Recent Changes in Social Settings with Respect to LCT-Based Environmental Education and Its Implementational Potential in Japan

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  • LCT環境教育を取り巻く環境の変化とこれからの可能性
  • LCT カンキョウ キョウイク オ トリマク カンキョウ ノ ヘンカ ト コレカラ ノ カノウセイ

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<p>More than 10 years have passed since the proposal of environmental education incorporating the concept of life cycle thinking (LCT). Some of the related teaching materials have already become implemented as a part of the educational content at schools. On the other hand, there is concern that teachers are constantly busy because various tasks inside and outside the school are increasing in addition to the usual educational activities. In this situation, it is not easy for teachers to introduce new teaching materials that require a lot of tasks to teach new concepts. In 2020, the influences of the new coronavirus have placed a number of restrictions on school activities. As a result, the barriers to introducing new teaching materials have become higher. However, the next one to two years is also a period in which we can expect substantial changes in education at schools due to changes in the social environment. This paper presents some issues in introducing LCT-based environmental education to schools based on the author's experience in its education and research. Then, I discuss the possibility that LCT-based environmental education will contribute to the changes in education that are currently underway or are about to be promoted in schools.</p>



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