• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.361-368
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• 2021

Daily life such as society, economy, and culture is fundamentally changing due to COVID-19, and digital transformation based on information technology (IT) such as artificial intelligence, data, and cloud is accelerating. In this study, we focused on the metaverse, which is based on the interaction between the virtual world and the real world, and explored the possibility of using the metaverse-based platform for education. The metaverse-based platform was approached from the perspective of the online education ecosystem, which means that not only online teaching and learning activities but also holistic educational activities such as learning, communication, and empathy are performed within the metaverse. In this metaverse platform, learners can feel the presence of learning, and learning motivation and immersion can be promoted. In addition, it is possible to experience self-directed learning based on the autonomy of spatial movement. Although there are technical and ethical limitations to applying the metaverse platform, it would be preferable to focus more on the interaction between learners in the metaverse world rather than high expectations.

• Journal of Hospice and Palliative Care
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• v.24 no.4
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• pp.235-244
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• 2021

Purpose: This study aimed to provide basic data for developing interventions to relieve the end-of-life care stress experienced by pediatric nurses by examining the relationships of end-of-life care stress with compassionate competence and attitudes toward end-of-life care. Methods: Data were collected via a survey that was conducted from September 10 to September 30, 2018 and administered to 113 nurses who had worked for more than 6 months in a pediatric unit at a tertiary hospital in Seoul, South Korea. The data were analyzed for frequency, percentage, mean, and standard deviation, and the independent t-test, one-way analysis of variance, and Pearson correlation analysis were conducted using SPSS version 25.0. Results: End-of-life care stress among pediatric nurses had a weak positive correlation (r=0.216, P<0.05) with compassionate competence and had no significant correlation with attitudes toward end-of-life care. Among the sub-factors of end-of-life care stress, psychological difficulties had a weak positive correlation with sensitivity (r=0.309, P<0.01) and communication (r=0.230, P<0.05), which are aspects of compassionate competence. Lack of knowledge about end-of-life care had a weak positive correlation with communication (r=0.209, P<0.05) as an aspect of compassionate competence. Conclusion: To improve the quality of end-of-life care provided by pediatric nurses, it is necessary to improve their compassionate competence and reduce their end-of-life care stress by developing education and support programs tailored to the characteristics of children and specific communication methods.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.33-40
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• 2024

The Ministry of Education announced the main points of the 2022 revised curriculum on November 24, 2021. Democratic citizenship education to foster citizenship appears as one of the detailed tasks among the key tasks of the 2022 revised curriculum. We are promoting democratic citizenship education to foster citizenship. Therefore, what does democratic citizenship education specifically mean and what does it consist of? There is a need to look into what methods this should be used for. The purpose of this study is to explore the meaning of democratic citizenship education revealed in the 2022 revised curriculum. The contents of democratic citizenship education for the cultivation of citizenship revealed in the general discussion of the 2022 revised curriculum are analyzed as follows. First, it means education related to democracy and social issues. The specific contents of democracy and social issues are ① peace, ② human rights, ③ gender equality, and ④ cultural diversity. Second, critical thinking education. Third, media literacy education is necessary because democratic citizenship education must respond appropriately to the times in line with social changes such as the emergence of Chat GPT. Fourth, while emphasizing democratic decision-making education, it includes social empathy and communication education. Fifth, it contains local and national community participation and practical education as a method for citizen participation and practice. As described above, democratic citizenship education was specified in the general introduction of the 2022 revised curriculum. In order to carry out such democratic citizenship education systematically, it is necessary to establish the principles of democratic citizenship education.

• Korean Journal of Childcare and Education
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• v.17 no.4
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• pp.1-27
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• 2021

Objective: This study aimed to understand mothers' beliefs about infants and their practices. Methods: As a qualitative study, the participants were 11 mothers and their 18-24 month old infants. Data were collected through in-depth interviews and observations. Results: The participants' maternal beliefs about infants were contrasted in terms of infants' abilities and respect for infants. First, the mothers that perceived infants as competent beings, believed that infants can understand daily routine, communicate and empathize, and concentrate. On the contrary, the mothers that perceived infants as incapable beings, believed that infants lack the understanding of daily routine and the abilities of communication, empathy, and concentration. Second, the mothers that perceived infants as subjective beings, respected their infants, and their infants' opinions when making decisions. On the other hand, the mothers that perceived infants as objective beings, believed that infants should be led by adults and their opinions as not being very important. Third, their maternal beliefs were closely connected to their practices. Conclusion/Implications: Since maternal beliefs about infants turn out to be significant in mothers' thoughts and practices with their infants, it is necessary to figure out maternal beliefs about infants and support them to have more positive beliefs.

• Journal of Korea Society of Digital Industry and Information Management
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• v.18 no.2
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• pp.77-91
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• 2022

Social innovation refers to activities that solve social problems by developing new ideas in cooperation with actors close to the field for the purpose of preserving the sustainability of society. In the field of social innovation, voices calling for a bottom-up method that starts with citizen participation are growing, and the need to improve public officials' awareness of social innovation and strengthen professionalism is being raised. In the era of Covid 19 and the 4th industrial revolution, digital literacy is being emphasized to us. In the field of social innovation, the need to strengthen social activities using digital media is growing. In this paper, an example of online social innovation project education based on the design thinking methodology was presented for public officials in Busan to improve their awareness of social innovation and secure expertise, and the effect of job competency reinforcement was statistically verified. As a result of statistical analysis, the average difference between the 'online communication' factor and the 'online empathy' factor was the largest, and it can be interpreted that digital literacy for social innovation has been strengthened.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.545-553
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• 2018

As the share of leisure culture increases these days, expectations are rising for the high quality of culture while increasing interest in leisure and tourism. The percentage of the population going on weekend trips to broaden the horizons of elementary, middle and high school students has continued to rise in proportion to the expectations for cultural enjoyment. We expect that visitors' weekend family activities will include relaxing, playing and educational purposes. Recent educational programs have moved from the past where only children were allowed to be onsite, to a shared style in which parents can engage in educational activities, potentially leading to the implicit involvement of family ties and family elasticity. The effects of education are not expressed by the period that ends in a single moment of experience, but by the continuity of training and experience. The same holds true for family affinity, communication and empathy. Providing opportunities for family experience and education is a national responsibility for broken family and restoring solidarity with the growing number of single-person households. Furthermore, it is a duty of museums and galleries today, and it is necessary to come up with methods to enhance family solidarity and family affinity. In particular, it is imperative to develop and provide educational programs for educational purposes at the Education Museum, and to develop " education for family " at the social level. This paper aims to analyze the results of all family participating education programs provided by family education programs at the Education Museum through family surveys and interviews, and to enhance the activation of family types education programs more actively.

• Journal of Digital Convergence
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• v.22 no.1
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• pp.1-14
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• 2024

In order to improve the effectiveness of carbon neutrality in Jeju Special Self-Governing Province, this study identifies the current state of social environmental education through literature research, excluding school environmental education being implemented in elementary, middle, and high schools in the province, and identifies shortcomings or problems. The purpose is to establish a plan to systematically and integratedly operate social environmental education, and the derived plan can be used as a guide to change environmental awareness and induce eco-friendly behavior to improve the effectiveness of carbon neutrality. As a result of the study, Jeju Special Self-Governing Province established a consultative body with environmental education institutions, organizations and expert groups operating dispersed throughout the province through the substantial operation and support of the environmental education center currently being entrusted, to identify the current status and develop content necessary for establishing environmental education policies, establishing a platform to enable information sharing, role division, regular communication, empathy, and policy feedback, and on-site environmental education centered on the field to stimulate emotions and personalize environmental problems so that environmental problems can be properly recognized. Emphasizing the necessity.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.45-73
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• 2017

The purpose of this study was to suggest the effects of early childhood design program based on brain-compatible learning principles. Subjects were thirty-six children from two class of I kindergarten and S kindergarten in K city. One class was assigned to an experimental group and had early childhood education program activities based on brain-compatible learning principles and the other class was assigned to a comparative group the general art education program activities. The results of this study are as follows. First, there was a significant difference between the experimental group and the comparative group in their fluency, originality, sensitivity of creativity. Second, participants in the experimental group also score higher on the helpful act, communication skill, sharing skill, empathy, and regulation of emotion. Therefore, early childhood design education program based on brain-compatible learning principles should be considered as a meaningful alternative method for promoting children's creativity and prosocial behaviors.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.155-162
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• 2020

We extracted the meaning of educational experience of the parents who moved to rural village for their children's education. While moving to the cities for the childen's education is general trend, moving to the rural village for the children's education is peculiar phenomenon. For the study, in-depth interviews were conducted with six parents who moved to rural village, and the statements were analyzed by the phenomenological analysis method of Colaizzi. As a result, thirty themes, eight theme clusters, and three meaning categories were extracted. Three categories which characterize the experience of parents who moved to rural village for their children are 'longing for nature-friendly life in rural area', 'positive experience of communication and empathy with neighbors', and 'children's happiness-centered education'. Eight theme clusters are 'dislike confined environment of an apartment', 'positive experience of childhood in the countryside', 'value direct and indirect experiences of variety', 'free and stimulating environment of countryside', 'experience of communicating and empathizing with neighbors','regret private education caused by parents' greed', 'value child centered education', 'yearn for the self-directed learning around character and art-physical abilities'. Based on the result, implications were discussed and follow-up studies were suggested.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.231-247
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• 2015

The purpose of this study was to identify how character education activities utilizing picture books affect pro-social behaviors of young children. The subjects were 46 children aged 5 who attended private child care centers in G city. The children were allocated to either the experiment group or the control group. The data were collected for 12 weeks and the activity sessions were provided to the experiment group 3 times a week (36 times in total). The sessions consisted of an integrated approach toward character education. Therefore, various activities were included such as listening to the stories of picture books, discussion, drama, language activities, music, mathematics, science and games. The findings of this study were as follows: The experiment group which experienced character education utilizing picture books has significantly improved their pro-social behaviors compared to the control group. The approach positively influenced the overall sub-variables such as leadership, helping, communication, initiative consideration, approach trial, sharing, empathy, and emotional control. The character education activities should be applied to character education utilizing picture books for young children because they let young children experience building up trust and learn social attitude, and influenced increase of pro-social behaviors on young children.