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Objectives The purpose of this study is to analyze the structural relationship among elementary, middle and high school students' democratic school culture, learning-centered curriculum, and school life satisfaction, and to confirm the mediating effect of learning-centered curriculum in the relationship between democratic school culture and school life satisfaction. Methods In this study, through a survey on school life satisfaction for 3,087 elementary, middle and high school students in K province in September 2022, a research model was set up with school life satisfaction as a dependent variable, democratic school culture as an independent variable, and learning-centered curriculum as a mediating variable. And descriptive statistical analysis, correlation analysis, and structural equation model (SEM) analysis were conducted using SPSS 26.0 and AMOS 22.0. Results First, the fit of the causal model between elementary, middle and high school students' school life satisfaction, democratic school culture, and learning-centered curriculum was good, and the causal relationship between the variables was reasonably predicted. Second, both the direct effects of the democratic school culture and the learning-centered curriculum on the school life satisfaction of elementary, middle and high school students had a significant effect. Third, the partial mediating effect of the learning-centered curriculum was confirmed in the relationship that the democratic school culture of elementary, middle and high school students affects school life satisfaction. Conclusions The significance of this study is to confirm that the learning-centered curriculum plays a significant mediating role and is an important influencing variable between the democratic school culture and school life for elementary, middle and high school students.

Objectives Since ‘Ecological Transformation Education’ was used in official documents of the Ministry of Education and provincial offices of education, studies related to the term are rapidly increasing. Therefore, this study was set with the purpose of systematically identifying the trend of domestic research related to ‘ecological transformation education’ and deriving educational implications. Methods The research method used in this study is a systematic literature review. Data search was conducted through the Research Information Sharing Service (RISS) of the Korea Education and Research Information Service, and academic papers published in academic journals were collected. The literature selection criterion was whether it deals with ecological transformation education in the general education category, and a snowballing strategy was used to ensure that no papers were excluded. The final selected literature contents were organized in a self-made coding table, and the research results were analyzed by comparing coding values. Results The results of this study are as follows. First, research related to ecological transformation education has been steadily progressing from the late 1990s to the early 2020s, and the focus of research was slightly different for each period, such as ‘holistic education’ and ‘sustainability education’. Second, studies related to ecological transformation education were relatively more active in early childhood education or elementary education than in secondary education, and it was found that there were not many studies on linkage between school levels. Third, studies related to ecological transformation education were conducted more through literature research methods than quantitative, qualitative, and mixed studies. Conclusions The conclusions of this study are as follows. First, this study is meaningful in that it identified domestic research trends related to ecological transformation education and derived educational implications through it. Second, based on this study, follow-up studies can be conducted to identify research trends by focusing on studies related to ecological transformation education published after the 2020s. Third, follow-up studies can be conducted to review literature using alternative keywords such as ‘sustainability’, ‘change’, and ‘transformation’. Fourth, follow-up studies can be conducted to identify research trends related to ecological transformation education by setting new standards or variables.

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