Empowering the Future Generation: Rethinking South Korea’s Climate Response

Illustration from https://www.rights-studio.org/journal/will-we-be-monsters-to-future-generations

By: Lauren Suh

In the face of an escalating climate crisis, the phrase “future generation” (미래세대) is frequently invoked in South Korea’s policy discussions and public discourse. It appears in government reports, speeches, and corporate pledges, often positioned as a symbolic justification for action—or, more troublingly, inaction. However, despite the rhetorical weight carried by the term, its actual impact remains shallow and largely performative. The repeated invocation of “future generation” lacks substance when it is not matched by efforts to educate, empower, and include the youth in meaningful ways. Without equipping this generation with the knowledge, tools, and opportunities to address the climate crisis, South Korea risks undermining its own future while sidestepping its present responsibilities.

Having lived in both South Korea and the United States, I have witnessed striking differences in how young people engage with the climate crisis. In the U.S., climate awareness among youth is relatively widespread. Schools often incorporate climate education into science and social studies curricula, and students are encouraged to engage in environmental clubs, community projects, and even national campaigns. Youth voices are heard in climate strikes, policy discussions, and international conferences, and this early exposure fosters both a sense of urgency and agency. Personally, this environment helped me understand the interconnectedness of climate issues and inspired me to participate in climate-related conferences and activism.

In contrast, many Korean students grow up with minimal exposure to climate-related education. The topic is often treated as a side issue—briefly mentioned in textbooks or reduced to extracurricular activities for the few who seek them out. As a result, a significant portion of Korean youth remains disengaged from or unaware of the full scope of the climate crisis. This is not due to apathy, but rather to a lack of institutional support and opportunity. If the current system does not provide space for climate literacy, how can we expect young people to become the leaders and problem-solvers of tomorrow? The problem lies not with the youth, but with a society that calls them the “future generation” while failing to prepare them for the future.

The irony is that young people are already demonstrating their potential to be powerful change-makers. Around the world, youth-led movements are at the forefront of climate action—pressuring governments, innovating in green technology, and redefining cultural norms. In South Korea too, small but growing pockets of youth activism show what is possible when young people are given the platform to act. These movements prove that the “future generation” is not just a future responsibility—they are a present-day force for change.

Yet, for this force to grow, systemic changes must be made. First and foremost, climate education must become a core part of the school curriculum at all levels. This education should go beyond the science of climate change to include its social, political, and economic dimensions, helping students understand both the causes and consequences of the crisis. Secondly, opportunities for civic engagement and environmental activism should be expanded and supported. Schools, local governments, and institutions should create programs that allow youth to participate in decision-making, propose solutions, and collaborate with experts and policymakers. Finally, adults—especially those in positions of power—must learn to take youth voices seriously. Token inclusion is not enough; true empowerment requires listening, learning, and sometimes yielding authority to younger generations.

Calling young people the “future generation” must not be an excuse for postponing action. It should be a call to invest in their development today. If we want their generation to lead a more sustainable and just world, we must start by giving them the tools to do so—through education, inclusion, and genuine empowerment. Only then will the term “future generation” carry real meaning, and only then will the world be prepared for the challenges that lie ahead.