• Korean Medical Education Review
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• v.17 no.3
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• pp.140-147
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• 2015

Medical education can provide students with an opportunity to encounter marginalized communities and motivate them to become involved with the needs of disadvantaged people. The College of Medicine of The Catholic University of Korea includes a social service program in the medical humanities and social sciences curriculum. The course has lectures on social welfare, human rights, and social service, as well as four days of social service in 'Flower Village,' which is a Catholic social welfare institution. This study analyzes the satisfaction, feedback, and reflection papers of students who completed the social service program and provides an educational model for the medical humanities and social sciences. Students' satisfaction with the program was scored at 4.23 out of 5. A qualitative study of students' reflection papers derived 7 key phrases, among which 'nature and practice of social service,' 'holistic understanding of humans,' 'empathy and communication,' and 'social responsibility' are identified as goals of this program and 'happiness,' 'respect for human life,' and 'compassion' are good indicators of students' compassionate participation. Encounters with marginalized communities within the medical curriculum allows students to serve people with social difficulties and work for the improvement of their living conditions. Students learn to approach social needs with concern and empathy and seek ways to contribute to those communities.

• 대한공업교육학회지
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• v.30 no.2
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• pp.45-59
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• 2005

The purpose of this study is to develop and operate a curriculum which is able to connect a vocational high school to a general high school. That curriculum makes it possible to meet the necessity of accepting the learning rights for the students of a small scale school located in a rural community. And also, it is able to broaden the implementation of the elective-centered curriculum in the $7^{th}$ curriculum. So, We developed a connected curriculum model which fulfills to the utmost the requirement of a few students who want to go to a collage after finishing vocational high school and who want to get a job after finishing general high school in a electing their subjects and then operated it with student's moving to the connected schools on a Saturday. In this study, we got the results as follows: First, we prepared the curriculum environments which can accept the learning-demands of students in a small scale school located in a rural community. To do so, we publicized the curriculum of a vocational high school connected to that of a general high school, made questions, and organized the committee of students, parents and teachers and so on. Second, we organized and implemented the connected curriculum so that a small number of students could learn the subjects they demands. So, a small number of the vocational high school students could have learned the 'Math I' and 'English Conversation' which were not allowed in their school. And also, a small number of the general high school students who hope to have an occupation after graduation could have learned 'Web Design' subject. Third, we examined the problems and presented the solving methods according to organizing and implementing the connected curriculum. So we could have served as an aid on building up the foundation of the generation of the elective-centered curriculum.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.533-538
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• 2021

The purpose of this study is to consider the perception, which education-related workers and parents have, associated with guaranteeing the right to learn for youth migrants in Korea. The study was especially intended to analyze the opportunities and adaptions of youth migrants and make policy suggestions accordingly. To this purpose, this study implemented one-on-one in-depth interviews with research participants to collect and analyze data. This research yielded four categories: initial settlement, social security support as a fundamental right, learning rights guarantees, and psychological support. Also, seven subcategories were elicited. The suggestions based on results are followings: first, the legal basis for learning support for middle-aged adolescents; second, curriculum composition for school maladjusted middle-aged adolescents; third, individualized support system; fourth, the active promotion of support systems such as information provision; fifth, the diversification of policy for psychological stability.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.493-503
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• 2011

The Korea Ministry of Education, Science and Technology (MEST) determines admission quota of cyber universities. MEST's decision is made based on each university's physical and administrative capacity for handling admission numbers. However, the unique characteristics of cyber universities (e.g., online teaching and learning environments) are not considered in MEST's current decision process. MEST also lacks specifics in their policies that are required to ensure university's autonomous control for admission number as well as learners' rights and quality assurance. This study intended to improve decision making process on admission quota of cyber universities so as to increase quality assurance of education. The alternative admission quota decision frameworks have been formulated based on (a) the analysis of the current practices of cyber universities, (b) focus group interviews, and (c) recommendations of the expert.

• Journal of the Korean association of regional geographers
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• v.16 no.2
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• pp.167-181
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• 2010

The multicultural society under globalization have made an impact on the education since the end of 20th century. This study is for the theoretical approach and presentation of method about global citizenship education in globalization & multicultural society today. As an education which is suitable in the globalization & multicultural society I present 'cultural diversity' education. The 'cultural diversity' education for fostering global citizenship is needed to enhance the cultural sensibility while learning other cultures. The 'cultural diversity' education is having the values of human rights, fairness, diversity respect and living together. So I present the study lesson plans of 'cultural diversity' education for a global citizenship education from elementary school 6 grade social studies "Natural environments and cultures of world regions" chapter.

• Proceedings of the Korea Contents Association Conference
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• 2006.05a
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• pp.360-363
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• 2006

There is a growing social awareness about domestic violence in our society. People came to recognize domestic violence as a social problem as the public began to aware that domestic violence not only reflects social violence but also provides learning place of violence to the child. This thesis started view point of human right. Domestic violence is human right problem on victims and assaulters. First, it is to investigate domestic violence in Korea. Second, it analyzed cause of domestic violence. Third, This study is about 'Special Act for the Punishment of Domestic violence' and 'Act for the Prevention of Domestic violence and the Protection of Victims'. And this study on the several legal problems two special Acts.

• Korean Journal of Childcare and Education
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• v.16 no.3
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• pp.1-17
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• 2020

Objective: The purpose of this study is to identify and prioritize sub-goals for infants and young children among the Korean Sustainable Development Goals (K-SDGs). Methods: The expert panel of this study consisted of 15 faculty members from the department of early childhood education or children's studies at 12 universities and was put together in order to conduct a Delphi survey. Results: As a result of the study, first, a total of 16 sub-goals were developed in order to target infants and young children. Second, the 16 sub-goals were then ranked according to their importance and urgency, and the most important goal were 'the improvement of mental health and prevention of drug abuse (K-SDG 3-2)'. And 'the elimination of violence and discrimination against girls (K-SDG 5-1, 5-2)', 'the safe and inclusive learning environment (K-SDG 4-8)' and 'end of abuse, trafficking, exploitation and all forms of violence against children (K-SDG 16-2)' were the next important and urgent goals. These priority objectives reflect the inviolable rights that infants and young children in Korea should be guaranteed by default. Conclusion/Implications: This study provided a basis for its effective implementation by identifying goals and priorities for infants and young children in comprehensive and interdependent K-SDGs.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.405-412
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• 2021

To prevent problems such as portrait rights, copyright, and cyber violence, an ethics education STEAM projects using deepfake apps using AI technology were developed and applied. The Deepfake apps were screened, and the contents of the elementary school curriculum were reconstructed. The STEAM project as creative experiential activities was mainly operated by the UCC activities, and applied the info-ethics awareness measurement test based on the planned behavior theory. The social STEAM project as money (financial) education was qualitatively analyzed. It was found that this STEAM classes using AI technology app significantly enhances the ethical awareness of information communication.

• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.131-140
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• 2023

This study aims to investigate the impact of pre-service early childhood teachers' civic awareness and multicultural beliefs on their ability to teach democratic citizenship education and to verify the mediating effect of multicultural beliefs in the relationship between civic awareness and the ability to teach democratic citizenship education. The subjects of the study were 226 pre-service early childhood teachers, and a survey was conducted. As a result of the study, first, the civic awareness of pre-service early childhood teachers influenced the ability to teach democratic citizenship education, and the influence of the sub-variables of civic awareness was in the order of rights awareness, responsibility, community awareness, and rational decision-making awareness. Second, the multicultural beliefs of pre-service early childhood teachers also affected the ability to teach democratic citizenship education, and multicultural understanding had the strongest influence among the sub-variables of multicultural beliefs. Thirdly, we found that multicultural beliefs partially mediated the relationship between civic awareness and the ability to teach democratic citizenship education. Additionally, the results highlight the importance of educational interventions targeting multicultural beliefs, as they partially mediate the relationship between civic awareness and the ability to teach democratic citizenship education.

• Journal of Technologic Dentistry
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• v.45 no.4
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• pp.111-117
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• 2023

Purpose: This study aims to determine the status of dental technician's continuing education and licensing reporting and provide basic data that can aid in improving the operation of progressive continuing education and licensing reporting and development programs. Methods: This study included dental technicians nationwide who attended the 2023 Korea Dental Technology Expo & Scientific Conference and responded to an online survey from July 21 to July 23, 2023. In total, 180 copies were analyzed. The reliability of satisfaction with continuing education demonstrated a Cronbach's α of 0.924. IBM SPSS Statistics version 21.0 (IBM) was used to statistically analyze the collected data. Results: Satisfaction with continuing education for dental technicians was 2.78, 2.81, 3.21, 2.96, and 2.87 for the number of lectures offered, composition of major fields, lecture content, instructor level, and overall satisfaction, respectively. The average satisfaction with continuing education was 2.93, which was lower than the average (3 points). The investigation revealed that overall improvement was required. Conclusion: Measures for those who have not completed continuing education must be implemented within the government's legal influence by actively using the license reporting system. Strengthening verification of completion of continuing education, improving autonomous disciplinary rights, diversifying the content and learning methods of continuing education, linking with the license reporting system, improving institutional postevaluation, and introducing related policies should be conducted when opening a dental laboratory.