• Human Ecology Research
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• v.62 no.2
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• pp.351-368
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• 2024

The objectives of this study were to develop, implement a home economics education teaching-learning plan and assess its effects to enhance global citizenship competencies among upper elementary school students. The ADDIE model was employed for learner needs analysis, instructional design, development and implementation. This was followed by assessments of global citizenship competencies and class satisfaction. Based on an analysis of the core ideas associated with an area of "Living Environment and Sustainable Choice," four practical problems were designed: What actions should I take for the rational management of living resources? What actions should I take to ensure consciousness of the need to respect diversity in daily life? What actions should I take to maintain a safe and healthy living environment? What actions should I take to make sustainable choices? Based on these four practical problems, four lesson topics were developed in accordance with both the voyeur's and the critical perspectives, resulting in a total of 8 sessions. The subsequent delivery of an 8-session class on global citizenship education in home economics yielded significant improvements in the global citizenship competencies (knowledge, skills, attitudes, and willingness to act) of 37 elementary school students immediately after the sessions. The significance of this study lies in its focus on the core ideas of the revised 2022 curriculum, thereby offering directions for the development of global citizenship education within the curriculum.

• Journal of Digital Convergence
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• v.16 no.9
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• pp.347-357
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• 2018

The purpose of this research is to investigate the relationship between global citizenship, self leadership and global health competencies in nursing students and utilize the basic data for development of educational program to increase of global health competence. A convenience sample of 207 subjects were invited from three university. Data were analyzed using t-test, ANOVA and Pearson's Correlation with SPSS PC 18.0 program. Global health competencies showed that there were differences according to religion, taking education related to global health competency, exposure to mass media about global health. There were a significant positive correlation of global citizenship(r=.364, p<.01), self leadership(r=.372, p<.01) and the global citizenship of nursing students showed a significantly positive correlation of self leadership(r=.463, p<.01). Therefore, on the result of this study, when we develop the educational programs to increase the global health competencies for nursing students, we have to include global citizenship and self leadership.

• International Journal of Advanced Culture Technology
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• v.7 no.4
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• pp.23-31
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• 2019

This study was a quasi-experimental study with a single group pre-posttest design for evaluating the effects and meanings of a global health training program for nursing students. A mixed data collection method utilizing both qualitative and quantitative methods was applied. The qualitative method consisted of reflection journal entry analysis, while the quantitative study evaluated data collected from a self-reported questionnaire. After attending the program, cultural competencies of participants significantly increased than pre-test while global citizenship was not. Through an analysis of reflection journals written during the overseas training period, the meanings of experiences derived after the program were classified into five themes and 12 sub themes, which were, 'improvement of global health leadership', 'experience of barriers in reality', 'improvement of nursing professional value', 'inspiration of a perspective on health equity', and 'internal growth'. The results indicate that global health training program evaluated in this study was meaningful; it provided students with opportunities to experience the nurse's role in diverse global environments and attempted to measure the effects.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.107-127
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• 2021

The purpose of this study is to examine the relationship between the content areas and competencies of the Family & Consumer Sciences National Standards(NSFCS 3.0) of the U. S. and UNESCO Global Citizenship Education(GCED). For this purpose, the global perspective, content areas and competencies in NSFCS 3.0 and the keywords related to the three areas of content areas of UNESCO GCED were analyzed. Specifically, the content standards and competencies related to the words 'world' or 'global' were extracted and their relationship to the GCED topics and keywords were analyzed. The results of the study are as follows. First, NSFCS 3.0 described the direct correlation between individuals and the world by recognizing individuals as global citizens in 14 areas except for 'interpersonal relations' and 'parenting', specifically using the keyword of 'world' in content standards and competencies. Second, in the content standards and competencies of NSFCS 3.0, the keywords related to the topics of GCED areas were presented evenly in the three areas of FCS, dietary habits, family life, and human development. The social and emotional areas were not presented in clothing, housing, and consumer life. On the other hand, the behavioral area, which is emphasized most in the GCED, is presented in all the FCS content areas. From this, it is apparent that the learning field for GCED may be considered as the area of life pursued by the home economics curriculum. The results of this study provide foundational bases for understanding the relationship between NSFCS 3.0 and the GCED, and implications as to how to implement the content of the GCED in the next revision of the national home economics curriculum of Korea.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.605-625
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• 2012

This study examined how 132 teachers of different grade levels incorporate the key competencies identified by Korea Institute for Curriculum and Evaluation into their mathematics teaching and how they perceive of its full potential of the competency-based learning and teaching in mathematics classroom. Survey and semi-structured interview methods were used to collect data for the study. It was found that in their instruction teachers emphasized competencies such as problem-solving, literacy, creativity, communication and information-processing skills in order. Inter-personal skills, self-management, citizenship, global understanding and career-development appeared to be challenging competencies for teachers to reflect in their instruction with the reasons such as no direct connections to mathematics and insufficient instruction. Findings of the study suggest that various instructional methods, development and dissemination of related curricula materials, change of evaluation method, and change teachers' perceptions may be needed for incorporating KICE's key competencies in K-12 mathematics education.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.389-395
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• 2022

This study aims to develop a core competency model for adult college students. For this purpose, the core competencies of adult college students were derived by analyzing domestic and foreign literature studies. And the Delphi survey was conducted for the validity of core competencies. The SPSS 18.0 program was used for analysis. As results of the analysis, there are 11 core competencies of adult college students derived: communication, problem-solving and meta, interpersonal, personal management and development, digital information literacy, major knowledge, citizenship, convergence, character, professional job, and global. The core competency model of adult college students was developed by assigning numbers from 01 to 11 based on the results of the Delphi survey. Core competencies of adult college students were organically linked, so the cultivation of one core competency affects other core competencies.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.351-361
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• 2021

With the advent of the Fourth Industrial Revolution, the liberal arts education of universities has been called for fundamental innovation in its content and methods. H university has continuously made efforts to improve its general education curriculum with the goal of satisfying students' needs as well as the demands of the times. Its efforts can be summarized as the harmonization of competency-based education and the traditional liberal arts education. In more detail, it has tried to meet the demands of Ministry of Education which requests each university to establish its general education system focusing on key competencies. Simultaneously, it also radically changed its education system based on the guidelines of the Korea National Institute for General Education(KONIGE). The starting point of those changes was the basic consulting by KONIGE in 2017. According to the consulting report, H university introduced comprehensive and overall revision of its liberal arts education curriculum, increasing its liberal arts credit requirements from 22 to 28 credits in 2019. It has also reorganized and reclassified its liberal arts courses by introducing distributive elective classes. In 2020, in accordance with the guidelines of the Ministry of Education, H university altered its curriculum once more in order to establish a competency-based general education curriculum. Under the new curriculum, all requirement subjects are completely matched with key competencies of H university. It also includes newly opened courses and subject areas such as "Social Service" and "Global Citizenship." Through these changes, H university hopes that its general education contributes to fostering students equipped with key competencies, who can face actively this challenging period.

• Journal of the Korean Society for Library and Information Science
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• v.56 no.3
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• pp.335-362
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• 2022

The purpose of this study is to develop a media literacy education model that helps public librarians plan and operate media literacy education programs in South Korea. To develop the model, a mixed methods study consisting of a literature review, a survey of librarians, and interviews with professors, public librarians, and media literacy instructors was conducted, Additionally, an expert advisory committee was formed and consulted to obtain opinions on the developed model. As a result of survey and interviews, public libraries and librarians are perceived to have a responsibility to improve citizens' media literacy, and public libraries are recognized as the best educational institution to achieve that goal. By reflecting on the literature review and analysis of the research findings, the research team developed, and presents herein, a media literacy education model that includes educational objectives, core competencies, educational targets, media types, and roles and functions for each educational subject.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.825-838
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• 2018

The purpose of this study is to develop a survey tool of scientific character for elementary student which connects science education and character education effectively by figuring out traits of elementary students' character being presented in teaching and learning context of elementary school science. For this, we adapted the theocratical model from the previous research which defined scientific character as the competencies being able to practice in concrete teaching and learning context of science. Based on this model, we developed the survey tool as 'Scientific Character Inventory for Elementary Student' to assess elementary students' scientific character as the competences to practice the virtues being pursued in the context of elementary school science and verified its reliability and validity. As a result of an exploratory and confirmatory factor analysis, we confirmed all the items could be summarized into 28 items and eight constructs such as scientific problem-solving, self-management, self-reflection, communication, interpersonal skill, community participation, global citizenship, and environmental ethics awareness. We found that minimum reliability coefficient of constructs was over than 0.5 and reliability coefficient of the total items was 0.878. And also, there was modest relationship between each construct and the total score of scientific character. These results show that the developed survey tool can be useful in evaluating the effectiveness of science character education. This study is meaningful in that it systematically reveals constructs of scientific character which can be raised in concrete context of science teaching and learning so as to suggest the survey tool to assess this.