The result of comparison and analysis study of institutionalization and exchange status of environmental education in South Korea, the People's Republic of China, and Japan, Northeast Asian countries that are closely related to Korea, is summarized as the following:
First, this study shows that the process of environmental education institutionalization requires an instigation. For example, a specific environmental policy is established after raising awareness to modify environmental policies, as the result of aggravation of damage due to pollution. Therefor, it is the necessary process for the establishment of an environmental policy in order to proceed environmental education institutionalization.
Second, even though institutionalization processes of environmental education for the three countries are considered to be very similar, differences are apparent if one carefully examines the content of environmental education for each country. In particular, South Korea, the People's Republic of China, and Japan all agree that environmental education is necessary, but differ in their ideas of main body for advocating institutionalization, as well as maintenance level of environmental education.
Third, the order of establishment of environmental education institutionalization is Japan, South Korea and China and there exists about a 10 years time gap between each country.
Fourth, the environmental education exchange was formed between South Korea and the People's Republic of China and between South Korea and Japan, first. Then it was enlarged to TEMM(Tripartite Environment Ministers Meeting) and TEEN(Tripartite Environmental Education Network) among three countries.

Abstract
 1. 서 론
 2. 자료 및 방법
 3. 결과 및 고찰
  3.1. 아시아태평양지역의 환경교육 실태에 관한 분석
  3.2. 한국, 중국, 일본의 환경교육의 전개과정 및 제도화시점
  3.3. 환경교육법상의 특색
 4. 결 론
 참 고 문 헌

• 유영억(대구대학교 환경교육과) | Young-Eok Yoo (Department of Environmental Education, Daegu University) Corresponding Author