• Journal of the Korean association of regional geographers
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• v.23 no.1
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• pp.178-194
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• 2017

This paper is to explore meaning and horizon of global education and its relationship with geography. Firstly, the paper clarifies what means the term 'global' used instead of 'world' to education and geography education and the aims of global education. Then a case of UK and USA the paper follows the origin and flow of global education, and examines the characteristics of their global education. Finally, for global education and its relationship with geography education it discusses the importance and need of global education though geography, and which contribution geography can to global education as one of cross-curricula themes.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.4
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• pp.341-349
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• 2016

To meet the requirements in the global age, the necessity and importance of global education in the field of education is rapidly increasing. However, according to the viewpoint on global education, a general consensus of its definition and model is not clear yet and the substantial outcome falls short of our expectation due to high cost, low effectiveness, and lack of persistency in the process of global education. Furthermore, there has been little research on global education for fostering global capabilities of pre-teachers. In this research, we compared and analyzed the ongoing global education programs for training global teachers in domestic universities. Also, through a study on IT fusion education system for tackling the difficulties in global education, we examined appropriate IT fusion education methods. In particular, beased on big data analysis techniques, we presented a recommendation system to complete a global curriculum, which can help a dual-degree or exchange student program.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.83-94
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• 2013

As exchanges and cooperation of political, economic, social, and cultural aspects among nations are recently vigorous, recognition of the global world has increased. In order to nurture the right talent in this era of globalization, transition into appropriate education for the global age beyond the state centered curriculum is required. Due to the recent explosive spread of smart devices, a new educational paradigm of smart training has emerged. Global learning can be effectively supported in the smart educational environment that entails brisk interactions, active participation and cooperation in a highly connected society. In this research, we suggest an instructional model for effectively supporting global learning in smart learning environments.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.164-174
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• 2019

This study aimed to analyze the effectiveness of the experiences of the global start-up education program. With 10 study subjects selected from 'Eklya Global Entrepreneurship Camp' among global education programs in K University, pre- and post-survey and FGI were conducted. The collected surveys were analyzed by SPSS (24.0) and FGI. The results of this study are as follows: First, According to a comparison of the average score of the global start-up education program experience pre-post, 3.1 points showed that the program affected students' start-ups. Second, in the interviews conducted after the program participation, it was shown that detailed planning for their global start-ups, systematic education on finance, improved self-confidence for start-ups, and discussion-based education influenced their start-ups. Finally, this study expects that the comparative analysis of the college students participating in entrepreneurship education would lay the basis for more effective global entrepreneurship education in the future.

• Journal of the Korean association of regional geographers
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• v.17 no.4
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• pp.477-492
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• 2011

The purpose of this study is to analyze korean youths' educational experiences and their global leadership competencies and to present good methods for global leadership education. In this global society, students are required to be proactive global leaders. To achieve the research goal, I used the methods of literature review and survey, To conduct the survey, I selected 200 9-grade students in Kyonggie Do. The questionaires were composed of 2 parts such as global perspective and cultural literacy, The research results are as follows. First, students should have a vision as a global citizen. Second, they should develop problem-solving skills of global issues, Third, other cultures learning should be strengthened. Fourth, diversification of cultural diversity education should be accomplished. Fifth, education of awareness of global society, global issues, and other cultures rather than only languages learning for global leadership education should be accomplished. Sixth, global education in geography education should be strengthened.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2015.07a
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• pp.275-277
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• 2015

한국이 세계 해양 분야의 선두로 나아가고, 주도권을 갖기 위해서는 한국이 주도하는 해기 교육 영문화 작업이 필수적이다. '2015 알제리 VTS 교재 제작 프로젝트'에 참여한 경험을 바탕으로, 해기 교육 글로벌화를 위한 영문화 작업 시 필수적으로 고려되어야 할 문제점들을 짚어 보고, 한국이 해사교육 글로벌화를 위한 기술 교재의 영문화를 위해 갖추어야 할 대안들을 도출해보려 한다.

• 대학교육
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• s.151
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• pp.15-17
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• 2007

글로벌시대를 이끌어 갈 인재의 기초를 다지는 우수한 초등학교 교사 양성이라는 특수한 목적하에 설립된 고등교육기관인 교육대학교는 연구와 교육이라는 대학의 핵심기능 중 교육의 중요성이 특히 강조되는 조직이다. 이러한 특수성을 감안한 정부의 지속적인 관심과 투자가 절실하다. 여기서는 우리나라 교육대학교의 역할과 현주소를 다시 한 번 짚어보고, 우리나라 교육대학교의 발전을 위한 새 정부의 과제를 살펴보고자 한다.

• 대학교육
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• s.147
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• pp.114-116
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• 2007

중앙대학교(총장 박범훈)는 글로벌인적자원개발대학원(원장 이희수)의 주관으로 2007년 5월 3일 아트센터 9층 멀티미디어세미나실에서 교육인적자원부 수도권대학 특성화 지원사업의 일환으로'글로벌시대의 전략적 인적자원개발'이라는 주제의 국제학술세미나를 개최하였다. 이날 세미나에는 미국 교육학회장을 역임한 세계적 석학인 The Pennsylvania State University의 Kyle Peck 교수 등을 비롯하여 교육인적자원부, 한국직업능력개발원, 중앙대학교, PSI 컨설팅 등 관.산.학.연의 핵심 인사가 참여하였다. 다음은 기조연설 및 주제발표의 내용을 정리한 것이다.

• Journal of the Korean association of regional geographers
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• v.20 no.4
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• pp.504-520
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• 2014

Globalization brings changes to universities in particular facilitating internationalizing students exchange and curriculum diversification. Such efforts are relatively weak in education college even though the demands are high in students' global learning expectations internally and educational development cooperation from developing countries. The demands of global education arise from the increase of multi-cultural family, the compelling foreign language proficiency and others. The demands of development cooperation arise from the contribution of education to the rapid economic development. However, Korean participation focuses on vocational training which is far from the international norm of basic education provision and carried out without enough educational specialists. Global education and teaching practices in developing countries would substantiate the internationalization of education college while the effectiveness of educational development cooperation would be enhanced after learning the international norms and local knowledge which are learnt from the global education including foreign school practices.

• Journal of Engineering Education Research
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• v.13 no.3
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• pp.53-60
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• 2010

This article explores how we pursue and operate the English medium instruction(EMI) in engineering colleges so as to educate global engineers. Engineering students in the 21st century society need to have fundamental work in languages, cultural differences, and strategies for working with diverse colleagues. EMI is not sufficient for preparing our engineering students to cope with the changed environments in our globalized society. Based on the case study, we emphasize that EMI needs to be located in the context of global engineering education which demands our understanding of different cultures and communication practices. We also suggest some programs how we develop our EMI circumstances.