• Journal of the Korean association of regional geographers
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• v.19 no.3
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• pp.551-565
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• 2013

This paper examines the aspects of development education in the Geography Syllabus in the State of NSW, Australia and geography textbooks developed by it. The aspects of development education in the Geography Syllabus and textbooks is as follows. Firstly, Development Education is implicitly described in terms of the difference of the quality of life and aid links in Geography (Mandatory) Stage 4 and Geography (Mandatory) Stage 5, but clearly in Geography Elective. Moreover, Development Geography is one of unit to learn deeply in case of Global Challenges in Stage 6. Secondly, in geography textbooks, development education is sequenced with learning of the quality of life in everyday life, understanding of diverse meaning of development and measure of development, and the role of individuals and organizations for reducing the global inequality. The implications of the findings is as follows. Firstly, geography curriculum needs to be consist of the difference of the quality of life in the middle school, and development geography in high school. Secondly, the major concepts of development education like development, measure of development and the aid etc. need to be described in the different views. Thirdly, development education needs learners to learn the interdependence and practice the global citizenship through learning of specific links of our country with others. Finally, geography textbooks should not describe the normative efforts for reducing global inequality, and treat individual practical cases as well as organizations like government and NGOs so that learners empathize with their value and attitude through individual practical cases.

• The Journal of Asian Finance, Economics and Business
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• v.6 no.1
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• pp.261-271
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• 2019

The study aims to investigate corporate social responsibility (CSR) best practices of the world automotive industry - Peugeot, BMW, Ford, Hyundai and Toyota among others - and recommend that they plan their business strategies and managerial responses accordingly. Based on the comparative research and case studies, this research finds that all five automobile manufacturers have taken very similar measures and actions in order to establish and maintain a high level of CSR practices. Sustainability was a core value in all five companies and served as a guiding principle in every aspect and approach of their business. This study finds that all five companies have CSR strategies in place to increase energy efficiency as well as reduce the usage and wastage of water in their production and plants. This research also finds that all companies monitor their suppliers and their own production process to ensure that they maintain their CSR standards. More impressively, this sustainable management practice is transferred along the companies' supply chain through education and training. Their suppliers and business partners are closely monitored to make sure that their high CSR standards are respected and followed. However, we find that there also are some differences in terms of their CSR deliveries and activities.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.127-154
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• 2017

EIU has evolved diversely depending on the national environment and culture on the basis of the philosophy of individual human rights and world peace articulated in the "1974 Recommendation on EIU". However, the global environment surrounding EIU has been changed socially, economically, culturally and ecologically in the 21st century, and therefore it is necessary to raise the following questions: Is the concept of EIU initiated for international understanding and cooperation for world peace in the 20th century still valid in the 21st century? Which direction should we take in order for EIU to be efficient in the globalized world? To answer these questions, this study reviewed and analyzed the historical development and current trends of the EIU in the regions of Europe, North America, Asia Pacific area, and Africa. For the empirical study, thirty-four experts in EIU selected from the four regions were interviewed by the researchers. Based on the interviews and the related literature review, it was found that the diverse terms of EIU were used in the four regions and the focus on EIU was different depending on the geographical, historical and social environment of each region. But, despite of the diversity in terminology in EIU, human rights, peace, equity and social justice which are emphasized by UNESCO, were universally taught in EIU. The EIU in these regions is currently dealt with in school education, social education and lifelong education, and particularly global citizenship allowing multiple identities is importantly treated together with citizenship education. Another important aspect of EIU that was commonly found in these four regions was that global citizenship education for solving global problems was coexistent with the reinforcement of nationalism for the economic competency of each nation in a globalized world. The issue of global inequality was particularly dealt with in EIU, and the teaching of voluntary civic involvement and responsibility were particularly emphasized in EIU. Based on these research findings, the study proposes "glocalism", connecting global issues with local issues for solving global problems, as a new approach to the EIU of the 21st century.

• Journal of Internet of Things and Convergence
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• v.5 no.2
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• pp.47-54
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• 2019

This convergence study was conducted to identify the effect of the awareness enhancing program of the international development cooperation of college students sponsored by the Korea International Cooperation Agency (KOICA). A quasi-experimental study design was used. The participants consisted of one experimental group (n=32) who attended the awareness enhancing class of international development cooperation and the other control group (n=32) who did not participate in the class in a university in C city. The data were collected using online survey before the first class and after the last class in spring semester 2019. Collected data were analyzed by ANCOVA using SPSS WIN Version 20.0 program. The levels of global citizenship (p=.003) and career preparation behavior (p=.013) was higher in the experimental group than in the control group. However, career identity(p=.385) and cooperative efficacy(p=.488) did not show significant difference between the groups. This study proposed the direction for the awareness enhancing program of the international development cooperation of college students by showing its positive effects on the global citizenship and career preparation behavior.

• Korean Journal of Childcare and Education
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• v.20 no.2
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• pp.1-16
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• 2024

Objective: The objective of this study was to develop a refugee education program for early childhood and apply it in daycare center settings to examine the reactions of children aged 5. Methods: Referring to Kemmis and McTaggart(1988) action research model, the refugee education program recommended by UNHCR, and linking it with the national Nuri-curriculum in Korea, a total of five sessions of a refugee education program for early childhood were developed and applied to 20 children aged 5. Results: The application of the preschool refugee education program resulted in positive changes in cognitive, emotional, and behavioral aspects. These changes provided opportunities for early childhood to practice respect towards others, fostering a broader understanding and appreciation of diverse cultures. Conclusion/Implications: This study holds significance in contributing to the discourse on the necessity and direction of refugee education through the development and application of a refugee education program for early childhood. It is anticipated that this research will stimulate in-depth discussions on educational approaches that foster early childhood interest in global issues and cultivate a sense of global citizenship and attitude in the future.

• Journal of the Korean association of regional geographers
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• v.17 no.2
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• pp.231-244
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• 2011

This study is to examine how activities using local multi -cultural resources and world geography lessons using the CCAP(Cross-Cultural Awareness Programme) affect students' multi-cultural understanding. Activities using local multi-cultural resources were carried by visiting in an alien worker community, volunteering in multicultural center, attending on UNESCO ASP(Associated School Program), and making radio broadcasting program associated with 'SCN FM' which is a local broadcasting station on the weekend. And world geography lessons using the CCAP were conducted with 5 classes including orientation by inviting foreign instructors from that place after reconstructing the Southeast and South Asia unit of the countries such as Pakistan, the Philippines, Myanmar and Cambodia. According to twice questionnaire survey conducted before and after activities using local multi-cultural resources and world geography lessons using the CCAP, it appeared that students had familiarity more than before through direct meeting with foreigners inside and outside classroom, and understood and respected other cultures by acquiring contextual regional knowledge. In the end, multi-cultural activities and world geography lessons using the CCAP contributed to students' global citizenship, which overcame prejudice toward third world cultures. Like that, if world geography classes provide continually students with opportunities to experience directly diverse cultures inside and outside classroom, world geography overcome negative image that it transmit decontextual regional knowledge and is regarded as the subject that is very fit for nurturing global citizenship based on contextual knowledge, consideration and tolerance needed in global and multi-cultural society.

• Journal of the Korean association of regional geographers
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• v.21 no.2
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• pp.411-425
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• 2015

Development education started in some of developed countries of Europe since 1960s. Japan was interested in the development education with realizing the impotance of quality of life in the late of 1970s after high economical growth in 1960s. Just like Eroupe, development education in Japan was done to citizen by development NGOs. But under close cooperation with JICA and MOE, development education was gradually absorbed in formal education. Development education in Japan is done through interdisciplinary studies and the subjects. Geography national curriculum and textbooks in Japan show that the subject aimed to nurture Japanese in the world in the period from the late of 1960s to the late of 1970s. Thus the period can be named the sprouting time of education of development. But with entering the late of 1980s, geography national curriculum started to focus on fostering global citizenship to students. The turn in the educational aims can be counted as practical start of education of development. And education of development through geography was extended the most in the late of 1990s. But in the recent revised geography national curriculum, emphasis on education of development is reduced a little. It can be told that education of development in Japan arrives at the level of the full growth.

• Analyses & Alternatives
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• v.8 no.1
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• pp.137-167
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• 2024

This study sought to explain the reasons why the civic education bill failed to be enacted as many as 13 times. What we discovered as a result of our research is, first, the absence of a legislative strategy by the minority member of the national assembly on this bills. The Citizenship Education Bill was a controversial bill with great potential for ideological conflict, and after the 19th National Assembly, this bill was promoted by a minority of a specific political party. The Democratic Party's sponsoring lawmakers did not use active legislative strategies, such as exerting influence within the party to have these bills adopted as the party's platform, or developing them into major pledges for the general and presidential elections. Second, there is a consistent passive response from civic groups as well as lawmakers who signed the bill in an unfavorable public opinion environment. During the legislative process, opposing opinions were overwhelming, including concerns about the spread of leftist ideology, waste of budget and organization, and violation of neutrality and fairness in education. In addition, the passive attitude of field teachers and civic groups, who should be in charge of civic education, also served as a background for the legislative failure. Third, due to a lack of sharing of reliable information on recent theoretical research and global policy trends among stakeholders, legislation through an agreement between the ruling and opposition parties failed.

• Journal of the Korean earth science society
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• v.44 no.2
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• pp.169-183
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• 2023

This study analyzed students' polar literacy in an effort to promote polar education based on its high educational value. The polar literacy test items developed for this study consisted of questions about knowledge, skills, attitudes, and beliefs about the polar region, as well as background variables of students. The final test items, which were revised and supplemented several times through the preliminary test, were applied to 323 eighth graders in South Korea. We analyzed the response characteristics of the polar literacy questions for all students. Students were grouped into those with a global citizenship perspective and those with a pragmatic perspective, according to the viewpoint of polar issues and their polar literacy. Analysis showed that the students had a high understanding of climate change and living things in the polar regions, but had a very low understanding of ice, which is a key component of the polar regions. Moreover, they were unable to approach the Earth system thinking when dealing with polar issues. In addition, the global citizenship group had a higher intellectual understanding and deeper sympathy of the polar problem than the pragmatic group. This study is meaningful in that the survey results present a specific direction for future polar education.

• Informatization Policy
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• v.25 no.4
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• pp.3-36
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• 2018

This article discusses the possibilities and limitations of ICT education by reviewing the previous research on its various aspects including educational goals, contents, methods, and evaluation. First, when it comes to its educational goal, the prior studies suggest that ICT education aims to nurture digital citizenship among students and to enable them to participate in different sectors of our society. ICT education characterizes the core capacities of its future learners as 'lifelong learners,' 'information producers/consumers,' and 'local/global citizens.' Second, in regard to the educational content of ICT education, researchers investigate SW education importantly: They develop the educational programs and examine the effectiveness of those programs. However, to ensure the relevancy of the educational contents to the future society, institutional support is imperative including facilitating educators' capacities and synchronizing ICT education with subject education. Third, as the educational methods, various ICTs such as flipped learning and augmented reality (AR) are being applied to actual classroom teaching. Research on the educational methods, which is the most vibrant area in the ICT education scholarship, is expected to improve the previous educational methods and to lead the qualitative development of ICT education. Fourth, the previous discussion on the educational evaluation focuses on computer-based evaluations. Educational evaluation using ICT will enable educators to assess the characteristics and achievement of an individual learner accurately and to lead them to apply a teaching-learning process effectively, which will ultimately enhance the effectiveness of educational evaluation. Along with the overall review on the possibilities of ICT education, this article discusses the limitations of the current ICT education and its implications for educational inequalities.