Many risk-related issues within the realm of science education have been addressed through science-technologyrelated socioscientific issues (SSI) education. It has been established that the topics categorized as SSI are interconnected with risk-related issues. These topics emphasize numerous points of convergence with the goals of SSI education, particularly in understanding and analyzing risks, including risk assessment, risk management, and risk decision-making. Such understanding can aid in grasping the complexity of SSI based on risk-related issues and facilitate informed decision-making by structuring debates. Although there has been discourse on the need for education aimed at future survival and reflection on the responsibilities and roles of education in risk-prone societies, concepts or strategies related to actual risk responses are rarely addressed in science education and schools. Education tailored to risk-prone societies is not yet well established. This study explored the incorporation of climate change risk education into science education. A framework for climate change risk education was developed, encompassing seven elements, with corresponding definitions and examples. The researchers applied this framework to evaluate the extent to which climate change risk education is integrated into the current science curriculum of Korea. Additionally, SSI lesson scenarios related to climate change were analyzed using this risk education framework to determine the types and extent of risk education incorporated. The findings underscore the importance of teaching climate change risk education to equip students for rational decision-making.

Introduction
    Research question
Methodology
Results
    Developing Frame of Risk Education inClimate Change
    Analyzing Risk Education in Climate Changefrom Science Curricula (2015, 2022 revised one)
    The comparison between 2015 and 2022 revisedscience curriculum (climate change)
    The Inclusion of Risk Education in SSI(including climate change) Lesson Scenario
Conclusion and Implication
Acknowledgment
References

• Yohan Hwang(College of General Education, Seoul Women's University, Seoul 01797, Korea)
• Young-Shin Park(Science Culture Education Center, Chosun University, Gwangju 61542, Korea) Corresponding author
• Hyunju Lee(Department of Science Education, Ewha Womans University, Seoul 03760, Korea)
• Hyunok Lee(Division of Liberal Studies, Kangwon National University, Chuncheon 24341, Korea)
• Kongju Mun(Liberal Arts College, Dongduk Women's University, Seoul 02748, Korea)