Integrating Living Lab Methodology into Curriculum Development: a Case Study of the “climate Adaptation Environmental Instructor Capacity-building Program” in the Republic of Korea

Abstract Book of the 10th International Conference on Teaching, Learning and Education

Year: 2025

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Integrating Living Lab Methodology into Curriculum Development: a Case Study of the “climate Adaptation Environmental Instructor Capacity-building Program” in the Republic of Korea

Jee Eun Choi, Jung Younkoung, Junghee Sung

ABSTRACT:

The Living Lab is a new methodology that identifies problems, gathers input from diverse stakeholders, co-creates solutions, tests them in real-life environments, and continuously refines approaches through feedback to develop effective solutions. Applying this approach to curriculum development goes beyond traditional lesson planning methods by enabling educators to collect diverse opinions and design learner-centered curricula directly. In this context, the “Climate Adaptation Environmental Instructor Capacity-Building Program,” implemented in Seodaemun-gu, aimed to develop educational plans on climate adaptation by applying the Living Lab methodology, with the participation of environmental education practitioners. Participants in the program acquired foundational knowledge on climate change, climate adaptation, and Living Lab through lectures, and enhanced their curriculum development capabilities through case-based lectures and workshops. They then applied the Living Lab approach to develop climate adaptation–themed educational plans, gathered stakeholder feedback through presentations, and completed the curricula by incorporating and revising them based on the feedback received. Interviews with the participants highlighted that this new methodology enabled them to design demand-oriented curricula that reflected the opinions of stakeholders — particularly students and teachers — more effectively than traditional approaches. However, they also pointed out that the process of collecting input from various stakeholders, including school officials, students, and representatives from the education office, was complex and challenging. Therefore, incorporating the Living Lab approach into curriculum design offers the advantage of enhancing the practical relevance of educational programs and developing recipient-centered curricula through broad stakeholder participation.

Keywords: Living Lab, Curriculum Development, Climate Adaptation, Stakeholder Engagement, Learner-Centered Education