ABSTRACT

The purpose of this study is to explore how Education for Sustainable Development(ESD) is reflected in music textbooks by analyzing ESD-related teaching and learning content presented in the 2022 revised middle school music textbooks. The analysis focused on the learning objectives, selected musical works, and learning activities presented in fourteen editions of the revised middle school music textbooks. The findings showed that the textbooks addressed only environmental and socio-cultural dimensions of ESD, while substantial differences were found across publishers in the frequency of ESD-related learning content. In addition, ESD-related teaching and learning content tended to be organized around similar themes and selected musical works, with some content presented in appendices. Based on these findings, this study draws the following conclusions. First, ESD content in the revised middle school music textbooks cannot yet be regarded as sufficiently integrated as a core value of music education. Second, teachers require professional competencies to implement ESD meaningfully in music classrooms. Third, future research on ESD-related music education should be expanded toward examining the practical implementation of ESD in actual school settings.

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