This study examines how U.S. community colleges have expanded lifelong education in response to rapid industrial restructuring and technological change, and considers the implications for restructuring the Korean junior college system. Community college lifelong education models in U.S are categorized into four types: reskilling programs, programs for older adult learners, industry-linked and training models, and noncredit certificate-based workforce training, with representative cases analyzed for each type. The findings show that lifelong education in U.S. community colleges goes beyond short-term vocational training or remedial provision, operating as an institutional framework that supports adult learners’ career reconstruction and social reentry across the life course. Degree and noncredit pathways are flexibly organized in accordance with local conditions, while programs for older learners address both reemployment and broader developmental objectives. In addition, strong connections with regional industries and labor markets enhance linkages among education, training, and employment. These findings suggest that lifelong education policy in Korean junior colleges needs to extend beyond project-based initiatives toward a longer-term framework that integrates adult learners’ life course trajectories with regional labor market contexts.

Using data from the Busan Education Longitudinal Study (BELS) of the Busan Education Policy Research Institute, this study identified changes in sense of community of middle school students in the Busan area and analyzed the rate of change in sense of community and student, family, and school-related variables that influence the change To this end, this study used a total of 2,869 (1,545 male students, 53.9%, 1,324 female students, 46.1%), including the 1st data (1st year of middle school) to the 3rd data (3rd year of middle school) of the Busan Educational Longitudinal Study. The analysis methods are the latent growth model using Amos 23.0 and descriptive statistical analysis, frequency analysis, and correlation analysis using SPSS 23.0. The main research results are as follows. First, the change in sense of community of middle school students in Busan area was found to be appropriate for a nonlinear change model, and there were differences among individuals. Second, among the student-related variables, self-esteem and academic self-efficacy were found to have a positive and significant effect on the initial value of sense of community, and among the family-related variables, parent-child relationship was found to have a negative and significant effect. Among the school-related variables, school satisfaction, school adaptation, and school happiness were all found to have a positive and significant effect. Third, the variables that affect the rate of change in sense of community were self-esteem and academic self-efficacy among student-related variables, education expenses per student and parent-child relationship among family-related variables, and school adaptation and satisfaction with after-school programs among school-related variables. Based on these results, discussions were held, and the limitations of this study and suggestions for follow-up research were presented.

The purpose of this study is to identify factors related to teachers and schools that influence the professional development efforts of middle and high school teachers working in the Jeonnam region. There are two research problems. First, what are the self-perception factors(teaching satisfaction, teacher efficacy) and environmental perception factors(student learning attitudes, fellow teachers, school atmosphere, principal leadership) that affect teachers’ professional development efforts? Second, what are the school characteristic factors(school level, small school, local government education support project implementation, parental involvement in school education) that affect teachers’ professional development efforts? To solve the research questions, data from 1,055 teachers who participated in the 6th Jeonnam Education Longitudinal Study(JELS) were analyzed using SPSS 25.0. The data analysis method was hierarchical regression analysis. The main research results are as follows. First, teacher efficacy and peer teacher recognition were identified as an important factors that positively affected teachers’ professional development efforts, and positive perception of the school atmosphere was found to hinder teachers’ professional development efforts. Second, the school level(middle and high school) had a significant effect on teachers' participation time in job training, but the relationship with the number of teacher collaboration activities was not significant. Third, the school characteristics factor did not have a significant effect on the number of teacher collaboration activities. Based on these results, the researchers suggested the necessity of a policy to enhance teacher professionalism in consideration of the educational specificity of Jeonnam region, and suggested a policy plan that comprehensively reflects school level, individual teacher factors, and regional characteristics. This study is expected to be used as useful basic data for establishing policies for qualitative development of Jeonnam education and improvement of teacher professionalism.

The purpose of this study is to systematically diagnose the instructional competency needs of university faculty members and propose tailored faculty support measures to improve teaching quality. To identify differences based on faculty characteristics(such as rank and teaching experience), we analyzed the importance and performance of instructional competencies, assessed competency needs using the Borich model, and compared findings with the Locus for Focus model to identify key priorities. Based on this, we proposed targeted support measures for faculty. The results of this study are as follows: First, analysis of the overall needs of university faculty indicated that foundational competencies should be prioritized in core competencies, while specific competencies such as educational philosophy, motivation, enthusiastic attitude, respect for students, course evaluation, and lesson planning should be supported in that order. Second, when examining differences based on faculty characteristics— namely, rank and teaching experience—a common finding was that foundational competencies in core competencies, and educational philosophy and motivation in specific competencies, were prioritized. However, notable distinctions emerged among faculty groups. Full-time faculty members prioritized support for educational philosophy, motivation, course evaluation, and lesson planning, whereas non-full-time faculty emphasized educational philosophy, enthusiastic attitude, respect for students, motivation, and lesson planning. Faculty with less than seven years of teaching experience prioritized educational philosophy, respect for students, and enthusiastic attitude, while those with seven or more years of experience focused on educational philosophy, motivation, and course evaluation. Third, we proposed faculty support methods based on these results. Providing tailored programs to meet the needs of instructors is expected to play a significant role in fostering a learner-centered educational environment. Therefore, this study is anticipated to contribute not only to improving the quality of education but also to exploring sustainable strategies for educational development.

The Jeonbuk Special Self-Governing Provincial Office of Education is promoting various projects based on the ‘IB Program Operation Plan’ and this year’s 10 tasks ‘Expansion of the IB Program’. In order to promote more sophisticated projects, a detailed analysis of the actual needs of schools is needed. Accordingly, the purpose of this study is to derive support measures for schools operating the Jeonbuk IB program. Face-to-face interviews and written consultations were conducted with 26 people, including IB school coordinators and administrators, and analyzed using a consensual qualitative research method. The categories of consensus and cooperative culture, teacher expertise, leadership and support, educational environmental foundation, and support from students and parents were identified as factors promoting the operation of IB program schools, and the burden of teachers, lack of consensus, and IB were identified as hindering factors. Misunderstandings, material and financial constraints, and differences in curriculum were identified. Policy suggestions to encourage these promoting factors and overcome inhibiting factors were presented in terms of establishing objectives, establishing an environment, creating a culture, and supporting learning according to the IB PSP category. The results of this study will increase practical understanding of schools operating the IB program and will be used as basic data for support measures at the education office level.

The purpose of this study is to reveal that Erich Fromm's normative humanism provides standards for social education and to derive those standards. Fromm attempted to replace ethics with his psychoanalysis. He examines the conditions of human existence ('separation', etc.) and analyzes human existential needs ('relatedness', etc.). After that he analyzes healthy ways ('love' etc.) and pathological ways (‘Sadism’, ‘Masochism’ etc.) to satisfy existential needs. These two ways are directly connected to two social characters, that is, a healthy social character (‘productive character’) and a pathological social character (‘unproductive character’). According to Fromm, today's society is rife with pathological social characters. Fromm calls his thought ‘humanism’, and it can be called ‘normative humanism’. This idea has implications for social education due to the social nature implied by ‘social character’. It especially implies standards, that is, standards for social education, due to its normativity (i.e. ethical nature). In this respect, Fromm's normative humanism rescues social education from the danger of relativism to which it is prone.

This study explores the current status and challenges of education policies related to the development of AI Digital Textbook in South Korea. It aims to gather foundational data to support the improvement and innovation of education policies amidst the transition to a digital education system. The research methodology included a scoping review using press releases, explanatory materials from the Ministry of Education, and documents from affiliated research institutions. The findings of the study are as follows. First, setting 2023 as the starting point for digital education innovation, the Ministry of Education has been promoting policies for the development of AI Digital Textbook, aiming to provide customized learning support for students. In the process of implementing these policies, establishing the legal status of AI digital textbooks and building institutional frameworks in collaboration with EdTech companies have been identified as key initiatives. Second, it was revealed that the Ministry of Education has established a T.O.U.C.H Teacher Group to drive innovation in digital-based education. This group is expected to grow members by 2025, with relevant training in a bootcamp format, with a focus on leading the transition to digital education. In addition, the study discusses emerging issues related to teachers and various aspects of AI Digital Textbook in the context of ongoing policy implementation.

The purpose of this study is to propose educational support that can help elementary students with borderline intelligence overcome cognitive and emotional limitations through arts and cultural education. To this end, we analyzed the impact and effects of arts and cultural education based on previous studies, exploring educational approaches that cater specifically to the needs of elementary students with borderline intelligence. The findings show that incorporating arts and cultural education elements into curriculum learning can alleviate cognitive, social, academic, and emotional challenges faced by students with borderline intelligence. Based on these results, we suggest implementing blended arts and cultural education support that integrates experiential arts activities into subject learning, thereby complementing the limitations of conventional education. Future research is anticipated to further analyze the potential improvements in cognitive abilities, academic outcomes, and social skills according to different grades and selected arts and cultural items for students with borderline intelligence.

The purpose of this study is to compare the workload of teachers by work area and to explore the factors influencing this workload. The study involved 2,418 teachers who participated in the "Seoul Teacher Longitudinal Study 2020". The research methods included t-tests, ANOVA, and multiple regression analysis using SPSS 29.0. The results of the study are as follows: First, teachers felt the highest workload in administrative tasks, followed by parent consultations, student guidance and counseling, teaching and evaluation, and lesson preparation. Second, differences in workload were observed based on personal background (gender, career, position, homeroom teacher status) and school background (school level, school type). Third, teachers' emotional factors were found to commonly affect the workload across all work areas. Fourth, in interpersonal tasks (student guidance and counseling, parent consultations), not only the teachers' professionalism and competence but also school background characteristics (school level, relational conflicts, student deviance) significantly influenced the workload. Fifth, the proportion of administrative tasks was found to have a significant impact on the workload. These findings suggest the necessity of tailored support that considers work areas, teacher characteristics, and school background characteristics, along with policies aimed at enhancing teachers' emotional and professional competencies and improving administrative systems, to alleviate teachers' workload.

The purpose of this study is to understand in-depth the context of the situation and the subjective meaning composition in the selection of vocational consignment education, the life process, and the process of returning to school and adaptation after the interruption, focusing on the experience story that constitutes the personal and social life of students who experience vocational consignment education in general high schools. Therefore, this study examined the selection and life process of vocational consignment education and the process of returning to school and adaptation after the interruption of consignment education by using narrative analysis method for the stories directly dictated by students of vocational consignment education in general high schools. The results of this study are as follows: First, the choice of vocational consignment education for general high schools considers one's aptitude and talent, and the interaction with the surrounding people and the composition of one's meaning play a very important role in the difference of the choice decision. Next, in the career consignment education life of general high schools, it was found that there was a great psychological and emotional reward that strengthened career awareness by having a sense of accomplishment or confidence due to the pride of preparing for the desired job in accordance with the aptitude and talent of the students, the support of the teacher, and the learning success experience coming from the consignment curriculum. However, there was a case where students in the consignment educational institution did not form a sense of identity or belonging properly. In addition, psychological and cultural factors such as the burden and difficulty of acquiring practical training and certification, the sense of heterogeneity felt in the collective culture among the consignment education students, the difficulties in communication and exchanges with the consignment education participants, and the reconsideration of their interests and interests through consignment education and the turning of their career goals to college were the complex factors that determined their return to school after the interruption of consignment education.