다차원 분석모형을 활용한 디지털교과서 정책 분석

Abstract

This study aims to provide policy implications for the effective implementation of AI digital textbooks, which are scheduled to be fully introduced in 2025. To this end, the digital textbook policy changes from the late 1990s to the present were comprehensively analyzed using the multi-dimensional educational policy analysis framework by Cooper, Fusarelli & Randall (2004). The analysis revealed that, in the normative dimension, digital textbook policy can be seen as a tool for transforming future education, with varying detailed strategies over time. In the structural dimension, laws and systems related to digital textbooks have become more flexible and improved. In the constitutive dimension, the policy was implemented under the government, supported by provincial education offices, schools, and related institutions, with recent increases in private sector participation. In the technical dimension, the emphasis has been on enhancing teacher competencies from the inception of the policy, shifting from a focus on technology use to high-touch, high-tech capabilities for educational innovation. Based on the analysis, four main implications were derived. First, it is essential to clearly set the values and goals of the digital textbook policy and form a consensus among stakeholders. Second, the continuous improvement of flexible laws and systems is necessary to facilitate the implementation of digital textbooks. Third, establishing a monitoring system for role division and collaboration among the government, related institutions, educational offices, schools, and private companies is crucial. Fourth, enhancing teacher competencies and fostering students’ digital literacy are essential for realizing high-touch, high-tech education.