MZ세대 학습자를 위한 메타버스 활용 영어과 교육과정의 적용 가능성 탐색

Abstract

Objectives The purposes of this study were to explore the applicability of the Metaverse on 2022 revised English
 curriculum for generation MZ learners.
 Methods For the objectives of the study, the 2022 revised curriculum draft, the English department revised curriculum,
 the phased implementation plan for the full application of the 2025 high school credit system (Ministry
 of Education, 2021.8. 22.) and the National Education Council under the direct control of the President(2021.9.8.)
 were analyzed in the normative, structural, constitutional, technical, and ethical and social justice dimension,
 based on the four-dimensional policy analysis model of Copper at al.
 Results As a result of the analysis, the possibility of using metaverse in English classes for the MZ generation was
 found in the normative dimension. Limitations in using metaverse in English classes were the absence of educational
 metaverse platforms, lack of educational content available in metaverse, and cyber ethics and information
 utilization gaps. Institutional and administrative support to tackle these issues were found in the structural and
 technical dimension.
 Conclusions Metaverse can contribute to improving the “English Communication Competence,” which is the overall
 core competency of the 2022 revised English curriculum. Moreover, it has been confirmed that it enables
 English learning tailored to the characteristics of MZ generation learners. The study suggests The Minstry of
 Education, Korea Institute of Curriculum and Evaluation, and the Office of Education to give support and help in
 developing educational metaverse platforms and contents, cyber ethics and Digital Literacy education as well as
 in devising metaverse-mediated teaching and learning techniques for high school credit system and Digital
 Literacy.