be effective since they prefer such activities as members of a group whose average age is low and where the percentage of the unmarried is high. - It is necessary to induce their participation in an environmental activity as a cultural activity by creating a trend including plogging and the SNS challenge. □ Green citizen cluster ㅇ Instead of providing additional education, it is necessary to consider ways to use this cluster as semi-professionals in the environment field. ㅇ Training them as civic environmental specialists or scientists can be considered as they prefer observation and investigation by directly engaging in the environmental issues within their region. Ⅴ. Conclusion and Implications 1. Conclusion □ Check the level of environmental literacy of ordinary citizens ㅇ The overall levels of Korean citizens were high on average: knowledge literacy 5.20 out of 7.0, emotion literacy 5.13, and practice literacy 4.34. ㅇ Depending on environmental literacy levels, the existence of various clusters was confirmed within the adult group. - There was a gap in the environmental literacy level even within a socially similar group (e.g. age, vocation, etc.). - It is confirmed that there were gaps in environmental recognition and opinions on environmental policy among citizen clusters. ㆍThe difference in environmental literacy is not just a gap in individuals’ environmental competence, but also a meaningful factor affecting the environmental view or opinion on the environmental policy. 2. Implications □ This study provided fundamental data to determine the direction for environmental education for adults and establishing environmental policy. - Enhancing emotion literacy is important to boost the environmental practice of adults. - Strengthening information education is required to increase the educational effect on the adult generation. - It is necessary to develop educational approaches suited to the characteristics of each cluster through cluster segmentation. 3. Limitations and follow-up research □ It is impossible to distinguish all unique clusters in terms of the environment. ㅇ This study aims at developing scales that can be universally used as initial research based on adults. Clearly, there could be themes or practice areas not included in the measurement. ㅇ Future research may classify and present clusters from a more diverse perspective. □ Since an online survey cannot be equally accessible by all citizens, the sampling of the elderly or low-income households may be distorted or a certain group can be under- or over-represented. □ The actual effect of environmental educational approaches on each citizen cluster is not verified. ㅇ It is necessary to verify the validity of the approaches suggested in this study by conducting an in-depth or focus group interview in each cluster and explore more various, effective measurements.

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녹색소비 촉진을 위한 성인 환경교육 방안

염정윤 한국환경사회학회 2024 한국환경사회학회 학술대회 자료집 Vol.2024 No.11

본 연구는 환경 문제에 관심이 적고 실천이 낮은 사람들에게 녹색소비를 촉진할 환경교육 전략을 도출하기 위해 진행되었다. 환경 실천 역량이 낮은 ‘무관심 군집’과 ‘회의주의 군집’을 대상으로 FGI를 실시한 결과, 두 집단 간 환경 인식에 차이가 존재했다. 무관심 군집은 환경 문제에 관심이 없고 이를 어렵게 여겼으며, 친환경 행동 경험이 거의 없었다. 반면, 회의주의 군집은 환경 인식은 높지만 실천은 부족했으며, 친환경 행동을 도덕적으로 높게 평가해 실천이 어렵다고 느꼈다. 동일한 미실천 집단일지라도 미실천의 이유가 다름을 의미한다. 연구에서는 FGI 결과를 바탕으로 이러한 집단에 접근하기 위한 맞춤형 교육 방안과 정책 대안을 논의하였다.

유아 만화 프로그램에 재현된 성역할 분석

염정윤(Jung-Yoon Yum),윤영민(Youngmin Yoon) 한국방송학회 2015 한국방송학보 Vol.29 No.2