Sustainable Development for the Open Secondary School Policy in Korea: The Approach of Historical Institutionalism

Sangcheol Kim,Younghyeo Joo

doi:10.3390/su13179814

Abstract

This literature overview analyzes policy shifts in the Open Secondary School (hereafter “OSS”) in Korea, and it applies historical institutionalism to make policy proposals. The research questions are as follows: What are the structural, institutional, and actor context factors that facilitate and constrain changes in the OSS Policy (hereafter “OSSP”)? What is the interaction among the structural, institutional, and actor context factors that facilitate and constrain changes in the OSSP? Historical institutionalism was used as a theoretical framework. This included an “integrated approach of structure, institutions, and actor levels” and the “view of gradual change”. This study constructed the four criteria to serve as a basis of this analysis: structural, institutional, and actor context factors, and policy shift path factor. The analysis results showed that these four factors facilitated changes in policy. In addition, the structural, institutional, and actor context factors interacted with each other to facilitate or constrain policy shift path changes. In this study, it was also determined that the OSS should be presented as a sustainable and acceptable model in the era of COVID-19, thereby improving the quality of education.

Highlights

Education, which has always been conducted in physical settings, is gradually shifting to online classes
Online education is becoming more prominent as non-face-to-face culture is emphasized due to the recent COVID-19 crisis
Sustainability 2021, 13, 9814 guide much of the innovation of the public education system required for the future. To ensure that this preparation is done properly, two key questions must be addressed. These are as follows: (1) “What are the structural, institutional, and actor context factors that facilitate and constrain changes in the OSSP?”; (2) “What is the interaction among the structural, institutional, and actor context factors that facilitate and constrain changes in the OSSP?” The current study examines policymaking since the establishment of the Open Secondary School (OSS)

Summary

Introduction

Education, which has always been conducted in physical settings, is gradually shifting to online classes. Online education is becoming more prominent as non-face-to-face culture is emphasized due to the recent COVID-19 crisis. Schools are gradually increasing the proportion of online education. Blended learning, which bolsters online teaching with physical classes, has attracted new attention. The OSS in Korea, which has been actively operated with a long history, is receiving a lot of attention because students can take Internet courses using various learning media such as PCs, smartphones, and tablets, making the learning environment ubiquitous [1]. The OSS in Korea has been in existence since 1974 as a public high school

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