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2026 Vol.32, Issue 2 Preview Page
The European Union’s FOOD 2030 Policy and Food Systems Education
- Implications for Geography Education -

유럽의 FOOD 2030 정책과 식품 시스템 교육
- 지리교육의 역할과 방향 모색 -

조철기1 · 이종호2

Cho, Chul-Ki1 · Lee, Jong-Ho2

1제1저자, 경북대학교 지리교육과 교수
2교신저자, 경상국립대학교 지리교육과 교수
1First Author, Professor, Department of Geography Education, Kyungpook National Univerity
2Corresponding Author, Professor, Department of Geography Education, Gyeongsang National Univerity
31 May 2026. pp. 106-121
PDF Citation
Abstract
This study analyzes the EU’s FOOD 2030 food system transition policy and its educational instrument, the CLEVERFOOD project, and critically examines the implications for food systems education within Korean geography education. The analysis reveals that FOOD 2030 positions food as a social resource inseparably connected to health, climate, and community development, and pursues structural transformation across the entire food cycle—from production through disposal—in conjunction with the Farm to Fork Strategy. CLEVERFOOD integrates social mobilization and educational practice for this transition through three operational axes: Policy Labs, Living Labs, and Pan-European Multi-Actor and Public Engagement. This EU experience demonstrates that the paradigm of food education is shifting from an individual health focus toward a critical understanding of global food value chains. The study argues that the spatial disjuncture between production and consumption, power relations within global food value chains, and the geographical implications of local food movements can be reconstituted as core content in geography education, and that cultivating food citizenship constitutes a practical imperative for the discipline.
Keywords
FOOD 2030
food systems education
food chain
sustainability
citizenship education
본 연구는 EU의 식품 시스템 전환 정책인 FOOD 2030과 그 교육적 실천 수단인 CLEVERFOOD 프로젝트의 주요 내용을 분석하고, 이를 토대로 한국 지리교육에서 식품 시스템 교육이 나아갈 방향을 비판적으로 검토한다. FOOD 2030은 식품을 건강·기후·지역사회 발전과 불가분하게 연결된 사회적 자원으로 규정하고, 농장에서 식탁까지 전략(Farm to Fork Strategy)과 연계하여 생산·가공·유통·소비·폐기 전 과정의 구조적 전환을 목표로 한다. CLEVERFOOD는 정책랩, 리빙랩, 범유럽 다자간 이해관계자 참여라는 세 축을 통해 이러한 전환을 위한 사회적 동원과 교육적 실천을 결합한다. 이 같은 EU의 경험은 식품 교육의 패러다임이 개인 건강 중심에서 글로벌 식품 가치사슬에 대한 비판적 이해로 이행하고 있음을 보여준다. 본 연구는 생산지와 소비지의 공간적 불일치, 식품 가치사슬의 권력관계, 로컬푸드 운동의 지리적 함의 등이 지리 교과의 핵심 내용으로 재구성될 수 있으며, 식품 시민성 함양이 지리교육의 실천적 과제임을 제시한다.
키워드
FOOD 2030
식품 시스템 교육
식품사슬
지속가능성
시민성 교육
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Information
  • Publisher :The Korean Association of Regional Geographers
  • Publisher(Ko) :한국지역지리학회
  • Journal Title :REGION AND GEOGRAPHY
  • Journal Title(Ko) :지역과 지리
  • Volume : 32
  • No :2
  • Pages :106-121
  • DOI :https://doi.org/10.26863/JKARG.2026.5.32.2.106
Journal Informaiton REGION AND GEOGRAPHY REGION AND GEOGRAPHY
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