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Analysis of Perceptions and Requirements for Creative Experiential Activity Curriculum for the Revision of Special Education in South Korea

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  • Joungmin Kim

    (College of Hyangsul Nanum, Soonchunhyang University, Asan 31538, Republic of Korea)

  • Esther Park

    (Graduate School of Special Education, Dankook University, Yongin 16890, Republic of Korea)

Abstract

This study investigates the perspectives of key stakeholders—teachers, principals, and parents of students with disabilities—regarding the 2022 Revised Curriculum, which integrates sustainability and climate change education into the Creative Experiential Activity (CEA) curriculum in special education. It focuses on their perceptions and needs for improving CEA to reflect hands-on learning and sustainable development goals (SDGs), particularly in areas like ICT integration and social inclusion. Through a focus group interview (FGI) and the KJ method of analysis, key themes were derived and organized into six levels to structure the transcripts. The teacher group identified 69 perceptions and 73 needs, with main themes related to ‘extracurricular operation status’, ‘evaluation of extracurricular activities’, and ‘experience activities’. Their needs highlighted ‘suggestions for the revised curriculum’ and ‘expectations for new activities’. The school expert group recognized 37 issues and expressed 74 needs, focusing on incorporating ICT and SDGs, particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) into the revised curriculum. The parent group, with 58 recognitions and 56 needs, expressed perceptions of extracurricular activities in terms of ‘related knowledge’, ‘negative emotions’, ‘school status’, and ‘positive attitude toward their child’s participation’. Their primary needs included ‘request for student guidance’, ‘expectation for successful social integration of children (SDG 3: Good Health and Well-being)’, and ‘opportunities for participation in education’. Furthermore, this study addresses gaps previously unexamined in the field of special education by analyzing the distinctive needs of special education settings and proposing concrete solutions to address these unmet needs. The findings underscore the necessity of tailoring educational content to the diverse needs of students with disabilities, promoting inclusive practices that align with SDGs and reflect the evolving educational landscape in special education.

Suggested Citation

  • Joungmin Kim & Esther Park, 2024. "Analysis of Perceptions and Requirements for Creative Experiential Activity Curriculum for the Revision of Special Education in South Korea," Sustainability, MDPI, vol. 16(20), pages 1-17, October.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:20:p:9121-:d:1503332
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    References listed on IDEAS

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    1. In-Seong Jeon & Shin-Yu Kim & Seong-Joo Kang, 2024. "Developing Standards for Educational Datasets by School Level: A Framework for Sustainable K-12 Education," Sustainability, MDPI, vol. 16(12), pages 1-17, June.
    2. Mi-Young An & Kwang-Seong Shin, 2024. "Effects of Teachers’ Media Utilization and Computational Thinking on Sustainable Development in Early Childhood Education," Sustainability, MDPI, vol. 16(13), pages 1-13, July.
    3. Idiano D’Adamo & Cristina Di Carlo & Massimo Gastaldi & Edouard Nicolas Rossi & Antonio Felice Uricchio, 2024. "Economic Performance, Environmental Protection and Social Progress: A Cluster Analysis Comparison towards Sustainable Development," Sustainability, MDPI, vol. 16(12), pages 1-24, June.
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