bluuebunny/crossref_metadata_2025 huggingface dataset:
A Comparative Study of Instructor and Peer Evaluations in Teaching Demonstrations for Elementary Social Studies: Focusing on the Geography Section
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Huh Dongsuk , Lee HaeYoung
Published: February 2025

Objectives In this study, we analyzed data from instructors and peer evaluators who assessed pre-service teach ers' teaching demonstrations to identify the characteristics of peer evaluation and explore ways to improve it.
Methods A qualitative analysis was conducted on teaching demonstrations carried out during Korean Geography class at ‘G’ National University of Education in Chungnam province. The analysis utilized peer evaluation reports written by pre-service teachers(third-year students), lesson plans, self-reflection journals, and an interview with the instructor.
Results The pre-service teachers emphasized students' levels and competencies and relied on general peda gogical knowledge to evaluate the teaching demonstrations, while the instructor primarily evaluated how well the concepts and characteristics of geography were appropriately incorporated into the lessons.
Conclusions Therefore, we proposed peer evaluation guidelines based on elementary school students' levels of interest and curiosity in everyday life and current geographical issues, using these as activity tasks and encourag ing the experience of geographical thinking by participating in the process of constructing knowledge through geographical inquiry.
Development of Enrichment Model-Based Artificial Intelligence (AI) Education Program for Gifted Middle School Students in Informatics
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Seo In Seon , Yun Hye Jin , Kim Kwihoon
Published: February 2025

Objectives In this study, an AI education program based on Renzulli’s enrichment model for gifted middle school students in informatics was developed. This program consists of a total of 6 sessions, which are 12 hours long. Using a creative self-efficacy assessment tool and semi-constructed interviews, the effectiveness of the pro posed program was confirmed.
Methods Eight gifted middle school students participated in this educational program. They are participating in the informatics AI course at the Gifted Education Center of K University in Chungcheongbuk-do. They took a crea tive self-efficacy assessment before and after the program. The Wilcoxon signed-rank test, a nonparametric test, was performed on the two test results. Through semi-structured interviews after the program, their perceived learning experiences were investigated and analyzed.
Results The Wilcoxon signed-rank test results for the pre- and post-tests on creative self-efficacy showed that the post-test results were significantly higher. The semi-structured interview was analyzed as follows. They found the program's enrichment activities to be an impressive learning experience, and they were more conscious of Renzulli's giftedness criteria as they learned/improved. They responded to the program's qualities, which in clude varied learning experiences and experiential growth components associated with AI.
Conclusions The study presented its conclusions and implications as follows: (1) It confirmed that the proposed AI education program, based on the enrichment model, was effective in improving the creative self-efficacy of middle school gifted students in informatics; (2) Through the analysis of learning experiences through interviews, implications for teaching and learning aspects that can increase the task commitment and concentration of these students were presented.
A Study on Middle and High School Korean Language Teachers' Perceptions of Oral Assessment for Reading Comprehension
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kim Dohee , Park Youngmin
Published: February 2025

Objectives The purpose of this study is to explore directions for diverse reading assessments by analyzing Korean language teachers' perceptions of oral assessment for reading comprehension.
Methods For this, individual in-depth interviews were conducted with 12 Korean language teachers across the nation. The interview questions were categorized into five areas: teachers' perceptions of Korean language as sessments, perceptions of reading assessments in the Korean language curriculum, practical application of oral assessment for reading comprehension, differences between oral assessment for reading comprehension and other assessments, and measures to promote oral assessment for reading comprehension. The interview con sisted of 15 questions in total.
Results First, teachers recognized the goal of Korean language assessments as the confirmation and improve ment of communication skills, and they tended to organize their assessment plans according to the school's rec ommendations for written and performance assessments. Second, when conducting reading assessments, teachers often combined written assessments with performance assessments, and their satisfaction with read ing assessments varied depending on the chosen assessment methods and their level of control over the process. Third, teachers who attempted oral assessment for reading comprehension conducted it confidently based on their own assessment philosophy, and there were differences in perspectives between teachers who had im plemented the oral assessment for reading comprehension and those who had not. Fourth, oral assessment for reading comprehension can compensate for the shortcomings of written and other performance assessments. Fifth, to promote oral assessment for reading comprehension, it is necessary to create a suitable environment and provide practical training for teachers.
Conclusions Based on Korean language teachers' perceptions, oral assessment for reading comprehension can be used as an alternative to written or descriptive assessments in the Korean language reading curriculum. It is necessary to raise awareness and create an appropriate environment for the utilization of oral assessment for reading comprehension.
A Study on the Effects of Cultural Adaptation Stress Awareness of Foreign Students on Satisfaction with School Life: The Moderating Effects of School Support
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kim Hyo Sook
Published: February 2025

Objectives The purpose of this study is to verify the effect of the level of cultural adaptation stress perception per ceived by foreign students studying in Korea on school life satisfaction, and to explore the moderating effect of teacher support and friend support in this influence relationship.
Methods 200 foreign students studying in language schools and universities in Seoul and Gyeonggi Province were surveyed to collect data, and factor analysis, correlation analysis, and multiple regression analysis were performed using SPSS 26.0 to analyze the relationship between cultural adaptation stress, school life satisfaction, and school support.
Results The cultural adaptation stresses of foreign students, cultural shock and nostalgia acted as a factor that hindered school life satisfaction, and economic concerns rather increased school life satisfaction. In addition, no moderating effect was observed in school support, but teacher support among school support acted as a direct factor to increase the satisfaction of foreign students in school life.
Conclusions In order to increase the satisfaction of foreign students in school life, it is necessary to prepare alter natives to reduce cultural shock and nostalgia. Due to these research results, this researcher suggested the devel opment and application of professional counseling programs for international students and the improvement of the effectiveness of exclusive scholarship support for international students.
Adolescents’ emotional expression beliefs Impact on the quality of peer relationships: The mediating effect of self-defensive ambivalence and relation-involved ambivalence
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kim Ji-young , Chung Yeo-ju
Published: February 2025

Objectives In this study, in how adolescents' emotional expression beliefs affect the quality of peer relationships, emotional expression ambivalence was divided into sub-variables of self-defensive ambivalence and relationship involvement ambivalence and the structural relationship between them was analyzed.
Methods For this purpose, a survey was conducted targeting 520 middle and high school students in Chungcheongbuk-do using the Emotion Expression Beliefs Scale, Peer Relationship Quality Scale, and Emotion Expression Ambivalence Scale. In order to verify the relationships and mediating effects between variables, analy sis was conducted through structural equation model verification using SPSS 29.0 and AMOS 22.0.
Results The direct effects of adolescents' emotional expression beliefs, self-defensive ambivalence, and peer re lationship quality were significant. In the relationship between adolescents' emotional expression beliefs and the quality of peer relationships, the mediating effect of self-defensive ambivalence and the double mediating effects of self-defensive ambivalence and relationship-related ambivalence were also significant.
Conclusions Adolescents' emotional expression beliefs affect the quality of peer relationships through self-de fensive ambivalence and relationship-involvement ambivalence. In the effect of adolescents' emotional ex pression beliefs on the quality of peer relationships, it was confirmed that the mediating effect of self-defensive ambivalence alone and the sequential mediating effects of self-defensive ambivalence and relational ambivalence had different effects on the quality of peer relationships. . This suggests that in order to improve the quality of ado lescents' peer relationships, the motivation and desire underlying emotional expression should be examined rath er than the emotional expression itself.
Interdisciplinary links and Comparison of Learning Activity Types through on Analysis of Middle-School ‘Music’ Textbooks
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Hyun Dasom , Seung Yunhee
Published: February 2025

Objectives The purpose of this study is to analyze the types of interdisciplinary links and interdisciplinary learning found in middle-school music textbooks, present the results for each curriculum period, and provide foundational data that will help music textbook development and music classes in the future.
Methods Music textbooks from the 2009 and 2015 curriculum periods published by the same publisher were se lected, encompassing a total of 39 textbooks. A frequency analysis was employed to calculate percentages based on the classification of three items: “interdisciplinary subjects,” “textbook content and activities,” and “interdisciplinary links and integration.” The types or key patterns were described in narrative form.
Results First, according to an analysis of “interdisciplinary subjects”, among art subjects the 2009 & 2015 music textbooks showed the highest link rates with the “Fine Art” subject at 55.6% and 48.5%, respectively. Among non-art subjects, the highest link was found for “Career and Vocational Education” (47.1%) for the 2009 music textbook and for “Korean Language” (25.4%) for the 2015 music textbook. Second, according to an analysis of “textbook content and activities,” the proportion for the category “music is expressed through another subject” was the highest at 48.2% and 51.1% for the 2009 music textbook and the 2015 music textbook, respectively. Finally, according to an analysis of “interdisciplinary links and integration,” the proportion for the category “simple link” was the highest at 91.6% (76 times) and 87.9% (203 times) for the 2009 music textbook and the 2015 music textbook, respectively.
Conclusions The range and aspects of interdisciplinary subjects became more diverse in the music textbooks of the 2015 curriculum period in which cross-interdisciplinary links and integration were emphasized by state-led education policies. In addition, there was a rapid increase in textbook content and activities, as well as in the fre quency of interdisciplinary links and integration. However, this study suggested that cross-curricular learning must be based on the need for and legitimacy of interdisciplinary learning focused on the music textbook, not on educational policies. Furthermore, it proposed the need to conduct more educationally effective research.
The serial multiple mediating effect of teacher job stress and happiness in the relationship between director emotional leadership and teacher job crafting
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Park Soo-Hyun , Jeong Ji-Hyun
Published: February 2025

Objectives The purpose of this study is to verify the serial multiple mediating effect of job stress and happiness in the relationship between the director's emotional leadership and teacher job crafting.
Methods A questionnaire survey on the director's emotional leadership, teacher job crafting, teacher happiness, and teacher job stress was conducted on 202 kindergarten teachers working in City B. The collected data was ana lyzed using SPSS 26.0 and PROCESSmecro 4.2's Model 6 to verify the serial multiple mediation effect.
Results The main research results are as follows. First, the research results showed that the director's emotional leadership and teacher happiness had a positive effect on teacher job crafting, while teacher job stress had a neg ative effect. Second, the mediation effect of teacher happiness in the relationship between the director's emo tional leadership and teacher job crafting was significant, but the mediation effect of teacher job stress was not significant. Third, in the relationship between the principal's emotional leadership and teacher job crafting, the se rial multiple mediation effect of teacher job stress and teacher happiness was significant.
Conclusions These research results verified that there was a serial multiple mediation effect in the relationship between the principal's emotional leadership and teacher job crafting, in which teacher job stress and the in dividual's internal psychological variable, happiness, sequentially significantly mediated. In addition, it can provide basic data for realistic measures to expand the scope of the principal's emotional leadership among various varia bles to lower teachers' job stress and increase teachers' job crafting and to improve teachers' job crafting.
The Relationship between Big Five Personality Traits and College Adaptation among International Students
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kim Mi-Young
Published: February 2025

Objectives The purpose of this study is to select Big five personality traits as variables that affect international stu dents' adaptation to college life and to analyze the relationships and influences among them.
Methods Data were collected by online and offline survey on international students at a university in Busan. A total 237 valid respondents were used to conduct reliability analysis, descriptive statistical analysis, simple regression analysis, and multiple regression analysis using the SPSS program.
Results The results of multiple regression analysis indicated that among the Big Five personality traits, agree ableness, conscientiousness, emotional stability, and openness had a significantly positive impact on college adaptation for international students. Through simple regression analysis, the relationship between the Big Five personality traits and the sub-variables of college adaptation was examined, revealing that extraversion had a sig nificantly negative relationship only with social adjustment. In contrast, agreeableness, conscientiousness, emo tional stability, and openness showed significant positive relationships with academic adjustment, social adjust ment, emotional adjustment, attachment to college, and cultural adaptation.
Conclusions The study found that extraversion had a significantly negative impact on social adjustment, a sub-variable of college adaptation. In contrast, agreeableness, conscientiousness, emotional stability, and open ness were all found to have a significantly positive influence on all sub-variables of college adaptation. Based on these results, it is suggested that to clearly identify the effects of the Big Five personality traits on college adapta tion among international students, it is necessary to analyze each personality factor separately in relation to college adaptation and its sub-variables.
Experiences of Rehabilitation of Female with Mental Illness in Community Mental Health Transition Facility
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kim Gyung Hee , Choi Yoo Jin
Published: February 2025

Objectives The purpose of this study is to explore in-depth the rehabilitation experiences of female with mental illness admitted to community mental health transition facility and to understand the phenomena. Based on the rehabilitation experiences of female with mental illness, mental rehabilitation education and self-reliance training programs for female with mental illness are developed, and they are used as basic data for the development of ed ucational materials for workers to understand residents.
Methods For female with mental illness discharged from community mental health transition facility, data were collected through in-depth interviews with 11 people from November 4, 2022 to February 24, 2023, using the snowball sampling method until data saturation. Through in-depth interviews one-on-one with female with men tal illness for 60-120 minutes, the meaning of the experience of psychiatric rehabilitation through the admission experience was analyzed in the stages of theme collection and categorization according to the Colaizzi phenom enological method.
Results The rehabilitation experience of female with mental ill in community mental health transition facility was derived into 5 categories and 11 thematic collections. The five categories were ‘maintaining regular daily life’, ‘at tempting relationships with people’, ‘recognizing the importance of health management’, ‘the boundary between restrictions and choices’, and ‘the first step in independent life’. Participants experienced rehabilitation in com munity transition facility as an intermediate stage between psychiatric ward centered on safety and treatment and group homes for people with mental ill that emphasizes the right to self-determination.
Conclusions Based on the rehabilitation experience of female with mental illness in community mental health transition facility, it can be used as basic data for developing rehabilitation programs and educational materials for residents of community mental health transition facility and educational materials for workers.
Sequential Mediation Effects of Negative Parenting Attitudes, Depression, Smartphone Overdependence, and Academic Lethargy
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Eun Young Kyung , Yang Ji Woong
Published: February 2025

Objectives The purpose of this study was to examine the relationships among negative parenting attitudes, de pression, smartphone overdependence, and academic lethargy, and to verify the mediating effects of depression and smartphone overdependence in the effects of negative parenting attitudes on academic lethargy.
Methods To achieve this, data from 2,384 ninth-grade students from the 2018 Korean Children and Youth Panel Survey (KCYPS) were analyzed using SPSS 25.0 and SPSS PROCESS MACRO 3.4 to conduct reliability tests, cor relation analyses, and mediation effect analyses.
Results The results showed that, first, all variables negative parenting attitudes, depression, smartphone over― dependence, and academic lethargy were significantly correlated. Second, depression and smartphone over― dependence each had a partial mediating effect on the relationship between negative parenting attitudes and aca demic lethargy. Third, a sequential mediating effect was observed, whereby negative parenting attitudes influ enced academic lethargy sequentially through depression and smartphone overdependence.
Conclusions This indicates that higher negative parenting attitudes lead to increased depression, which in turn heightens smartphone overdependence, which has a significant impact on academic lethargy. Based on these findings, practical approaches to reducing academic lethargy in adolescents were explored, and the need for edu cation and counseling to prevent and address depression and smartphone overdependence was discussed.
The mediating effect of teacher efficacy on the relationship between job stress and resilience of early childhood teachers and multi-group analysis by job stress level
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Yoon Junghyun , Lee Kyunghwa
Published: February 2025

Objectives The purpose of this study was to establish job stress and teacher efficacy as the main variables affect ing the resilience of early childhood teachers and to test the mediating effect of teacher efficacy on the relationship between job stress and resilience.
Methods A survey was conducted on 338 early childhood teachers working at early childhood education in stitutions in Seoul and Gyeonggi Province for two weeks in October 2024. The collected data was analyzed using the SPSS 25.0 statistical program to perform frequency analysis, descriptive statistical analysis, and correlation analysis, and then structural equation model analysis was performed using the AMOS 25.0 program.
Results First, there was a significant correlation between early childhood teachers’ job stress, resilience, and teacher efficacy. Second, it was verified that teacher efficacy had a complete mediating effect on the effect of early childhood teachers’ job stress on resilience. Third, as a result of analyzing the multi-group path difference mediated by teacher efficacy according to the level of early childhood teachers’ job stress, it was confirmed that there was a significant difference in the effect of job stress on resilience.
Conclusions These results indicate the need to create an educational environment that strengthens teacher effi cacy in order to reduce early childhood teachers’ job stress and enhance their resilience. They also suggest that effective teacher education plans for managing job stress and enhancing resilience should be developed and ap plied to early childhood education settings.
Exploring the Potential of Generative AI in University Instruction: Focus on Tasks to Avoid and Tasks to Pursue
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, YUN Ga-young , Chang Sunyoung
Published: February 2025

Objectives This study explores the potential use of generative AI in university instruction and proposes practical instructional design directions. Specifically, it investigates the teaching and learning characteristics that should be considered when utilizing ChatGPT in instruction and identifies the types of tasks that university instructors need to design.
Methods For this purpose, written interviews were conducted with 24 pre-service instructors through an online platform. Data were analyzed using thematic analysis to identify considerations for the educational use of ChatGPT. Additionally, the study explored the attributes of tasks that instructors should avoid and pursue, focus ing on their implications for university-level education.
Results The findings highlighted two critical attributes for using ChatGPT in educational contexts: purposefulness and limitations. Purposefulness included attributes such as “teaching support tools” and “learning support tools.” Limitations emphasized “context-sensitive restricted use” and “critical evaluation and selective use.” Tasks were categorized based on their alignment with learning objectives: Tasks to avoid were simple and fact-based, easily solvable through ChatGPT, and included “concept and theory-based tasks,” “translation tasks,” “summary tasks,” and “basic problem-solving tasks.” Tasks to pursue utilized ChatGPT as a support tool to foster higher-order thinking and included “research and case analysis tasks,” “collaborative group projects,” “knowledge application and presentation tasks,” and “problem-solving and project-based tasks.”
Conclusions While ChatGPT offers clear advantages, such as reducing workload and expediting data collection, its effective integration in education requires careful consideration to promote meaningful learning. This study contributes by presenting practical examples of task types suitable for educational purposes and offering action able insights for instructional design in university settings.
Perceptions of Pre-Service Elementary and Secondary Teachers on Technology-Integrated Instruction Through TPACK Developmental Stage-Based Lectures
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Choi Kyeongsik
Published: February 2025

Objectives This study examined the perceptions of 10 pre-service teachers from a teacher training university lo cated in a mid-sized city regarding technology-integrated instruction after participating in lectures designed based on the TPACK developmental stages.
Methods To achieve this, a 15-week lecture program was developed based on prior research, considering the TPACK developmental stages. Subsequently, data were collected from pre-service teachers, including their tech nology-integrated lesson objectives, group lesson rehearsal observation reports, and reports on the development of their technology integration competencies. The pre-service teachers’ lesson objectives for technology-in tegrated instruction were rephrased and categorized into two main themes, and their perceptions of technology were analyzed. Additionally, changes in their preconceptions and perspectives on technology-integrated instruction were examined using the group lesson rehearsal observation reports and the competency development reports.
Results The analysis of pre-service teachers’ objectives for technology-integrated instruction revealed two dis tinct groups. One group responded with a desire “to develop the ability to create teaching and learning materials using technology (TCK),” while the other expressed a goal “to gain the ability to conduct effective lessons using technology (TPK).” Pre-service teachers in the TCK group demonstrated positive and progressive perceptions of technology-integrated instruction. In contrast, those in the TPK group exhibited negative or reflective perceptions. Additionally, pre-service teachers initially faced challenges in conducting technology-integrated instruction on topics related to the humanities and social sciences. However, throughout the lecture program in this study, they experienced a shift in perception, overcoming these difficulties.
Conclusions The results of this study indicate that pre-service teachers who aimed to develop TCK competencies rather than TPK competencies through the lecture program based on TPACK developmental stages held more positive perceptions of technology-integrated instruction. Additionally, their perceptions of conducting technol ogy-integrated lessons on humanities and social science topics showed notable improvement. Based on these findings, it is necessary to enhance pre-service teacher education programs to better support the development of competencies required for effective technology-integrated instruction.
A Comparative Study of University Students’ Writing Efficacy and Academic Achievement: The Impact of ChatGPT in Reflective Writing Classes
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kang Jeong-gu , Pyo Si-Yeon
Published: February 2025

Objectives This study aims to explore the potential of using ChatGPT as an alternative to address the difficulties faced by freshmen in university writing classes and empirically verify its impact on writing efficacy and academic achievement.
Methods The study involved 130 students from a four-year university in Gyeonggi Province enrolled in a Basic Writing course. After the midterm exam, students were divided into an experimental group using ChatGPT and a control group that did not. A pre- and post-survey on writing efficacy was conducted, and data on academic ach ievement were collected through midterm and final exam scores, along with qualitative data from students' re flective journals and instructor observation logs.
Results The statical and qualitative analysis revealed that students who used ChatGPT showed significant im provement in overall writing efficacy, particularly in expressive functions. By referencing ideas and vocabulary pro vided by ChatGPT, students were able to ease difficulties in generating and expressing their own ideas, expanding their thinking to express themselves more creatively and effectively. In terms of academic achievement, the ChatGPT group performed significantly better on the final exam compared to the control group. Correlation analy sis between writing efficacy and academic achievement showed that grammar and expression functions had a stronger correlation with academic performance than structural functions.
Conclusions These results suggest that the samples and personalized feedback provided by ChatGPT improved students' self-editing abilities in writing, boosted their motivation and engagement, and ultimately led to better academic outcomes. This study offers empirical evidence that AI tools like ChatGPT can enhance creative ex pression, writing efficacy, and academic performance by providing individualized feedback in writing education. It also offers valuable insights into effectively integrating AI tools in educational settings.
A Study on the Serial Multiple Mediation Effect of Ego-Resilience and Career Barriers on the Relationship Between Transformative Experiences and Academic Persistence of Performing Arts University Students
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Han Min Kwon , Kwon Seung A
Published: February 2025

Objectives The purpose of this study is to examine the serial multiple mediation effect of ego-resilience and ca reer barriers on the relationship between transformative experiences and academic persistence among perform ing arts university students.
Methods For this study, data from 125 university students majoring in performing arts at a university in Seoul were used for analysis. The research model was constructed with transformative experiences as the independent varia ble, academic persistence as the dependent variable, and ego-resilience and career barriers as mediating variables.
Results The results of the analysis showed that transformative experiences had a positive effect on academic persistence. Additionally, ego-resilience and career barriers each mediated the relationship between transformative experiences and academic persistence. Moreover, ego-resilience and career barriers sequentially mediated the relationship between transformative experiences and academic persistence, indicating that the serial multiple mediation effect was significant.
Conclusions It was confirmed that transformative experiences related to the major had a positive effect on lear ners' ego-resilience, and ego-resilience negatively impacted career barriers, reducing the level of career barriers, ultimately enhancing academic persistence. Based on the results of the study, specific strategies were proposed for utilizing learner-centered transformative experiences in the educational activities of performing arts students, along with suggestions for efforts that should be made in education and the broader culture and arts sectors to reduce career barriers.
The Effect of the Flourish and Creative Teaching Efficacy of Childcare Teachers on Teacher-Child Interaction
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Im Jong ran , Kim Min jeong
Published: February 2025

Objectives The purpose of this study is to explore ways to Improve the quality of teacher-child interaction by ex amining the relative influence of childcare teacher’s flourish and creative teaching efficacy on teacher-child interaction.
Methods For The study, data werecollecteed from 233 childcare teachers using the PERMA-Profler, creative teaching efficacy scale, Lee Myun-sook Choi Byung-yeon (2016) collected data using teacher-infant interaction scale Lee Jung-sook(2003) and IBM SPSS 21.0 program Pearson’s moment correlation coefficient calculation and hierarchical regression analysis were performed.
Results First, both the florish and creative teaching efficacy of childcare teachers showed a high correlation with teacher infant interaction. Second, Creative teaching efficacy had a significant impact on both teacher-infant in teractions, and relationships among florish sub-factors, It was found to have a significant effect in the order of im mersion and achievement.
Conclusions The above results are a way to improve teacher infant interaction, experience high happiness and satisfaction in childcare, and need new ideas, effective play teaching methods, and support from specialized in stitutions to improve creative teaching efficacy.
Research trends in early childhood science education: Focus on teacher-centric research in 2019-2023
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Song Ji Yoon , Kim Hyun Myung
Published: February 2025

Objectives The purpose of this study is to provide basic research data to reconsider the role and direction of teach ers for early childhood science education before school age by examining the research trends of early childhood science education dealt with in Korea after the 2019 revised Nuri course.
Methods Accordingly, papers with keywords ‘infant education’, ‘science’, and ‘teacher’ registered in the KCI for five years from 2019 to 2023, which were announced as the 2019 revised Nuri course, were selected for analysis. A total of 38 selected academic journals were analyzed in detail according to the research subject, research meth od, and research content of the analysis criteria, and the research trend of early childhood science education re lated to teachers was examined.
Results As a result of the analysis, first, studies on early childhood science education related to teachers showed higher frequency than studies on early childhood teachers. Second, as for the research method of early childhood science education related to teachers, quantitative research was found to be higher for pre-service teachers and qualitative research for incumbent teachers. Third, it was found that the research content of early childhood sci ence education related to teachers was mainly approached through meetings between teachers for the purpose of understanding the field for incumbent teachers, and the tendency of the approach varies depending on the time while the approach through specific and activities was mainly conducted for pre-service teachers for the purpose of understanding variables.
Conclusions It is proposed that these results be used to present methodological discussions and implications for the direction of teacher education for the early childhood and play-oriented curriculum aimed at the 2019 revised Nuri course to be realized in early childhood science education.
The Structural Study of Elementary Students' Digital Literacy, Learning Motivation, Learning Engagement, and Class Satisfaction
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Lee gyeoung hee , Lee sun min , Kim han shin
Published: February 2025

Objectives The purpose of this study is to structurally examine the relationship between elementary school stu dents' digital literacy skills, learning motivation, learning immersion, and class satisfaction, and to provide basic data for elementary education in the digital age.
Methods Data were collected from 252 5th and 6th graders in northern Gyeonggi Province. The collected data were used to calculate descriptive statistics such as mean, standard deviation, skewness, and kurtosis using SPSS statistics 29.0, and Pearson's product-moment correlation analysis was performed to examine the correlation be tween the four factors. In order to examine the structural relationship between latent variables, the measurement model was verified using the R language-based JAMOVI 2.4.11 program and AMOS 29.0, and the total effect and direct and indirect effects were tested. The mediating effect was statistically significant using bootstrapping.
Results First, among the four variables, digital literacy ability was the highest, and learning motivation was the lowest. Second, there was a structural relationship among elementary school students' digital literacy, learning motivation, learning immersion, and class satisfaction, but learning motivation did not have a statistical effect on class satisfaction. Third, as a result of examining the mediating effect of learning motivation and learning im mersion, digital literacy showed a simple mediating effect in affecting class satisfaction through learning im mersion in the relationship between digital literacy and class satisfaction, and a double mediating effect in affect ing class satisfaction through learning motivation and learning immersion.
Conclusions In a digital learning environment, digital literacy has a positive effect on learning motivation, learning immersion, and learning satisfaction. Therefore, a constructivist-based teaching and learning strategy is needed that allows learners to take the initiative in learning and promotes problem solving, information acquisition, shar ing, cooperation, and critical thinking based on digital literacy.
An Analysis of Self-regulated Learning Features of the Adaptive Learning Platform for K-12 Education
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Lee Jeong Yoon , Ju Soo Yeon , Guo Xinrui , Shin Yoonhee
Published: February 2025

Objectives This study analyzed the application of features that support learners' self-regulated learning within AI-enabled adaptive learning platforms for K-12 schools and provided implications for the design of features that support self-regulated learning in AI digital textbooks.
Methods We identified key components of self-regulated learning in adaptive learning environments through a literature review and evaluated the features implemented in eight adaptive learning platforms selected for this study according to Zimmerman's self-regulated learning cycle model.
Results We found that the adaptive learning platforms we analyzed do not support learners' self-regulated learn ing in a theory-based manner and are inconsistent in their application, and identified the need for improvements across the forethought, performance, and reflection phases.
Conclusions We proposed key recommendations for improvements, including expanding the use of features such as goal setting, time and effort management in the forethought phase; enhancing features such as visualization, environment structuring, self-record, and self-results and leveraging AI tutor technology for help-seeking in the performance phase; measuring learners’ self-satisfaction/affect to inform the next phase of SRL.
Education Program Development of Social Entrepreneurship and Innovative Business
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Lee Kyoungmi
Published: February 2025

Objectives This study provided implications for social entrepreneurship and innovative business, which have been relatively under-researched, in the form of policies and educational programs.
Methods This study reviewed theories on generating organizational knowledge, documents on future capabilities, and discussions on entrepreneurship and core competency education in universities. Among the jobs in the man agement, accounting, and office fields (ISC fields) classified as pan-sectors, the importance of jobs in SCM and future capabilities were analyzed by O'net as the supply chain is gradually becoming insufficient due to the estab lishment of a global supply chain, which is emerging as a new issue. The topic of University B's TBL case was ana lyzed according to ESG, and the educational goals, core concepts, and educational modules were extracted by an alyzing the expert core competency workshop and interviews with excellent team learning participants.
Results Work in the ISC field was characterized by increasing system labor substitutability, and the case of University B's TBL had the characteristic that the interests of engineering and non-engineering departments were somewhat divided into two. In the core competency selection workshop, three items were selected: system uti lization, job composition, and corporate citizenship. The results of interviews with learners from excellent teams revealed that group learning and creative friction were treated as important. This was conceptualized at a higher level as social entrepreneurship and digital literacy conversion ability.
Conclusions [Implications of the study] Educational programs for social entrepreneurship course and digital liter acy transformation learning course was developed. It was suggested to operate an experiential learning recog nition system and a citizenship research group for TBL experiences.
Qualitative Case Study on the Participation Experiences of High School Students in After-School Programs in Rural Small Cities: Focusing on the Case of Hoengseong-gun
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Joo Youngjun , Kim Hana
Published: February 2025

Objectives This study aimed to explores the participation experiences of high school students involved in the af ter-school program operated commissioned in collaboration with the community in Hoengseong-gun, Gangwon-do.
Methods A qualitative case study was conducted with six first-year high school students participating in the af ter-school program commissioned in Hoengseong-gun. Data were collected through in-depth interviews, each lasting 60 minutes and conducted three times per participant, as well as observations, notes, and documents. The collected date were analyzed using the constant comparison method, including open coding, categorization, and category verification.
Results The findings revealed that students improved their subject-specific learning strategies and academic performance. Through the career and college preparation program, they gained specific information and methods for selecting majors and preparing for college entrance. Participants initially faced adaptation challenges but even tually overcame them. Their confidence was influenced by comparisons with peers, and conversations with friends were found to be beneficial for learning. Feedback regarding local government support was positives, par ticularly about opinion gathering through forums and the free operation of the program. The experience with in structors from Seoul also helped bridge educational gaps with students in larger cities.
Conclusions Participants benefited from both subject and non-subject support through the after-school program, and their social relationships with peers contributed positively to their learning. However, there is a need for psy chological support programs to help students adapt quickly and manage stress related to competition within the group. The study suggests expanding future research to include all middle and high school students and their pa rents involved in the program.
Mediating effect of Teacher efficacy on Relationship between Core competency and Coaching competency of Early Childhood teachers
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Shin Su Kyung , Cho Eun Jung
Published: February 2025

Objectives The purpose of this study is to examine the influence of core teacher competencies and teaching effi cacy required of early childhood teachers on coaching competencies and to examine the mediating effect of teaching efficacy.
Methods A survey was conducted with 212 early childhood educators in J province to collect data on teachers' core competencies, coaching competencies, and teaching efficacy. Frequency and percentage analyses, correlation analysis, regression analysis, and mediation analysis were conducted. To verify the mediation effect, a Sobel test was performed to assess statistical significance.
Results As a result of the study, There is a significant relationship between the core competencies of early child hood teachers, teacher efficacy, and coaching competency. It appears that the core competency of early child hood teachers have a positive effect on teacher efficacy, and teaching efficacy has a positive effect on coaching competency. and teaching efficacy was found to mediate partly.
Conclusions There is a significant relationship between the core competencies of early childhood teachers, teaching efficacy, and coaching competencies. It appears that the core competencies of early childhood teachers have a positive effect on teaching efficacy, and teaching efficacy has a positive effect on coaching competency.
A study of the perceptions of present and preliminary early childhood teachers about utilization of Edu-Tech in early childhood education
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, KIM Seung-Hye , Lee Jae-Kyung
Published: February 2025

Objectives The purpose of this study is to derive implications for improving the effectiveness of Edu-Tech use in early childhood education through comparative analysis of the perceptions of early childhood teachers and pro spective early childhood teachers on the use of Edu-Tech, and to establish practical measures for effectively using Edu-Tech in early childhood education in the future.
Methods Data were collected by distributing an online questionnaire to 200 people, including 100 preschool teachers and 100 prospective preschool teachers. Frequency analysis, t-test, chi-square test, and text analysis of subjective opinions were conducted on all 200 (100%) of the returned questionnaires.
Results The perception of Edu-Tech by early childhood teachers and prospective early childhood teachers was very similar as follows. First, the level of understanding of Edu-Tech was low, but the importance of utilization abil ity was highly recognized. Second, the educational effectiveness of Edu-Tech was recognized as being affected by the teacher's utilization ability. Third, among the various Edu-Tech technologies, the necessity of developing ‘artificial intelligence’ was evaluated as the highest. Finally, in the communication area of the Nuri curriculum, the use of Edu-Tech for the purpose of stimulating interest and curiosity in language was perceived positively. In addi tion, in the nature exploration area, the use of Edu-Tech was evaluated as effective in stimulating interest and cu riosity in young children's surrounding environment and tools, understanding the characteristics and changes of objects that young children find difficult at the cognitive level, and learning classification according to criteria.
Conclusions From the stage of prospective early childhood teachers, we need to systematically and continuously provide education to enhance their understanding of Edu-Tech and strengthen their ability to utilize it. Through this, we need to support them to effectively utilize Edu-Tech based on a high level of understanding of Edu-Tech in early childhood education settings.