• Journal of Korean Home Economics Education Association
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• v.35 no.4
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• pp.81-98
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• 2023

The purpose of this study is to develop the global citizenship education program content system in the context of the 2022 revised home economics curriculum, recognizing the need for global citizenship education. The study is grounded in practical problem-based program. In the analysis stage, the educational trend requiring global citizenship education in the national curriculum was elucidated by analyzing the 2022 revised curriculum documents and future education documents related to global citizenship education. A framework for global citizenship education goals within home economics curriculum was designed. Accordingly, the educational goal of this curriculum, "Cultivation of family competencies linked to global citizenship competencies," was established by posing the perennial question, "As a global citizen, what actions should I take for sustainable choices related to the living environment?" In the design stage, four key ideas in the "Living Environment and Sustainable Choices" domain of the 2022 revised home economics curriculum for elementary school were analyzed to derive practical problems. In the development stage, content elements were derived based on four criteria. This study is significant in analyzing the need for global citizenship education within home economics context by analyzing documents related to global citizenship competencies for the future and examining the 2022 revised curriculum's general framework and home economics education curriculum.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.53-59
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• 2012

This article reviews the current issues of engineering education: engineering creativity, R&D 3.0 and Education 3.0 and comfirms need of refining quality of engineering education through learner-centered hybrid project learning. this article suggests the Global engineering project(GEP) program as an ideal hybrid project learning model that develop student's creativity and convergence capability. GEP program is learnner-centered interdisciplinary program that whole processes are managed by interdisciplinary students team aiming to global engineers who are globally competent and locally relevant so that they can function effectively in any country by local activity in developing country. The program consist of four main parts: 1)pre activity, 2)local activity from abroad, 3)design and producing prototype and 4)participating in the design contest or academic conference with the products. As a result, students' global competence, teamwork skill and capability of creative problem solving are remarkably improved.

• Journal of Digital Convergence
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• v.14 no.9
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• pp.9-18
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• 2016

ICT is still lacking relevant studies and efforts even though it needs to be accompanied by character education. Against this backdrop, this study has developed and operated an education program that combines ICT with character education and conducted surveys on its accomplishments. The research findings are as follows. The analysis of theme-based correlations has revealed that individual's character has not significantly affected character for others and global character and that building character for others have made a significant impact on establishing global character with a high level of correlations. Therefore, I have found that a program involving a group of people together such as team-based task has a positive effect on fostering problem-solving talents with global leadership. It is hard to obtain tangible results in character education in a short period of time but I would like to contribute to laying the foundation for cultivating and fostering talents equipped with global leadership while respecting oneself and caring for others in everyday life through these classes. There is a study on convergence of character education and different subjects, left behind of this study.

• Journal of muscle and joint health
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• v.28 no.1
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• pp.50-60
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• 2021

Purpose: The purpose of this study is to verify the effect of improving global health nursing competency, understanding of international development cooperation and satisfaction of education for nursing students through the course of global health in nursing. Methods: This study is a design of similar experiments before and after the non-equivalent control group to verify the difference in degree between global health nursing competency and understanding of international development cooperation by the course of global health in nursing of nursing students. Results: The degree of global health nursing competency of the experimental group that took the course of global health in nursing has significantly improved compared to the control group that did not participate, and a total of 30 detailed items showed significant differences. Conclusion: In this study, the global health nursing competency and understanding of international development cooperation have improved since nursing students took the course of global health in nursing. It suggests that the development and evaluation of nursing curriculum is necessary at a time when the global health nursing competency needs to be improved.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.111-133
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• 2020

The purpose of this study is to analyze the contents of global citizenship education in the 2015 revision of Home Economics textbook and examine the relevance of global citizenship education in the subject of Home Economics. To this end, the contents of global citizenship education included in the 2015 revision of middle school Home Economics textbook were extracted and analyzed from the viewpoint of the UNESCO Topics and Learning Objectives (TLO), according to the procedure of the concurrent triangulation design. When the frequencies of inclusion of the 9 topics of TLOs were counted, about 54.6% of global citizenship education(GCED) content covered in the 2015 revision of Home Economics textbooks in total was related to the socio-emotional aspects. In particular, TLO 4 (Different levels of identity) showed the highest ratio, followed by TLO 5(Different communities people belong to and how these are connected) and TLO 1 (Local, national and global systems and structures). As a result of categorizing global citizenship education learning topics extracted from Home Economics textbooks of middle school by Home Economics sub-topic area, the child and family(94) area showed the greatest relevance to all learning topics. Food and nutrition(13), clothing(13), housing(15), and consumption (14) showed similar distributions of learning subjects. Child and family area is related to global citizenship education in the topics of adolescent development and its characteristics, family relations, sexual and domestic violences prevention, change in family structures and healthy families, aging society and work-family balance, and life planning and career exploration. The food and nutrition area is related to global citizenship education in the topics of nutrition and eating behavior, and adolescents' food selection and safe cooking. The topic of clothing management and recycling of clothing area, housing culture, residential space utilization, and residential life and safety of housing area, consumer life in adolescence of consumption area were related to the learning subject of global citizenship education. As such, high relations between GCED learning topics and Home Economics learning content elements were found. It is expected that the data of this study will be used as basic data for program development, class improvement, and textbook development with global citizenship education as a content element in Home Economics education.

• Korean journal of aerospace and environmental medicine
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• v.31 no.1
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• pp.24-30
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• 2021

Purpose: The purpose of this study is to consider ways to strengthen it through comparison and curriculum while recognizing the importance of global competencies in liberal arts education in universities. Methods: In order to explore ways to reinforce the sub-competence of global competencies, this study was conducted at a four-year university in Chungcheong-do for one year in 2019, such as 'Global Culture Talk', 'Global Travel', 'Global Nanta', and 'Making Global Friends'. Cases of comparison and application of educational programs were analyzed. The program was attended by the Department of Business Administration, Department of Aviation Service, Department of Design, Department of Manga Animation, Department of Broadcasting and Film, and foreign exchange students. The competency-centered curriculum not only has clear educational goals, but is also very advantageous in establishing a feedback system by measuring its performance. This study will assess the effectiveness of the education plan by diagnosing the change in competencies before and after the comparison and curriculum is operated. Results: The overall global competency has increased by 0.2 points compared to 2017. By subsector, it was found that the flexibility increased by 1.4 points. In the field of cross-cultural understanding, it rose 0.6 points, and in the field of global understanding, it rose 2.2 points, showing the largest increase in the sub-fields. Nevertheless, the field of global interest remains at a low level. This is considerably low compared to flexibility and ability to understand other cultures, and it is expected that measures for improvement should be continuously sought. Since the understanding of other cultures has already exceeded 60 points, it is expected that the global competency of the university will be strengthened if the level is consistently maintained and the emphasis is placed on enhancing flexibility and improving global understanding. Conclusion: The importance of strengthening global capabilities is steadily rising. Universities are also reorganizing the curriculum by analyzing the needs and satisfaction of education consumers to respond to this. The programs operated and analyzed in this study were also made as part of this effort. However, since there are various factors that affect global competency, it cannot be but admitted that it is not easy to gauge the change in competency with only a few programs and short-term efforts. However, if the efforts pursued by this study are accumulated and supplemented through feedback from a long-term perspective, it can be expected that there are not a lot of contributions to strengthening global competencies in liberal arts education.

• The Journal of Industrial Distribution & Business
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• v.11 no.5
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• pp.17-26
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• 2020

Purpose: Previous studies rarely investigated the effects of the metacognitive reading strategies on reading engagement, particularly in globalized higher education, while those studies examined reading problems and engagement with lower reading level. The purpose of this study is to investigate the effects of the metacognitive reading strategies including global reading, problem solving, and supporting reading on reading engagement that include argentic, behavior, emotional, and cognitive engagement in global learning environment. This study investigated research questions: how do global reading, problem solving, and supporting reading strategies affect argentic, behavior, emotional, and cognitive reading engagement? Research design, Data, and methodology: This study collected data via online survey in globalized learning environment. This study applied statistical analyses, such as factor and regression analyses and ANOVA. Results: The results of this study showed that metacognitive reading strategies had significant effects on student reading engagement while they were reading class materials in English for academic purposes. Conclusions: This study provides managerial implications in higher education by providing better strategies to enhance learning skills in global context. In particular, this study provides implications that the effects of problem solving and supporting strategies could be improved by adopting better management systems in globalized education.

• Journal of Engineering Education Research
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• v.11 no.2
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• pp.25-31
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• 2008

GNU(Gyeongsang National University)-PSU(Pittsburg State University) and GNU-OSU(Ohio State University) joint program are developed for our global engineering education. Though the SAE Baja program and the engineering management program with PSU, and the mechanical engineering program with OSU, our students have learned the capstone design, the engineering management, and the mechanical engineering as well as English conversation. After these joint programs, our students have improved English ability and have got good jobs as global leaders.

• Journal of Fashion Business
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• v.1 no.2
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• pp.65-73
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• 1997

Over the past, the Korean Textile Industry has been able to establish as one of the most competent textile producer of the world. Today, however, with rapidly changing market requirements, the Korean Textile Industry is requested to improve systems for highvalue textile's market. In this regard, the purpose of this study is to propose suggestions for the strategy recommendations in the Korean Textile Design, researching on the highvalue-added Como Textile Design in Italy. As we analyzed them, the bases of their global success are as follows. 1) Participating in the making of the Global Trend in textile design market, Italian design companies lead to move international market influentially. 2) Dividing target depending on the country's textile market, Italian design companies build up their global marketing capability to increase design sale's effect. 3) Organizing and Participating in the international textile design show and fair, Italian companies attempt to set up Italian image creation as the global advertising. 4) Ensuring an adequate supply of human resource, Industry, Labor Unions, Government and Academy have a cooperative relationship to assist each other. In the basis of the above mentioned, we can suggest the strategies to accelate improvement and development in the Korean Textile and Textile Design Industry. 1) It needes to establish a monitoring system for current information in the International Textile Design Industry. 2) It needs to start building up Korean textile companies global marketing capability to produce adaptable design in market's request. 3) It needs to study and to find our traditional motifs continuosly for creating modern design following the recent Design Trend. Finally, It needs to have a close relationship between industry and education to establish human resource for the Korean Textile Industry's future success in the global market.

• Journal of Korean Home Economics Education Association
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• v.36 no.1
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• pp.71-94
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• 2024

This study aimed to develop, implement, and evaluate a practical, problem-based global citizenship education (GCED) program in the first grade of elementary school to suggest ways for practical global citizenship education in the next curriculum. This study proceeded following the ADDIE teaching design model. Through literature research, the relevance of global citizenship education to the 2022 national curriculum and the 2022 practical arts curriculum was analyzed, and based on the results, the learning elements of global citizenship education were extracted from the 2022 integrated subjects curriculum to develop the program. The program consisted of four teaching and learning plans for a total of eight sessions based on four practical problems, and was revised and supplemented through validation by a group of experts. The developed teaching and learning curriculum was implemented in all eight sessions over a period of four weeks with 16 first grade students at S Elementary School in Seoul. As a result of the program implementation, the mean of students' global citizenship awareness increased by 3.88 points (±3.91) from pre to post, and the qualitative evaluation of teachers' reflection journals and students' portfolios showed that the program influenced students to realize the importance of taking action to create a better and more sustainable world. Therefore, the practical problem-based global citizenship education program for first graders was found to be effective in fostering global citizenship awareness.