"Analysis of World History Project Curriculum -Can Interdisciplinary Learning Go Hand in Hand with Deep Learning within a Subject Area?-"

In response to rapid social changes, such as the development of Artificial Intelligence, the need to educate individuals to adapt to the uncertain future has risen. Accordingly, the recently announced 2022 revised National Curriculum emphasizes "general, numerical, digital literacy," "deep learning in subject areas," "interdisciplinary and converged learning," and "learning linked to life." These keywords are not limited to education reforms in South Korea but also apply to countries around the world. This study explores the direction in which history education should progress within the discourse. To do so, it analyzes a recent history curriculum that promotes both "interdisciplinary learning" and "deep learning in history." The target of the analysis is the World History Project by OER Project, which aims to connect various subjects with world history education while pursuing historical thinking in history education. The study analyzes not only declarative curriculum objectives but also the content of the curriculum. Focusing on the seemingly conflicting approaches between interdisciplinary and deep learning, the analysis results provide specific implications that can contribute to the structuring and development of South Korea's education curriculum.