Education In Korea Research Articles

텍스트마이닝을 이용한 국내의 디지털 평생교육 연구 동향 분석

The purpose of this study is to empirically analyze how changes in social and policy perceptions and approaches to digital lifelong education are reflected in academic discourse through text mining techniques. For this research purpose, academic journals on digital lifelong education or similar concepts published by RISS from 2010 to 2022 that featured keywords such as digital lifelong education, distance lifelong education, and online lifelong education in their titles, abstracts, and keywords were analyzed. This period was divided into three segments and text mining techniques were applied, including TF-IDF word analysis, N-gram analysis, and CONCOR analysis, to explore trends and patterns.
 The results of the analysis were as follows: First, looking at the trends in the publication of papers on digital lifelong education in Korea, initially, there was a steady increase from 2010 to 2016. This was followed by a decline in 2017, but then another increase in publications until 2022. Second, in the frequency and importance analysis, the top 10 words included those related to digital distance learning, followed by words associated with lifelong education support development and programs, and words related to class performance and effectiveness ranked next. Third, in the CONCOR analysis based on the semantic network, the first period emphasized the construction and support of a cyber university education system. In the second period, there was a shift in emphasis towards the actual operation process, motivation for participation in education, formation of a learning community, and analysis of effects. In the third period, there was a notable emphasis on various policies and projects related to digital lifelong education. Additionally, there was a strong focus on discussing the effectiveness of these initiatives, particularly in relation to specific outcomes such as working hours and employment indicators. Accordingly, this study proposed future digital lifelong education policy directions regarding each analysis result, and these are significant in that they present basic data that sets the direction for follow-up research and suggests specific tasks.

Bridging the Gap: Integrating Theory and Practice for Early Childhood Physical Education Teacher Education in Korea

Early childhood physical education (ECPE) plays a crucial role in giving young children their first impressions of physical activity and promoting lifelong participation. In the Korean context, however, the provision of physical education to young children is challenging owing to a lack of expertise among teachers. This study aims to explore effective teacher training strategies to normalize physical education for young children in Korea. Accordingly, the purpose of this study was to derive teacher education strategies that minimize the gap between theory and practice in ECPE. These integration strategies are presented in two categories: pre-service teacher training strategies and in-service teacher training strategies. Five sub-categories were identified within each category, goal, content, method, evaluation, and environment, and the educational implications in terms of minimizing the gap between theory and practice in ECPE teacher education were discussed based on the results. The teacher education strategies derived based on this study are significant in that they prioritize the integration of theory and practice based on the shared opinions of ECPE scholars and practitioners and offer concrete and practical approaches that can actively contribute to the promotion of ECPE.

머신러닝을 활용한 유치원 정보공시 만족도 영향 요인 분석

The purpose of this study is to identify the use of kindergarten notifications, which can be the realization of the information disclosure system and to predict overall satisfaction using statistical analysis methods and random forest algorithms. Based on the results of the annual kindergarten notification satisfaction survey conducted by the Korea Educational Information Service, differences in user response were analyzed, and random forest was used to identify factors that affect overall satisfaction prediction among machine learning algorithms. As a result of the t-test and one-way distribution variance analysis, the difference in use status according to gender, age, residential area, and type was statistically significant. As a result of random forest model learning, Accuracy 0.85 and F1 Score 0.84 were shown. Explanable artificial intelligence such as variable importance, SHAP plot, and partial dependence charts of the learned model was used to identify variables that affect the prediction of kindergarten information disclosure. It was confirmed that the usage status variable contributed more to the satisfaction prediction than the user's background variable, and based on the results, the direction of improvement of kindergarten information disclosure and kindergarten notification was derived.

고등학생의 사교육 비용 및 시간에 대한 코호트 간 비교 분석

This study analyzed changes in private education costs and time of high school students in the 2013 cohort, who experienced a school closure event, with those of the 2005 cohort using data from the 5th (2009) and 6th (2010) waves of the Korea Educational Longitudinal Study (KELS) and the 7th (2019) and 8th (2020) waves of the KELS 2013 cohort. Considering that the private education pattern may differ depending on students' educational conditions, additional analysis was conducted on discriminatory effects based on household income and regional size.
 The analysis revealed that the school closure event had a positive effect on both private education expenditure and time. Specifically, it increased the average monthly private education expenditure of students in general high schools by approximately KRW 88,000 and the average weekly private education time by about 2 hours and 15 minutes. Furthermore, this effect was consistent across all subgroups classified by income level and regional size. Based on the results, policy recommendations were made to improve existing policies to reduce private education expenses and alleviate the burden on vulnerable groups, as well as to provide practical support to supplement learning deficits.

Instructional curriculum in South Korea

This research is the first in Iraq as it has never been researched by specialists in curriculum science, and it represents an addition to the specialized educational library. The current research aims to shed light on the education system in South Korea and the choice of the target was motivated by the researcher as a complement within a series of comparative studies planned to be carried out in the future, as well as that the education system in South Korea was the cause of the qualitative leap achieved by South Korea at various levels. Such theoretical studies are at the heart of the work of curriculum theorists, which is beneficial to curriculum development and re-engineering. The research came with three chapters representing the first chapter with an introduction to the research its importance, goal and limits and a preliminary review of the education system in South Korea and the general goals of education in it, while the second chapter included a theoretical framework and previous studies, while the third chapter reviewed the researcher in field procedural systems in education in South Korea, results and recommendations

Holding tension and navigating dilemma in multicultural education in South Korea: Towards pedagogical third space

ABSTRACT We take up this qualitative inquiry as a means of practicing and advocating for a deeper understanding of South Korean teachers’ pedagogy and perspectives in multicultural education, moving beyond surface-level critiques. Through the lens of postcolonial theory, this study highlights how government-led multicultural education places teachers in a position where they participate in the othering and exclusion of multicultural students. Simultaneously, we recognise that teachers contribute their professional insights to envision a Third Space in their practice. This paper also sheds light on the challenges faced when teaching Korean history in classrooms with multicultural students. Overall, this study provides insights into the intricate nature of the hybrid pedagogical space that has evolved historically and socially in South Korea, as well as its interconnectedness with global relationships. Given the professional hybridity of South Korean teachers, we believe that developing a new consciousness within this hybrid space is a crucial starting point for empowering teachers to reflect on their pedagogy and practices when working with students from diverse backgrounds.

Teacher’s factors affecting students’ math class engagement: the mediating effect of math self-efficacy

This study investigated the effect of teacher academic support, teacher–student relationship, and teacher achievement pressure on maths class engagement via maths self-efficacy. This study examined the relationships among these variables through four structural equation models and identified the model with the best fit. Data of 6,927 students from three waves (longitudinal data from fifth- to seventh-graders) of the Korea Education Longitudinal Survey were analysed. Model comparisons indicated that the model with maths self-efficacy partially mediating the relationship between teacher academic support and class engagement, and fully mediating the relationship of class engagement with teacher–student relationship and teacher achievement pressure, had the best fit. Teacher academic support directly and indirectly (maths self-efficacy mediation) influenced student maths class engagement. Teacher–student relationship and teacher achievement pressure indirectly influenced student maths engagement through maths self-efficacy. Based on these results, this study has several implications for promoting mathematics education.

A meta-analysis of the effects of lifelong vocational education in South Korea

PurposeThis study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to generate generalized conclusions about its effects, set directions for future lifelong vocational education and identify implementation measures.Design/methodology/approachTo conduct a meta-analysis on research results that have a heterogeneous distribution, it is important to specify the analysis category for examining the effects of research variables.FindingsFirst, lifelong vocational education has an effect on dependent variables. And action appears to have the highest effect size on dependent variables. Next, when calculating the size of variables that had an effect on lifelong vocational education by educational type, the effect size of informal education was found to be larger than that of formal education. Finally, regarding the effect on the participants, office workers were influenced most, followed by university students, North Korean defectors, job seekers and foreigners.Research limitations/implicationsAlthough this study attempted to conduct an in-depth analysis of subcomponents, it was not possible to analyze variables at a more detailed level. Therefore, future studies should aim to conduct a more comprehensive analysis of different variables based on a wider composition. Because lifelong vocational education is relevant to people’s daily lives, it should be investigated in the context of their personal characteristics and social backgrounds.Practical implicationsThis research was designed to uncover general effects of lifelong vocational education and discover relevant variables affecting lifelong vocational education in South Korea. A meta-analysis of 15 studies with 67 subgroups examining lifelong vocational education was conducted.Social implicationsIn the current era of VUCA (Volatility, Uncertainty, Complexity and Ambiguity), lifelong vocational education needs to be organized systematically, unlike in the past. With the rapid advancements in technology influenced by artificial intelligence and the fourth industrial revolution, there is a surge in social demands for continued reeducation and redevelopment of employees to prepare for talent development paradigm innovation, increasing unemployment among unskilled workers and competence enhancement needs among job seekers and employed individuals.Originality/valueThis study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to draw generalized conclusions on its effectiveness and discuss its implications for implementation measures. Specifically, this study will analyze the general effect size; differences in the effect size among different dependent variable groups; and the effect size based on lifelong vocational education participants.

Dynamic Management Efficiency Evaluation of Education Service Industry and COVID-19 Pandemic Impact Analysis

In Korea, the education service industry is always the subject of attention not only for its industrial aspect, but also for parents' enthusiasm for their children's education and the nation's high enthusiasm for learning. In particular, during the COVID-19 pandemic, changes in the education service industry have had an impact on society as a whole. This study deals with changes in the management efficiency of Korea's education service industry for 6 years and seeks to determine whether the COVID-19 pandemic has affected management efficiency changes. Therefore, from 2017 to 2022, the management efficiency of educational service companies is evaluated and analyzed. For this dynamic efficiency analysis, the DEA/Window technique was used, and the trend and stability of management efficiency were evaluated. Meanwhile, to analyze the difference in management efficiency between the time of the COVID-19 pandemic and before, a paired-samples t-test is conducted to determine statistical significance. It is expected that the management efficiency of educational service companies will be improved by utilizing the results of this study.

Mathematics-Centered STEAM Education in Korea: A Systematic Mapping Review of Empirical Studies

In 2011, the Ministry of Education (MOE) in Korea introduced the promotion of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education as a nationwide policy agenda. Since then, STEAM education has been recognized as an effective way of teaching and learning for enhancing students’ academic performance. While mathematics holds equal importance to other subjects within STEAM education, such as science, technology, engineering, and arts, there has been a lack of focus on mathematics in many STEAM education studies. This study aimed to explore how mathematics-centered (M-)STEAM education is perceived in Korea through a systematic mapping review. The findings of this study revealed several key points. First, a considerable proportion of the studies focused on the elementary school level, followed by the middle school level. Second, technology, along with engineering, garnered noteworthy attention as subjects within M-STEAM education, apart from mathematics. Third, mathematical conte nt primarily revolved around functions, followed by geometry. Fourth, collaborative activities, tool-based approaches, and simulations were the most frequently used instructional methods. Fifth, the majority of studies adopted a quantitative approach, focusing on students' affective aspects related to mathematics rather than cognitive and behavioral variables. This review not only highlights the general trends of M-STEAM education in Korea but also underscores the imbalance in research interests concerning M-STEAM implementation.

Looking Around Research on Proof in Mathematics Education in Korea

This study aimed to provide an overview of the research on proof in mathematics education that has been conducted in Korea. The 85 studies exploring proof in mathematics education in Korea were selected through three stages, and all the studies were published in peer-reviewed journals. The studies were categorized in terms of research theme and research period. In terms of research theme, the studies were classified into seven categories. The studies on teaching and learning proof in mathematics classrooms have been relatively the most active and numerous. Next, the studies on text related to proof, theoretical and linguistic issues, students’ performance on proof, and gifted students’ learning proof have been carried out. In contrast, the studies on learning proof at the university/tertiary level and mathematics teachers’ concept of proof have been conducted relatively deficiently. Several representative studies for each research theme were introduced briefly. In terms of research period, the 85 studies were classified into three periods: the grounding period of 1990-2000, the growing period of 2001-2013, and the declining period of 2014-2023 (present). Through a review of the studies regarding research period, it was confirmed that the studies on proof in mathematics education in Korea were influenced by the socio-cultural context related to mathematics curriculum which has been developed and implemented at the national level. Finally, it was suggested that advanced technologies including AI and computer-based proof assistants should be considered in future research on proof in mathematics education in Korea.

영재교육 경험을 가진 교사들의 영재교육 방향에 대한 인식 고찰

Currently, the interest and demand for gifted education in Korea is decreasing, and it is analyzed that the operational stability and characterization of gifted education institutions are insufficient. In addition, there is a lack of systematic support according to the level and characteristics of individual giftedness, and the negative perception that education is a minority elite still exists. This means that although it has been 20 years since gifted education was introduced in earnest in Korea, problems ranging from the selection of gifted students to the operation of gifted education programs have not yet been resolved. Therefore, this study examines the direction of change in the definition of gifted and gifted education recipients that have been discussed so far, and based on the 1st to 5th Comprehensive Plan for Gifted and Talented Education Promotion, the current status of gifted education in Korea and its achievements and analyzed its limitations. The perception of the future direction of gifted education was examined through focus group interviews with teachers who have experience in gifted education among graduate students at K University and who are interested in gifted education. As a result of the study, three keywords were identified: selection of gifted students, education program for gifted students, and teacher education, and the details are as follows. First, as a result of discussing the selection of gifted children, there was an opinion that various measurement tools were needed, such as considering the environment of students. In addition, there was an opinion that giftedness should not be limited to intellectual ability, but that students who show outstanding talent or achievement in various fields should be provided with opportunities to receive gifted education. Second, in the gifted education program, the need for customized classes was raised by arranging the children selected for gifted education as individuals or in small groups. In addition, it was confirmed that support such as mentor system and education program was needed in cooperation with external organizations such as the Office of Education. Third, teacher education in charge of gifted and talented education often lacks expertise in the field, so it was discussed that gifted and talented teachers need to have that expertise, and it was confirmed that additional research on teacher education is needed.

Research Trends in the Ill-Structured Problem-Solving of Mathematics Education in Korea

In mathematics education, there has been substantial interest in mathematical problem-solving, which has led to the development of competencies of problem-solving based on the relevance and applicability of mathematical knowledge learned in school to problem-solving in one’s everyday life. This study revisits the development of ill-structured problem-solving and its pedagogical implications with the aim of providing students with a transferable problem-solving experience in which the knowledge they learn in school can be meaningfully employed in a real-world context. To examine the overall trend of research focusing on ill-structured problems or ill-structured problem-solving, this study statistically analyzed the papers published in the field of mathematics education in Korea according to the research period, topic, research method, and mathematics content strands to provide useful insights as descriptive research. More specifically, the ill-structuredness of textbook problems, the process of ill-structured problem-solving and the collaborative problem solving that emerges from ill-structured problem-solving were analyzed more closely. Based on the results, the researchers suggested the directions and implications for mathematical problem-solving in terms of ill-structured problems or problem-solving in mathematics education.

학교 안전교육에 대한 조망과 지리 교과의 역할 고찰

Objectives This study aims to look at school safety education as a whole and, based on this, examine the role of geography subject in school safety education.
 Methods To this end, the current status of school safety education in foreign countries (Japan, France, and the United States) was first summarized, and the school safety education policy and curriculum in Korea were examined. Based on this, the problems of school safety education in Korea and the role of geography subject in school safety education were discussed.
 Results Japan, France, and the United States have implemented school safety education in response to crisis situations that occur in different social and cultural backgrounds of each country. Safety education in Korea has various problems due to short-term institutional maintenance due to social demand, and safety education in geography tends to be limited to natural disasters.
 Conclusions It is important to consider geographic characteristics in safety education because risks occurring in local communities are not limited to natural disasters, and safety education in geography requires an approach in terms of the use of maps and learners' risk perception.

조리과 교수의 생애사에 따른 국내 서양조리교육 발전과정

This study aimed to investigate the future trajectory of Western culinary education development in South Korea by examining the life story of a Culinary Arts Professor and exploring the transformation of Western culinary education from an ecological standpoint. To achieve this, the Culinary Arts Professor was selected as the focal point of the life story research. Data were collected through eight interviews and participatory observations, and subsequently analyzed using longitudinal coding techniques. The findings revealed that the advancement of Western culinary education in South Korea should prioritize diversification through the synergy of industry and education, the adoption of future-oriented learning platforms to facilitate interdisciplinary integration, and the cultivation of well-rounded talents with cognitive, moral, and behavioral competencies. This study is expected to contribute to the reconceptualization and determination of the developmental direction for Western culinary education in South Korea.

E. G. White의 인간 이해에 기초한 삼육(三育)과 삼육교육의 의미에 대한 연구

The purpose of this study is to examine the meaning of Sahmyook, the Seventh-day Adventist education in Korea based on the human understanding of Ellen G. White, the founder of Seventh-day Adventist education, and to suggest the meaning and direction of Sahmyook education based on this understanding. Sahmyook (三育) is a Chinese term meaning ‘nurturing three aspects.’ There have been various opinions about what the three aspects are, so an agreed upon definition is needed. The core of Ellen G. White's understanding of human beings is the image of God, and she defined the image of God in three areas: physical, mental, and spiritual, which is the same concept as spirit, soul, and body in 1 Thessalonians 5:23. In defining Sahmyook, the purpose of Adventist education is the transformation of sin-corrupted human nature into the image of God. Thus it is appropriate to use the term spirit rather than virtue because it has the same spiritual purpose as the work of redemption. The mental aspect of man includes the emotion and will as well as the intellect. Human transformation is a holistic process, but the first thing to be transformed is the spirit, and a transformed spirit can work in cooperation with the soul to bring about changes in the soul and body. Therefore, it is more appropriate to align the order of the spiritual, mental, and physical with the meaning of the order of human change.

학생으로서 학생선수 학습권에 관한 소고(小考)

Elite sports education in Korea has structural contradictions. In other words, the process of elite sports is that professional exercise instructors provide intensive and systematic education for talented players. However, it is judged that since life sports are not active except for some sports in Korea, in many cases, talents are often discovered by starting elite sports education first. Furthermore, such elite sports education is directly linked to the college admission process for sport-specialty students, which means that the decision to quit athletics in the middle is to give up going to college, so student-athletes have no choice but to continue training and participating in competitions, even if they are not athletically gifted.
 As a result of a complete enumeration survey by the National Human Rights Commission of Korea, it was investigated that school classes were not being conducted properly in the case of student-athletes. Although remedial classes are supposed to make up for missing classes through the e-school system, in addition to an issue about the fidelity of learning when taking e-school, more importantly, e-school classes cannot replace character education and socialization education as a member of the community to be acquired in school life. Just the initial idea of introducing the e-school system for student-athletes meant that the Ministry of Education itself acknowledged the deficiencies of regular classes due to the activities of school athletic clubs, but it did not prepare an alternative to character education and socialization education.
 Character education and socialization education, such as the acquisition of universal knowledge for independent living of each citizen, as well as the virtues required as members of a social community, can be said to be essential elements for survival as a human being. That is why the Constitution stipulates the compulsory education system as a responsibility of the state.
 The recent measure by the Ministry of Education to expand the number of days acknowledged as attendance for student-athletes is an act of neglecting the state's obligations for 6 years of elementary education and 3 years of secondary education, which are stipulated in the Constitution. If school education with a public nature is disrupted by private education in the structure of school sports, it means that the state has rather taken advantage of school sports power despite its duty and responsibility to regulate appropriately for the normalization of school education. It would be reasonable for the government to face up to the structural problems of elite sports education and present solutions.

매체발달과 교원역량 담론의 역사적 전개

The main focus of this study was to examine the relationship between the development of educational technologies and teacher competencies. The study focused on UNESCO's educational assistance programmes since the end of the Second World War. To this end, the study heavily relies on archival resources in UNESCO's official documents such as proceedings, conference papers and official reports. It also examines the required teacher competencies for ICT and emerging AI education that have emerged since the 1980s with the development of information and communication technologies, to identify how these competencies differ from previous ones, and to stimulate discussion on the implications of these changes. The rapid development of technology and new media has led to demands for changes in the field of education, with teacher education being no exception. Hence, exploring the global trends of how teacher competencies are presented and their necessity will serve as a vital foundation for organizing teacher competencies in current teacher education in Korea through evolving technology and changes in media.

150 Years of Medical History Education in Japan: History and Challenges.

This paper is the first attempt to get a broad view of the history of modern medical history education in Japan, from the origin of medical history education in the Meiji era to its current state in medical schools. By correcting errors related to the first university lectures on medical history in Japan and historically contextualizing the challenges of medical history education and the academic community's responses, this paper aims to examine both the historical significance and practical implications. The history of medical history education in Japan is relatively long. Medical history lectures in a medical school were first planned in 1876, and contrary to popular belief, the actual lecture started in December 1882 under Imamura Ryō's charge and continues to this day. However, despite its relatively long history, the substance of medical history education in Japan is lacking in both quality and quantity. The absence of full-time professors of medical history education and related departments has led to a vicious cycle of failure in producing experts and a decline in medical education. Medical history education in Japan failed to take advantage of the fact that it began early despite the absence of tradition. The status of medical history education greatly increased in the 1930s, but the opportunity to expand its base was not utilized during the postwar reorganization of medical education and the student movement in the late 1960s. Falling into amateurism, evasion of real issues, and a lack of collective academic responses have hindered the understanding of these phenomena and problem-solving. The history of medical history education in Japan provides significant implications for the current reality of medical history education in Korea. The Korean medical history community must also confront and adapt proactively and organizationally within the evolving landscape of medical education. If the community settles for the present, Japan's past will become Korea's future.

여가교육의 변화와 교육적 실천

The purpose of this study was to explore changes in leisure education according to the 2022 revised physical education curriculum, and to explore an educational model. To this end, a literature analysis was conducted on the curriculum documents of the Department of Physical Education in Korea and thesis in academic journals related to leisure education. The results of this study are as follows. First, changes in leisure education according to the 2022 revised physical education curriculum appear in four dimensions: systematic, objective, content, and methodological. Second, a Teaching Personal and Social Responsibility(T.P.S.R.) is presented as a practical model to realize leisure education according to the 2022 revised physical education curriculum. TPSR is closely related to the 2022 revised physical education curriculum in terms of ‘pursuit of creativity and inclusiveness’, ‘including the entire process of understanding, practice, and reflection’, and ‘direction of self-directed active learning’. In conclusion, 'practice of leisure education in pre-service physical education teacher education' and 'development of leisure education program for field teachers' are suggested.