학교 교육활동 환경의 변화를 고려한 교사 대상 인권교육 개선방안 탐색 연구 = A Study on Improving Human Rights Education for Teachers in Consideration of Changes in the School Educational Environment

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the current status of human rights education for teachers and to explore improvement measures by considering the shifting landscape of the school environment. Through a comprehensive literature review, the following key findings were identified: First, human rights education for teachers has primarily focused on reflecting international human rights norms and recommendations from the National Human Rights Commission. This has resulted in "knowledge-delivery-oriented education," where human rights information and practical methods are unilaterally transmitted to and accepted by teachers.
Second, the changes in the educational environment regarding school human rights and human rights education were categorized into four areas: -Learning rights environment: Shifts in the patterns of parental complaints regarding instruction and student guidance.
-Legal and institutional environment: Changes in educational authority, such as new ordinances related to student guidance.
-Curriculum environment: The fragmentation and outsourcing of human rights lessons.
-Physical environment: The expansion of digital and generative AI-based education.
Third, the study proposes the following improvements for teacher-oriented human rights education: The educational direction must transition to a ‘competency development’ model that grants participating teachers agency and pro-activity, enabling them to solve practical problems and implement human rights in schools. To this end, the study proposes five core human rights education competencies and suggests improvements in educational content, methods, and operational systems to foster these competencies in light of the evolving educational landscape.