텍스트 마이닝을 이용한 국내외 평생교육 연구의 주제어 분석

Abstract

Objectives The purpose of this study is to analyze keywords of articles about lifelong education and to compare trends of study between Korea and Western society through Text Mining techniques. Methods For this purpose, this study collected keywords of articles about lifelong education in Korea and abroad from 2000 to 2020. After that, this study performed the central keyword analysis and the keyword network analysis. Results First, following the analysis of the central keywords, in the case of Korea, the keywords lifelong education (154) and lifelong learning (77) appeared most frequently over the past 20 years and had been forming essential themes and meanings. Meanwhile, in the case of abroad, the keywords adult education (163) and lifelong learning (132) appeared most continually over the same periods, forming momentous themes and meanings. However, comparing the degree of centrality, significantly since 2016, overseas cases have expanded the semantic structure by creating various and complex connections centered on adult education (20) and lifelong learning (22). In contrast, the Korean case has made limited links pivot on lifelong education (10) and lifelong learning (4), showing a quantitative gap. Comparing the keywords that appeared for the first time, particularly after 2016, in overseas cases, new keywords have been created, such as sustainable development goal, digital inclusion, and sociomateriality, and semantic structures are organized in response to changes in context and practice of human learning. On the other hand, the Korean case couldn't develop new themes and meanings, and it showed a pattern of materializing the semantic structure centering on the keywords lifelong education and lifelong learning. Second, due to the keyword network analysis, mainly since 2016, abroad has made various keywords connect with 46 nodes and 42 pairs, systematizing semantic structures. Whereas Korea has been limited in appearing keywords interaction and a semantic structure expansion with only 13 nodes and 10 pairs, confirming the quantitative gap once again. Conclusions Integrating the analysis results, research on lifelong education abroad has reorganized components constantly and actively adapting in response to shifts in the context and practice of human learning. In contrast, the Korean lifelong education research has limitation of connections between the components and restriction of extending semantic structure with time. Therefore, this study suggested presenting a topic that lacked connection or emergence in the Korean lifelong education discourse system compared to other countries and would be proposing a more adaptive discussion expansion.