Purpose: This study aims to conduct a multidimensional analysis of the meaning, forms, subjects, and conditions of responsibility in educational settings, as well as to explore practical approaches for responsibility education from a psychological perspective. Method: First, a literature review of philosophical and psychological studies was conducted to clarify “ responsibility” as a normative concept. Then, the meaning of responsibility was defined within a new theoretical framework in order to analyze the forms, subjects, and conditions of responsibility. Responsibility was conceptualized as having a multilayered structure, with form categories of “causal”, “liability”, “role”, and “capability”. As for temporal perspectives, responsibility was divided into “backward-looking” and “forward-looking” types and “free will” and “capability” were defined as the conditions for responsibility. Results: Responsibility comprises three elements: identity, event, and prescription. Research findings indicate that even 7-year-old children are willing to assume responsibility, and as they age, they develop various strategies to avoid responsibility. Conclusion: This study emphasizes that responsibility education should provide students with balanced instruction-not only for actively taking appropriate responsibilities but also in defending themselves from the “guilt tripping” or “buck passing” of excessive responsibilities.