earticle

영어

This study investigates the educational role of ethics within the framework of the Integrated Social Studies in the College Scholastic Ability Test (CSAT). Using Kohlberg’s theory of moral development, Rest’s Four-Component Model, and the revised Bloom’s taxonomy as analytical criteria, the study examined the 2028 CSAT sample questions and compared them with international cases such as NAEP. The analysis reveals that Integrated Social Studies items encourage factual analysis through multiple sources and contexts, yet remain limited in requiring higher-order reasoning such as value judgment and the generation of alternatives. In contrast, ethics-related items structurally include value evaluation and problem-solving orientations, thus fostering higher-level moral reasoning. These findings imply that the integration of ethics’ evaluative and normative features with the analytical strengths of geography, history, and social studies can substantively realize the interdisciplinary objectives of the curriculum. The study suggests three directions: first, embedding explicit moral conflict structures in test design; second, combining complementary theoretical models to assess both judgment and execution; and third, institutionalizing cross-disciplinary collaboration in item development. This study contributes to clarifying the educational status of ethics in the Integrated Social Studies CSAT and provides practical implications for curriculum design, item construction, and future research on interdisciplinary assessment.