• Journal of Fisheries and Marine Sciences Education
• /
• v.27 no.3
• /
• pp.757-769
• /
• 2015

The purpose of this study is to investigate the key factors affecting the future college of education and describe two scenarios for prospecting the future college of education. In these scenarios, two important factors are selected to influence the college of education : 'Expansion of the marketization' and 'Development of technology'. As a result, two different scenarios have been identified. Scenario 1 is 'College of education realizing user centered education by development of the marketization and technology'. Scenarios 2 is 'College of education realizing welfare and the public of edaucaiton by using technology'. This study has some significance to the college of education in Korea in following aspects. 1) It applies future research methodology in method aspect 2) It arouses attention to the future college of education and reminds probabilities of change in context aspect.

• Korean Medical Education Review
• /
• v.16 no.3
• /
• pp.141-146
• /
• 2014

This study focused on investigating the future medicine and health care industry paradigm shift and suggesting the right direction for the medical education system in order for students to be better prepared in the near future. Here, I will discuss four issues related to the future of medicine: Health 2.0, digital health, personalized medicine, and innovations of the public healthcare system. Every issue has lessons for medical education and teaching for students who major in health professions. However, it is obvious that the present is an important period of time as, currently, we are at an early stage in the future health care environment. Recently, there have been rapid transformations in various fields of medicine. Therefore, if we fail to lead medical education in the right direction, medical students will suffer from major problems in coping with these changes.

• Korean Medical Education Review
• /
• v.16 no.3
• /
• pp.119-125
• /
• 2014

Much of the behavior of doctors reflects the influences from the social, cultural, historical, and economic environment of the time. Therefore, it is very important for future doctors to understand the practice environment in an ever changing world. Traditionally, doctors' competence has been based on the doctor-patient relationship. However, the social practice of medicine in the contemporary era asks future doctors to have social competencies, which often are defined as non-clinical competencies. As a global project, the World Federation for Medical Education has urged every country to define the future role of doctors to encompass global roles based on the duty toward and value of clinical as well as non-clinical competencies. In the past four years, Korean medical professional societies have coordinated to set forth the global role of Korean doctors. Five domains of clinical competence, professionalism, social accountability, communication and collaboration, and education and research have been chosen. The current version of the "global role of Korean doctors" can be used not only for the common objectives of medical education, but also for translating into the competencies of doctors that can be achieved through life-long learning. If we all want to improve medical education in order to produce more qualified and competent doctors as the public desires, then it may be the most urgent task to produce doctors who are equipped with social competencies to persuade, negotiate, and engage in constructive dialogues with society for better health care for a better society.

• Journal of Convergence for Information Technology
• /
• v.12 no.2
• /
• pp.37-46
• /
• 2022

The purpose of this study is to provide basic data onto preparing soft landing plan of future education policy by exploring direction of future education for the common good using big data and keyword network analysis. Based on the big data provided by Textom, data was collected under the keyword 'future education + common Good' and then keyword network analysis was performed. As a result of the research, it was found that 'common good', 'social', 'KAIST future warning', 'measures', 'research', 'future education', 'politics' were common keywords in the social awareness of future education for the common good. The results of this study suggest that the social awareness of future education for the common good is related to factors related to human, physical environment, social response, academic interest, education policy, education plan, and related variables, It was closely related. Based on these results, we suggested implications for the support for the preparation of a soft landing plan of future education for the common good.

• Archives of design research
• /
• v.12 no.4
• /
• pp.33-44
• /
• 1999

Fashion is subjected to newness and change by itself. Fashion trend and tendency which could predict next season akeady indicated that digital and cybel11ation environment lliould be factors in fashion. Changes in future life styles and values caused by digital environment must be variables as fashion objects by themselves. Therefore digital environment of a fashion itself and that all encountered in fashion will not only be an existing situation but also an objective and a factor which must be pursued with fashionable sense in future fashion. Advanced technology and social change in relation to digital environment requires that educational method as well as its content will be changed on the scene of education for future. Thus we should seek an educational direction in fashion design for future society in which digital environment requires new paradigm. Subject to these backgrounds this study has an intension to study the change in fashion extensively influenced by expanded digital environment on a limited situational level of fashion design education and to suggest an educational direction for professional in future fashion design who will serve as a core of fashion area in the future. It is essential that education of professional in fashion for future should be achieved by digital-minded level that eagerly understands and accepts future society in which digital environment will be a main axis. It is necessary for this to make them expetience computers, digital media including CAD program. We have to note that education of digital media is more effective and applicable when accomplished in CAI level which can be related and expetienced with fashion education rather than mere functional training in media themselves. Intellectual creativity will be a vety source of producing values and national competence in 21st centtury. Education of design professional in fashion area must positively accept these environmental charactetistics in future society, as well as deeply reflect the education for the future.

• Journal of Engineering Education Research
• /
• v.21 no.3
• /
• pp.56-65
• /
• 2018

With rapid advance of technologies including information and communication technologies, jobs are evolving faster than ever. Architectural engineering is no exception in this regard, and the green architectural engineering is emerging fast as a promising new field. In this study, a Delphi study of expert architectural engineers are conducted to find out (1) near future prospects of the field, (2) near future emerging jobs, (3) competencies needed for these jobs, and (4) educational content necessary to build these competencies with regards to the green architectural engineering. Initial Delphi survey consisting of open-ended questions in the above four areas were conducted and came out with 65 items after duplicate removal and semantic refinements. Further refinements via second and third wave of Delphi results into 40 items that the 13 architectural engineering experts may largely agree upon as future prospects with regards to the green architectural engineering. Findings indicate that it is expected that the demand for green architectural engineering and needs for automatic energy control system increase. Also, collaborations with other fields is becoming more and more important in green architectural engineering. The professional work management skills such as knowledge convergence, problem solving, collaboration skills, and creativity linking components from various related areas seem to also be on the increasing need. Near future ready critical skills are found to be the building environment control techniques (thermal, light, sound, and air), the data processing techniques like data mining, energy monitoring, and the control and utilization of environmental analysis software. Experts also agree on new curriculum for green building architecture to be developed with more of converging subjects across disciplines for future ready professional skills and experiences. Major topics to be covered in the near future includes building environment studies, building energy management, energy reduction systems, indoor air quality, global environment and natural phenomena, and machinery and electrical facility. Architectural engineering community should be concerned with building up the competencies identified in this Delphi preparing for fast advancing future.

• The Journal of Sustainable Design and Educational Environment Research
• /
• v.3 no.2
• /
• pp.71-86
• /
• 2003

Informationization is fast progressing in Korean and the informationization of education is also moving ahead fast. With informationization of education going fast ahead, cyber education is also increasing. Given such scenario, we should establish countermeasures not only to accommodate the current curriculum but also to accommodate the surplus school facilities created by cyber education by compartmentalizing the classrooms for future life-long education, lease and sale in lots. In conclusion, the school construction plan should be established to systematically cope with the future changes systematically.

• The Journal of Sustainable Design and Educational Environment Research
• /
• v.2 no.1
• /
• pp.91-104
• /
• 2002

This study is on the architectural planning of the secondary school for the future. It focuses on principles and directions of the architectural planning. There are two motivations on the change of education paradigm. The one is that educational philosophy changes and the other is that the knowledge based society has come. Now these affection factors put the education paradigm to be changed. These educational paradigm need to be analyzed from constructivism and educational informationage. Lastly, architectural principles and directions were analogized from educational directions. Architectural principles(6 elements) and directions(15 elements) have been proposed in this study. The conclusion of this study, architectural planning of educational facilities must be with those criteria for more characteristic schools and organic schools.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.4
• /
• pp.23-31
• /
• 2024

The purpose of this study is to present the direction of teacher training to the future society by analyzing the key directions for teacher training announced by the Teacher Education and Training Department of the Ministry of Education for the past three years (2021, 2022, and 2023). The research results are as follows. First, there has been no change in the background for teacher training over the past three years. The background for the promotion of teacher training over the past three years is to increase teacher expertise, respond to the future environment, improve the quality of teacher training, and secure momentum for educational policy. The details of the background for the promotion have also remained unchanged over the past three years. Second, the teacher training vision for the past three years is innovation in the teacher training system. To this end, the vision is to lead changes in the future educational environment in 2021, to lead future public education in 2022, and to provide customized educational support for individual students in 2023. In terms of training goals, in 2021, the goal is to continuously develop professionalism appropriate for the life stage of teachers and enhance teacher core competencies suitable for the future educational environment, and in 2022, to strengthen teacher capabilities appropriate for the future education system and secure social trust through enhancing teacher training. In 2023, the focus is on changing classroom teaching through strengthening teacher capabilities suitable for the future education system and improving teacher training. There are three main directions for teacher training over the past three years. First, customized training support, second, strengthening the future training system, and third, improving teacher training. These three are all similar over the past three years. In conclusion, there has been no significant change in the direction of teacher training over the past three years.

• Hwankyungkyoyuk
• /
• v.17 no.1
• /
• pp.25-42
• /
• 2004

In this study a comparative analysis is conducted to evaluate TLSF(Teaching and Learning for a Sustainable Future) program, which is a module type environmental education program developed by UNESCO, and the Korean environmental education curriculum. The Korean environmental curriculum is mainly focused on conceptualization and the matters of fact. As a result, students may not be able to acquire contextualized and synthesized views on the environmental problems. The Korean environmental curriculum hardly supplies ample variety in the methods of teaching, learning and assessment, or the theories characteristic of the environmental education. Thus it would not make a useful material for teachers to reorganize various materials to be applied in class. TLSF program would be useful for a teacher to use in the environment education field because it supplies not only many various activities and samples for constructing a proper program but also the theoretical base and examples for education and assessment strategy. Finally, TLSF also offers the theoretical base of the environment education for the assessment, and it makes the best use of feedback from the environment educational field for improving its own quality. In conclusion, this study can be a meaningful preview for those who are involved in the process of developing of a curriculum, which consists of steps like formulating theories for developing a curriculum, organizing the curriculum contents, activating and evaluating a curriculum.