Pedagogical Approaches in
the Republic of Korea
Kyungsuk Chang
Introduction
Future societies are likely to be characterized by lower birth rates, aging
populations, transformation in the positions of women, increasing reliance
on information and communication technology (ICT ), knowledge-based
economies, ongoing globalization and issues relating to diversity and equity
(Organisation for Economic Co-Operation and Development [OECD], 2001).
Such changes in society are likely to transform our lives in the future. To what
extent can the existing educational system meet the new needs arising from
the expected changes?
In the Republic of Korea, research was conducted to identify what skills
will be required by society in future and to seek approaches that will fulfil
the requirements. This research was conducted in recognition of the fact
that changes in society and the transition to a knowledge-based society
pose new challenges, and opportunities, for Korean education. Twenty-first
century society requires not just intelligence but also talented people with
well-rounded characters – sociable, sensitive and moral citizens (Ministry
of Education, 2013). Efforts are being made to cultivate global talents with
the creativity and character required in the future (Lee, 2013; Ministry of
Education, 2013).
The studies into future needs suggested that a gap exists between the current
outputs of the education system and society’s education needs, but that this
could be bridged by a multipronged approach that involves making changes
to curricula, teacher supply and training, infrastructure and technology (Lee
et al., 2009; Yun et al., 2007). The curriculum reform of 2009 has been at the
centre of these multipronged efforts. As of 2015, a revised curriculum is being
implemented in schools across the country.
The present study, through increasing understanding of pedagogical
approaches in the Republic of Korea in the context of the 2009 curriculum