Abstract
ABSTRACT This study investigates the educational challenges faced by schools in immigrant-dense areas of Korea, reflecting the country’s progression towards embracing a multicultural identity. By analysing survey data from 95 schools, this research highlights a pronounced emphasis on Korean language mastery and academic achievement to meet the adaptation needs of students from immigrant backgrounds. However, this focus tends to sideline students’ broader developmental needs, such as career guidance and social engagement opportunities. The findings underscore the necessity for more inclusive educational policies and practices that address the multifaceted needs of all students. There is strong advocacy for transitioning towards growth-oriented support mechanisms, alongside fostering greater collaboration between schools, local communities, and policymakers. By contributing to the discourse on multicultural education, this study proposes a reenvisioned educational framework. This framework aims to nurture the holistic development of students, ensuring their success in a multicultural society by not only recognizing but also actively catering to their diverse educational and developmental needs.
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