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Korean J General Edu > Volume 14(5); 2020 > Article
Korean Journal of General Education 2020;14(5):251-262.
DOI: https://doi.org/10.46392/kjge.2020.14.5.251    Published online October 31, 2020.
Proposal ‘G-KLAC’ of Liberal Art Education for International Students -Focused on Cultural Adaptation
Su Kyung Lim
Teaching Associate Professor, Dankook Univ.
외국인 유학생 대상 교양교과 G-KLAC 제언 -문화적응을 목적으로 한 교과를 중심으로
단국대학교 교육부교수
Correspondence:  Su Kyung Lim,
Email: totorolsk@dankook.ac.kr
Received: 20 September 2020   • Revised: 20 October 2020   • Accepted: 22 October 2020
This research was conducted to provide effective university based liberal arts education to both domestic and international students, in the hopes of suggesting the building of G-KLAC. The G-KCLA in this context means a fundamental liberal arts curriculum that emphasizes Korean studies--one that aims to provide liberal arts education (liberal arts curriculum, liberal arts college), built and operated by a current domestic university for first year international students.
Even though an appropriate amount of understanding and training in their major’s curriculum is needed for students to have a chance at a successful university life, to say nothing of their need to adapt to a school which will surely differ from their previous one, the current university system provides little to no recognition of international students who have different (cultural) conditions from their domestic counterparts.
Establishing adequate supporting strategies and providing an effective education curriculum for students who are adapting to a new university are essential tasks in any educational environment. To promote a successful life of studying abroad, this research proposes the G-KLAC modal, which can embrace two aims of liberal education: 1) fundamental education for major knowledge, and 2) adapting education to suit university life. Chapter 2 organizes the curriculum changed process for international students through research of precedence study. Chapter 3 analyzes the liberal arts curriculum that is offered to current international students, and chapter 4 proposes structuring the principles of G-KLAC, as well as provides some examples.
If universities can enhance not only the basic interpretation abilities of Korean among their international students, but also their reading ability to integrate the Korean culture in a broader context, students should be better able to resolve several problems on their own. Furthermore, we expect this approach to become an essential part of any basic liberal arts curriculum for the future university students, regardless of whether they are domestic or foreign students.
Key Words: Culture contents, Liberal arts, Liberal curriculum, G-KLAC, Korean culture, foreign students


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