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Korean J General Edu > Volume 16(2); 2022 > Article
Korean Journal of General Education 2022;16(2):95-110.
DOI: https://doi.org/10.46392/kjge.2022.16.2.95    Published online April 30, 2022.
Current Status and Development Plan in the Area of Character Education at Universities
Yeonjoo Lee1, Jonghee Jeon2
1Assistant Professor, Konkuk University Glocalcampus
2Assistant Professor, Konkuk University Glocalcampus
대학 소양교육 영역의 현황과 발전 방안
이연주1, 전종희2
1건국대학교 글로컬캠퍼스 조교수
2건국대학교 글로컬캠퍼스 조교수
Correspondence:  Jonghee Jeon,
Email: jeon2080@hanmail.net
Received: 20 March 2022   • Revised: 11 April 2022   • Accepted: 18 April 2022
In this study, character education, which has a deep origin in the educational history of both the East and West, began to be newly illuminated in the 4th Industrial Revolution and AI era. In line with the trend of the times, this study was conducted as a basic study to review the role and meaning of university character education and to redefine its status. The demand for character education is on the rise, with several universities in Korea already opening and operating subjects related to character education as essential subjects. The Center for Liberal Arts Education has established a literacy education area and has presented it as a standard model for basic liberal arts education. But there is a sense that both the concept and meaning in the education area have not yet been sufficiently disseminated. In light of this problem, this study explored the direction that the newly established status in the character education field is taking. To this end, the research trend of university character education was analyzed, and a survey was conducted on those in charge of liberal arts education in the university’s education field. In addition, a focus group interview (FGI) was conducted for nine liberal arts education policy experts.
As a result of examining the research trend of literacy education, universities perceived that character education is mainly related to cultivating basic or practical skills in the chosen fields or majors of the students. Thus, it proved to be different from the area of character education that aims for personality education. However, as a result of a survey conducted by a person in charge of liberal arts education at domestic universities, 31.4% were already applying to the area of character education, and this number increased by 7% from the previous survey. In addition, 34.3% of the respondents said that the basic framework of the liberal arts curriculum of the “Standards Plan” was already accepted and had entered the settlement stage at many universities. As a result of the FGI, a liberal arts education policy expert sympathized with the importance of character education, but there were divided opinions for and against classifying it into character education areas. Based on the results of this study, it is suggested that both the details of the current status and a subject analysis in the area of character education being conducted at domestic universities need to be conducted as a follow-up study.
Key Words: Character Education Area, Character Education, Research Trends, Expert Group Interview (FGI), Development Plan


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