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The purpose of this study is to examine the current status of the development of online learning contents for Korean language and culture education using the Korean wave (Hallyu) contents, and to propose the direction of development. In order to achieve this purpose, this study examines the current status of research on Korean language and culture education using Hallyu contents through an analysis of prior research. Also, this study investigates the current status of the development of online teaching-learning contents for Korean language and culture education, and drew implications for the development of teaching-learning contents. In addition, this study conducted a needs analysis on Hallyu contents for foreign learners and teachers with experience in Korean language education abroad. This study is of significance in that it selected the Hallyu contents for the development of Korean language and culture online teaching-learning contents based on the results of analysis from various angles and suggested the method and direction of developing learning materials for Korean language and culture.

This study provides a comparative overview of the issues facing higher education in Cambodia, Malaysia, and Thailand. It identified issues and offers recommended for targeting support for higher education development in the region. The study adopted a case study method based on policy document review to examine the Higher Education System in Malaysia, Thailand, and Cambodia and policy reforms and institution‘s response on the policy and their process at each institution comparatively. The difference between the desire of HEI administrators to exercise their own authority and judgment, and the willingness of the government to relinquish that control can be a source of tension, especially when each group defines “autonomy” in a different way. Even though most governments claim they have prepared a coherent infrastructure to support the implementation of new policies granting HEIs more autonomy, differences in definitions of autonomy vary among countries. Many factors must work together if instructional quality is to improve. Ultimately, however, individual instructors are the gatekeepers of what happens in the classroom. Academic staff are the greatest resource of any university. They carry out the mission of the institution and largely determine its quality. HEIs need academic staff with solid content knowledge, effective teaching and communication skills, and, if knowledge creation is part of the mission, some level of research competence. Yet, the rapid expansion of higher education in Asia has resulted in a great shortage of qualified academics, a development that seriously threatens quality of education.

This paper seeks to analyse interrogative sentences in Korean and Shona for purposes of Korean language education. To achieve this, this paper is guided by the contrastive linguistics theory whose methods are utilised to analyse interrogatives of these two languages in order to reveal the similarities and differences in their structure, form and syntax. The study focussed on two types of interrogatives that is, the wh-questions and the yes-no questions. In dealing with wh-questions in the area of Korean Language inculcation, the most central question is the position at which the wh-word is articulated. In Korean, the wh-word appears at the original position that is, a position congruent to the argument being queried in a corresponding declarative sentence. In Shona on the other hand, the wh-word is articulated at the sentence final position, regardless of the position in a corresponding declarative sentence of the argument being queried. For yes-no questions, Korean utilises the interrogative verb form while Shona utilizes a question particle ‘here’ which, similar to Chinese 吗[ma] and Japanese か[ka], when placed at the end of a germane declarative sentence, transforms it into a yes-no interrogative sentence.

Despite the importance of interaction and teacher questions in academic Korean classes, systematic questions based on learners' cognitive and definitive aspects are not being accomplished in real classroom classes, and thus learners' responses are not occurring properly. Therefore, this study aimed to typify, categorize, and analyze various questions of Korean teachers currently being accomplished in the field of Korean language education. Furthermore, I tried to compare and analyze teacher questions in liberal arts and major Korean classes and draw implications for effective questioning strategies by linking them with learners' characteristics and responses. Accordingly, I proposed an effective strategy that can help teachers plan questions in the classroom appropriately for easy application in the on-site Korean language classes, promoting classroom interaction, and improving academic communication skills.

The author examines the problems of proletarian (Soviet) culture, its inception, and activities of the creative intelligentsia of the Soviet Koreans. In the USSR, the leaders paid great attention to the liquidation of illiteracy, youth education, and the formation of the Soviet Korean Culture in the 1920-1930. During this period, Soviet authorities opened two pedagogical colleges and teachers training institutes, newspapers and magazines were published in the Korean language, and selected works of Korean Proletarian writers were published. Soviet cultural policy contributed to the development of Korean Culture. In 1932, Soviet Koreans created the Korean theater; artists, musicians, painters, and poets appeared among Korean youth.

Marriage always plays an important part of one's life, of each family and of the whole society. That is not an exception for the Lach people - a group of local residents of the Co ho ethnic group in the Central Highland, Vietnam. Marriage ceremonies in this group have been "institutionalized" by Nri (Customary Law) - rules adjusted, accepted by or based on the customs and practice of people in a society. Through customary law, it appears that the traditional marriage of the Lach people has many unique features such as the custom of challenging wedding gifts, marrying the family member(s) of the deceased husband, asking man's parents for permission to marry, staying with wife's family, etc. Nevertheless, due to the significant changes of society in recent years, the customary law in marriage of the Lach people has been changing considerably as a result.

The rapid transition of Korean society to a multicultural society has led to the inevitability of multicultural policies. Despite the government-led multicultural policies, Korea does not fully reflect the characteristics and problems of various types of international migrants and their families. This study did comparative analysis on the policies of the Ministry of Gender Equality and Family(MOGEF) and the Ministry of Education(MOE) and tried to examine the linkage between them and figured out the implications. In order to analyze the linkage between the two policies, in this study, the analysis is carried out in two axes: policy area and policy target. The results and issues are as follows: First, the redefinition and linkage of policy targets should be made. Secondly, it is necessary to create a unified policy direction through the examination of multicultural discourse. Finally, policies related to structural and identity integration are required, and for this, a bottom-up approach is needed.