Earticle

4차 산업혁명에 따른 인공지능 시대의 도래로 인해 미래세대의 역량을 강화하기 위한 새로운 교육 방법의 필요 성이 커지고 있다. 특히 생성형 인공지능 기술을 활용한 교육 프로그램 개발 및 연구가 국내외적으로 활발히 진행 되고 있다. 본 연구는 생성형 인공지능 기술을 활용한 쓰기 교육 프로그램 개발을 통해 쓰기 부진 학생의 능력 및 태도 향상을 목표로 한다. 개발한 프로그램을 초등학생에게 적용한 결과 쓰기 능력-조직과 태도의 모든 하위 요소 에서 통계적으로 유의하였으며 특히, 쓰기 부진 학생에게도 교육적인 가치가 있음을 보여주었다. 이 연구는 쓰기 부진 학생에게 생성형 인공지능 활용 방안을 제시한 점에서 의의가 있다.

With the advent of the fourth industrial revolution and the era of artificial intelligence, the need for new educational methods for future generations is increasing. In particular, the development and research of educational programs utilizing generative artificial intelligence technology are actively being conducted both domestically and internationally. This study aims to enhance the abilities and attitudes of students with writing difficulties through the development of a writing education program utilizing generative artificial intelligence technology. The results of applying the developed program to elementary school students showed statistically significant improvements in all sub-elements of writing ability and attitude, and it demonstrated educational value even for students with writing difficulties. This research has significance in presenting methods for utilizing generative artificial intelligence for students with writing difficulties.

최근 4차 산업혁명 시대를 맞이하여 창조적 혁신을 이끌어내기 위한 기업가정신 교육이 강조되고 있다. 본 연 구는 선행연구에서 청소년을 위한 기업가정신 교육 방법론으로 제안된 메이커교육 설계 모형을 바탕으로 구체적 인 교육 프로그램을 개발함으로써 교육 현장에서의 실천을 촉진할 수 있는 방안을 제시하고자 하였다. 이를 위 해 중학교 3학년~고등학생을 대상으로 학습 주제군과 수준에 따라 총 2종의 프로그램과 보조 자료를 개발하였 다. 최종 산출물은 학생용 교재, 교사용 가이드북, 수업용 PPT, 팀 활동용 워크시트로 구성하였다. 개발한 교육 프로그램에 대해서 중학생 14명을 대상으로 파일럿 워크숍을 실시하였으며, 전문가 3인으로부터 감수를 받아 최 종 프로그램을 개발 완료하였다. 본 연구는 기업가정신 함양을 위한 메이커교육 실천에 요구되는 구체적인 프로 그램을 제안함으로써 현장에서의 기업가정신 교육 착근에 기여할 수 있다는 측면에서 의의가 있다.

Recently, entrepreneurship education has been emphasized in order to bring creative innovation to the fourth industrial revolution era. The purpose of this study is to suggest methods to promote practice by developing an educational program based on the maker education model to foster entrepreneurship of adolescents proposed in the previous study. For this purpose, we developed two kinds of programs and materials according to the subject and the level for the 3rd grader in middle school and first grader in high school. The final output was composed of the workbook for students, the guidebook for teachers, the PPT, and the worksheet for a team activity. The pilot workshop of the developed program was conducted for 14 middle school students. The final program was developed after being received advisories by three experts. This study is meaningful in that it can contribute to foster entrepreneurship education in the field by proposing specific programs required for practicing maker education for entrepreneurship.

Purpose: This study aimed to develop and evaluate the effectiveness of an educational program on developmental positioning (EPDP) for nurses in neonatal intensive care units (NICUs). Methods: The study utilized a non-equivalent control group pretestposttest design. Sixty NICU nurses were recruited from two university hospitals in Daejeon, South Korea. The EPDP consisted of a 7-week program: 3 weeks of education and practice, followed by 4 weeks of encouragement messages using social networking services. Developmental positioning (DP) posters and DP aids were also provided during the intervention period. The intervention group (n=30) received the EPDP, but not the control group. The data were analyzed using the x2 test, the Fisher exact test, the independent t-test, and repeated-measures analysis of variance. Results: Participants' knowledge (t=7.49, p<.001), attitudes (t=1.99, p=.001), self-efficacy (t=2.99, p=.004), performance of DP (t=2.98, p=.004) and Infant Positioning Assessment Tool (IPAT) scores (F=29.50, p<.001) were significantly higher in the intervention group than in the control group. Conclusion: The EPDP can be an effective and useful program for improving the performance of DP among NICU nurses by increasing their knowledge, attitudes, and self-efficacy of DP. However, further research involving various NICU settings is needed to gather more empirical evidence.

Purpose: This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class. Methods: Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program. Results: The developed program consisted of eight sessions: "Orientation/ definition of violence and empathy", "Types and boundaries of violence", "Look into my feelings", "Say it with a facial expression", "Preventing non-empathic violence due to social prejudice", "Preventing physical violence", "Verbal and online violence prevention: empathic conversation", and "I can do well: review of the whole curriculum". The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy. Conclusion: We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.

Purpose: This study aimed to develop a mobile web-based food allergy (FA) and anaphylaxis management educational program for parents of school-aged children with food allergies and evaluate its effectiveness. Methods: A mobile program was developed based on a web-based teaching-learning system model. Its effectiveness was subsequently evaluated using a parallel, randomized controlled pre- and post-test design. This study included 73 parents of school-aged children with food allergies. These parents were randomly assigned to either the experimental (n ¼ 37) or control (n ¼ 36) groups. The experimental group participated in a 2-week mobile web-based educational program that covered major topics in FA and anaphylaxis management. These topics included an understanding of food allergies and anaphylaxis, learning techniques for using an epinephrine auto-injector, and developing an emergency action plan. An educational booklet was provided to the control group. Participants completed a pre-test and two posttest questionnaires to evaluate the impact of the program. The assessment tools were the Food Allergy Knowledge Test, Food Allergy Self-Efficacy for Parents, and Food Management and Adaptation Scale. The data were analyzed using descriptive statistics, a test of homogeneity for the pre-test, an independent ttest, and repeated measures ANOVA. Results: The experimental group experienced greater improvement in the knowledge of FA (postintervention t ¼ 14.51, p < .001; 2 weeks post-intervention, t ¼ 16.15, p < .001), FA self-efficacy (postintervention t ¼ 77.99, p < .001; 2 weeks post-intervention, t ¼ 76.09, p < .001), and practice behavior in FA management (post-intervention t ¼ 28.10, p < .001; 2 weeks post-intervention, t ¼ 27.98, p < .001) after web-based FA education. Conclusion: This study revealed improvements in the knowledge, self-efficacy, and practice behaviors of parents regarding FA and anaphylaxis management. Therefore, the mobile web-based educational program can contribute to the effective management of food allergies and anaphylaxis for parents of schoolaged children. CRIS registration: KCT0007491.

Purpose: Education on infant safe sleep practices has been known to reduce the risk of sleep-related sudden unexpected infant death. Since sleep environments may vary across sociocultural contexts, infant safe sleep education needs to reflect specific sociocultural settings. This study aimed to develop an educational Protocol for Infant Safe Sleep (PISS) for primary caregivers in Korea that considers parenting behaviors and cultural characteristics. Methods: This study was conducted in three key methodological steps: (1) retrieval, de- fining, and systematic classification of PISS content; (2) the structural formulation of the content as an educational protocol; and (3) content validation. For the first step, a literature review was conducted, along with an analysis of educational materials from institution websites related to infant safe sleep and online parenting communities. Field observations were also conducted to identify relevant Korean culture characteristics. Based on these findings, the PISS was developed. Content validity index was assessed by six professionals, and the results were reflected into the educational program. Results: The PISS intervention provided an educational video and booklet and enhanced learning via phone counseling and educational kit, which comprised an illustrated safe sleep sticker and a calendar-style activity diary. The educational content consisted of (1) sleep location, (2) sleep position, (3) bedding, (4) clothes and temperature, and (5) other considerations. Conclusion: This study developed the PISS, an intangible educational intervention based on Korean sociocultural characteristics and specific guidelines for primary caregivers. Future research should evaluate the effectiveness of this program in promoting safe sleep practices.

초중고교에서 스마트IT 기술에 대한 논리적 소프트웨어 교육의 수월성을 확보하기 위하여 저작도구를 사용하여 모바일앱 콘텐츠 제작을 수행하는 과정에 대한 정규 교육과정의 도입여부를 판단하는 연구를 진행하였다. 연구방법으로는 5차례에 걸쳐 전국에 분포된 특성화고등학교 교사를 대상으로, 3차례에 걸쳐 전국 초중등학교 교사와 일반고교 교사를 대상으로 교육을 실시하고 만족도 조사를 하였다. 만족이상이 평균하여 91.4%로 조사된바, 본 연구조사가 매우 적절한 것으로 판단된다. 결론적으로 초중고교에서 저작도구를 이용한 앱 개발 교육프로그램 도입은 필연적이라 할 수 있는 것으로 판단되어지며 국가기술자격 종목 신설에 대한 요구도도 높아지고 있다.

To ensure excellence in logical software education for smart IT technologies in schools, the study was conducted to determine whether a course on mobile application (app) content creation using an app authoring tool can be introduced as a part of the regular curriculum. As an approach method, five sessions of related training for characterized high school teachers as well as three sessions for elementary, middle and general high school teachers nationwide and a satisfaction survey were conducted for a total of five surveys. The average of 91.4% for more than moderately satisfied' is judged to reflect the perception of a highly successful study. In conclusion, the introduction of an app development education program using an authoring tool in schools is considered essential, and furthermore, the need for establishing new national technical qualifications is still rising.

2018년에 수립된 제4차 영재교육진흥계획에서는 영재교육원의 역할을 특수 분야 재능계발을 위한 심화 및 사사(Research & Education, 이하 R&E) 과정 운영으로 정립하였다. 영재교육원이 영재교육을 성공적으로 수 행하기 위해서는 적절한 수준의 R&E 교육프로그램을 제공할 수 있어야 한다. 본 논문에서는 정보과학 영재 들의 창의적 사고력과 문제해결능력을 향상시키기 위해 컴퓨터 게임을 직접 개발하는 R&E 교육프로그램을 제안한다. 컴퓨터 게임은 화면에 그래픽을 출력하는 기술, 캐릭터와 배경을 움직이는 애니메이션 기술, 캐릭 터 간의 충돌 감지 기술, 사운드 출력, 동영상 출력, 사용자가 편리한 인터페이스 기술 등의 다양한 요소를 포함한 분야이다. 따라서 컴퓨터 게임을 직접 개발해 봄으로써 다양한 게임 요소들을 배우고 정보과학적 개 념과 자료구조 등을 활용하여 알고리즘을 익힐 수 있다. 본 논문에서는 Python과 PyGame을 이용하여 켈러 의 ARCS 모델에 기반한 교육용 게임을 개발하는 R&E 교육프로그램을 제안하였고, 실제 영재교육원의 중학 교 정보과학반 학생들의 R&E 수업에 적용하였다. 학생들은 게임 개발 R&E 수업을 통해 실제 프로그래머들 의 프로그램 개발 과정을 체험할 수 있었고, 주어진 문제 상황들이 프로그램에 의해 어떻게 표현되고 해결되 는지를 탐구하였다. 또한, 학생들이 그동안 게임의 수요자로서 단순히 게임을 즐기기만 했다면, 본 R&E 수업 을 통해 게임의 공급자로써 사용자의 흥미와 동기를 증가시킬 수 있는 방법을 스스로 고안하고 도입할 수 있는 기회를 얻게 되었다.

The 4th Gifted Education Promotion Plan, in 2018, established the role of the Gifted Education Center as a Research & Education (R&E) course for talent development in special fields. To be successful in gifted education, gifted education centers must be able to provide appropriate levels of R&E education programs. In this paper, we propose an R&E education program that develops computer games to improve the creative thinking and problem solving ability of informatics gifted students. Computer games are a field that includes various elements such as the technology of outputting graphics on the screen, the animation technology of moving characters and backgrounds, the collision detection technology between characters, the sound output technology, the video output technology, and the user-friendly interface technology. Therefore, by developing computer games, students can learn various game elements and learn algorithms using informatics concepts and data structures. In this paper, we proposed an R&E education program for developing educational games based on Keller's ARCS model using Python and PyGame, and applied it to the R&E class of middle school informatics class students. Through the game development R&E class, students could experience the program development process of real programmers and explore how given problem situations are represented and solved by the program. In addition, while the students have simply enjoyed playing games as consumers of games, this R & E class gives them the opportunity to devise and include their own ways to increase the interest and motivation of users as suppliers of games.

본 연구는 간호대학생들의 정신건강간호에 대한 교육요구도를 알아보고, 특별히 시뮬레이션으로 융합 교육이 필요한 영역에 대한 우선순위를 확인하고자 진행되었다. 140명의 간호대학생들에게 설문을 통한 조사가 2020년 3 월~5월 사이에 이루어 졌다. 정신건강간호학에 대한 교육요구도와 조현병 환자간호에 대한 교육요구도는 각각 19문항 과 15문항의 자가응답설문을 통해 이루어졌다. 추가적으로 3개의 서술형 질문을 통해 이전 시뮬레이션 경험에 대한 조사가 이루어 졌다. 조현병환자 간호에 대해 높은 교육요구도가 확인되었으며, 의사소통능력에 대한 교육요구도가 정 신건강간호학과 조현병 환자간호 모두에서 가장 높게 나타났다. 표준화환자, 팀워크, 교수자로부터 피드백이 정신건강 간호학 시뮬레이션 교육의 긍정적 경험을 이끌어낸 것으로 확인되었다. 본 연구결과, 의사소통기술 향상을 위한 간호교 육이 가장 우선시 할 필요가 있다. 잘 설계되고 실제와 같은 임상경험을 제공할 수 있는 시뮬레이션을 통한 융합교육이 최상의 학습성과를 만들어낼 것이다.

This study was to identify the educational needs for mental health nursing among undergraduate nursing students, prioritizing the areas where require extensive convergence learning via simulation. One hundred and forty students completed the survey where data accrued from between March–May 2020. The educational needs for mental health nursing and nursing care schizophrenia patients were assessed using a self-reporting questionnaire, which included 19 and 15 items, respectively. Additional three essay questions were used to obtain information regarding previous simulation education experience. Higher educational needs in nursing care for schizophrenia were identified and the highest-priority need is communication skills. Factors, including realistic experience with standardized patients, teamwork, and feedback from the lecturers, affect positive experiences in mental health nursing simulation. The findings suggest that educational programs to improve communication skills are necessary for better mental health nursing competency. Well-designed and convergence based simulation programs providing real-like clinical experience would ensure optimal learning outcomes.

본 연구는 인공와우이식 환아의 보호자를 대상으로 인공와우에 대한 효과적이고 체계적인 교육 프로그램을 개발하고 적용하기 위함이다. 방법 : 본 연구는 인공와우이식 환아의 보호자를 위한 교육프로그램을 개발하고 적용하기 위하여 분석, 설계, 개발, 운영 및 평가 단계로 구성된 방법론적 연구이다. 이 프로그램은 교육책자와 DVD를 활용하여 첫 외래방문 시, 수술 전 입원 시, 수술을 위한 입원 시 3단계에 걸쳐 인공와우이식 환아 보호자에게 인공와우이식에 대해 체계화된 지식과 정보를 제공하였다. 결과 : 인공와우 관련 문헌과 교육프로그램 관련 자료, 웹사이트에 가장 많이 올려져 있는 내용을 고찰하여 프로그램은 4개 영역 22개 항목으로 교육내용을 구성하였고 10인의 전문가 집단에 의해 CVI(CVI: Content Validity Index)지수가 0.8이상의 합의가 이루어진 교육내용을 선정하여 교육자료를 개발하였다. 프로그램 적용 전, 후의 지식차이에서 적용 전 15.0점, 적용 후에는 19.0점으로 프로그램 제공 후 만족도는 4.1점(5점 만점)으로 나타났다. 결론 : 본 인공와우이식 환아의 보호자를 위한 교육 프로그램은 효과적인 간호교육 중재이며, 환아의 보호자 지식을 높이는데 크게 기여하였고 프로그램에 대한 만족도가 높음을 알 수 있었다. 추후학령기 및 성인 인공와우이식 환자를 위한 확대 된 교육 프로그램 개발이 요구 된다.

Purpose: The aim of this study was to develop an educational program for the children's guardian with cochlear implants in order to provide knowledge and information about cochlear implants. Methods: The educational program was developed based on a literature review, potentially relevant website analysis, and validation by an expert group. Two out of twenty-two educational items under four domains that had item-level content validity index (CVI) greater than 0.8 by the ten experts were finally selected and used. After the children's guardian participated in this educational activity through a specially designed booklet and DVD, the effectiveness of the program was evaluated. Results: A total of 8 children's guardian participated in the program. Their knowledge levels significantly increased after participating the program (mean 15.0±3.02 vs. 19.0±0.93, Z= 2.371, p=.018). Satisfaction levels with the program was high, 4.1±0.87 out of 5. Conclusion: This newly developed educational program for the children's guardian with cochlear implants is proved to be effective and can be used in nursing practice. In addition, the participants seemed to be satisfied with the program. Furthermore, this program may also improve the effects of adult with cochlear implants.

2003년 중앙정부 주관으로 시작된 교육복지사업이 2011년에 사업주관이 지방교육청으로 이관됨에 따라 교육복지사업 집행에 대한 시․도교육청 및 단위학교의 자유재량이 높아졌다. 이러한 맥락 속에서 교육복지사업 담당자의 역량 강화 및 전문성 확보가 더욱 중요해졌다. 이에 본 연구는 사업 담당자가 인식하는 교육복지 프로그램 개발 단계별(분석, 설계, 개발, 실행, 평가) 행동의 현재 수행수준과 바람직한 수준 간의 차이를 실증 조사하고, 이들에게 교육이 우선적으로 요구되는 프로그램 개발 단계를 밝히기 위해 수행되었다. 연구 대상은 2015년에 교육복지우선지원사업을 운영한 단위학교의 담당자이며, 설문에 성실히 참여한 초등학교 883개교와 중학교 744개교에 소속된 1627명의 응답이 분석되었다. 분석 결과, 사업 담당자인 지역사회교육전문가와 일반교사 모두 교육복지 프로그램 개발에 있어서 분석단계에 대한 교육 요구가 가장 높은 것으로 확인되었으며, 그 다음은 실행, 설계, 개발, 그리고 평가 단계 순으로 나타났다. 아울러 교육복지 프로그램 개발 단계별 하위 행동 가운데 교육 요구 우선순위가 가장 높은 행동은 ‘사후교육 시행’이었으며, 그 다음은 ‘학생의 요구 수집 및 분석’, ‘프로그램 평가지표 개발’ 순이었다. 본 연구결과는 교육복지사업 담당자의 전문성을 강화하기 위한 교육 연수 프로그램 마련 시 기초자료로 활용될 수 있을 것이다.

This study focuses on how project managers-community education specialists and teachers who are in charge of educational welfare programs in schools- recognize the gap between present performance and importance levels based on a program development process. This sheds light on the area which is needed for project mangers to operate programs more effectively. The survey was conducted in 883 elementary schools and 744 middle schools, and a total of 1,627 answers were analyzed. As a result of needs analysis, both community education specialists and teachers consider the program analysis level in developing a program is critical and request training. In addition, higher priority action in subordinate behavioral stages was ex post education followed by students’ needs analysis and the development of program evaluation indexes. The result of this study could be useful to community education specialists and teachers when they operate educational welfare programs, which is customized to students.

연구목적: 본 연구는 유아교사의 지속가능발전교육 역량 증진의 필요성에 근거하여 이들이 지속가능발전교육에 대해 통합적으로 인식하고, 교사 개인이 지속가능발전의 생할 습관을 형성하여 실천하며, 유아기 지속가능발전교육을 효과적으로 실행하는 역량을 길러줄 수 있는 교사 교육프로그램으로 개발하고자 하였다. 연구방법: 본 연구는 분석, 설계, 개발, 실행, 평가단계의 과정을 통해 유아교사의 지속가능발전교육 역량 증진을 위한 교육프로그램이 개발하였다. 분석단계에서는 선행연구 및 문헌 고찰을 실시하였고, 설계단계에서는 전문가 8명의 자문을 통해 프로그램의 체계를 구성하였다. 개발단계에서는 프로그램의 시안을 구성하여 전문가 15명에게 타당도 검증을 거쳤으며, 실행단계에서는 유아교사를 10명을 대상으로 프로그램을 실행하였다. 평가단계에서는 개발된 프로그램 실행 시 수집된 자료를 토대로 현장적합성을 분석한 뒤 이를 반영하여 최종안이 개발되었다. 연구결과: 유아교사의 지속가능발전교육 역량 증진을 위한 교육프로그램은󰡐유아교사의 지속가능발전교육 역량을 증진한다.’에 목적을 두어 총 8회기 16차시로 개발되었다. 구체적인 교육내용은 지속가능발전의 이해, 지속가능발전의 사회적․환경적․경제적 내용 이해와 실천, 현장에서의 유아기 지속가능발전교육 실행의 3개 내용범주에 14개 내용요소로 구성하였다. 프로그램의 교육방법으로 강의․토의․워크샵․사례공유 등 다양한 교수학습방법을 활용하고, 교수학습과정은 프로그램 시작 전, 진행 중, 진행 후로 구분하여 운영하였다. 프로그램의 평가는 과정 평가와 총괄 평가를 통해 만족도를 조사하여 프로그램의 최종안을 도출하였다. 결론: 본 연구에서 개발된 프로그램은 유아교사의 지속가능발전교육에 대한 지식, 기능, 태도를 포괄하는 역량 증진에 중점을 둔 점, 이를 위해 다각적 분석에 근거하여 프로그램을 개발한 점, 유아교사에게 적용하여 그 결과를 반영, 개발하여 현장적용가능성을 높혔다는 점에서 의의를 지닌다. 이러한 측면에서 본 연구에서 개발된 유아교사의 지속가능발전교육 역량 증진을 위한 교육프로그램은 유아 및 유아교사의 지속가능발전교육에 유의미한 기여를 할 것이다.

Objective: This study was conducted based on the need to enhance early childhood teachers' competency in sustainability education. The goal was to develop a teacher training program that enables educators to have a holistic understanding of sustainability education, foster sustainable habits in their personal lives, and effectively implement sustainability education for young children. Methods: This study developed an educational program to enhance early childhood teachers' competencies in education for sustainable development through analysis, design, development, implementation, and evaluation. The analysis phase involved a review of prior research and literature. In the design phase, the program framework was structured with input from eight experts. The development phase included creating a prototype, which was validated by 15 experts. The program was then implemented with 10 teachers. Finally, in the evaluation phase, data from the implementation were analyzed to assess field applicability and content validity, leading to the final version of the program. Results: The program, aimed at enhancing early childhood teachers' competency in education for sustainable development (ESD), was developed with 8 sessions and 16 classes. It covers three areas: understanding sustainable development, the social, environmental, and economic aspects, and ESD implementation in early childhood education. The program utilizes various teaching methods, including lectures, discussions, workshops, and case sharing. Evaluation includes process and summative assessments, with satisfaction surveys to finalize the program. Conclusions: This program, developed to enhance early childhood teachers' competency in education for sustainable development, focuses on knowledge, skills, and attitudes. It is based on comprehensive analysis, applied in practice, and refined through feedback, increasing its applicability. The program is expected to make a meaningful contribution to ESD for both preschool teachers and children.

The purpose of the study was to develop an educational program reflecting the educational needs of Hospice Smart Patient service providers. Method: The description, goal, curriculum, method, and process evaluation of the educational program were constructed based on Modified Tyler-type Ends-Means Model followed by the analysis of current curriculum and needs of service providers. Result: The curriculum was constructed based on hospice volunteer program currently offered in Korea and the recommendations of hospice service volunteers and experts. A total of 90 hours was required to complete the curriculum that was composed of 'Introduction to cancer','Treatment and treatment complications of cancer', 'Post-treatment nutritional care', 'Helpful information', 'Introduction to hospice and palliative care', 'Comprehension of life and death', 'Holistic hospice and palliative care', 'How to communicate as a smart patient', 'Hospice and ethics', 'Pediatric hospice', 'Bereavement management', and 'clinical practicum.' Conclusion: It is necessary to implement the developed educational program and evaluate its effectiveness, as well as making the service available to a greater number of cancer patients.

본 연구의 목적은 사회복지학 전공 대학생의 다문화 수용성 향상을 위하여 10회기의 프로그램을 개발하여 시행하고 그 효과성을 통계적으로 검증하는데 있다. 이를 위하여 다문화 사회복지 교육 프로그램을 개발하고, 다문화사회복지론을 수강하는 대학생 66명을 대상으로 10주 동안의 프로그램을 시행하였다. 본 프로그램의 다문화 수용성 향상에 대한 효과성을 측정하기 위하여 설문지를 활용하여 프로그램 전과 후에 문화수용성, 문화상대주의, 보편적 권리수용에 대한 태도를 조사하였다. 분석결과 대학생의 문화수용성, 문화상대주의, 보편적 권리수용의 평균점수가 프로그램 후에 통계적으로 유의미하게 증가한 것으로 나타났다. 특히, 본 프로그램을 통하여 우리 사회의 발전을 위해서는 이주민의 문화를 인정하고 이들이 한국 문화에 동화되기 보다는 함께 더불어 살아가야 한다는 것과 더 나아가 이들이 지니고 있는 사회구성원으로서 권리를 인정해야 한다는 인식이 증가한 것으로 나타났다.

The purpose of this study is to develop, execute and verify a 10 session program to improve the receptivity of multi-culture of university students majoring in Social Welfare. For the purpose of this study, a multi-culture social welfare educational program was developed and the 10 week program was executed on 66 university students who take Multi-culture Social Welfare subject. To measure the effects of this program on the improvement of receptivity of multi-culture of the students, cultural receptivity, cultural relativity, and accommodation of universal rights were surveyed before and after the program. From the analysis, it was found that cultural receptivity, cultural relativity, accommodation of universal rights were significantly increased in average after the program. Especially, it was found that the perception that the culture of immigrants should be acknowledged and they should be able to live with us rather than they should be assimilated with the mainstream to develop our society, and we should acknowledge their rights as the members of the society was increased remarkably.

Purpose: This study aimed to develop and evaluate a nursing educational program improving nursing professional’s cultural competency in cancer prevention. Methods: An eight-hour long educational program was developed based on several preliminary research projects, one ethnography and three quantitative projects, to identify the educational needs among nursing students and professionals in Korea. Thirty two nursing professionals were recruited for a one group pretest-posttest design. Three questionnaires were used to measure cultural nursing knowledge about cancer prevention, cultural competency and perceived importance of nurses’ quality. Results: After completing the educational program, the clinical nurses showed a significant change in the mean score of the cultural nursing knowledge about cancer prevention from 4.78±2.01 to 8.81±1.52 (t=-8.48, p<.001) and the level of the cultural competency from 72.47±8.96 to 83.59±8.61 (t=-6.16, p<.001). Clinical nurses’ perception of ‘Communication ability with patients and family members’ changed from 6th to 2nd most importance but ‘Having a passion for the patient care’ remained the most important perceived factor of nurses’ quality after completing the educational program. Conclusion: The educational program developed was effective in improving nursing professional’s cultural competency in cancer prevention. However, it needs to be improved more to be culturally specific to multi-cultural clients.

Purpose: This study aimed to develop an educational program on nursing records especially focused on legal issues, and to test the effects of the educational program on nurses' knowledge, performance, and behavior. Methods: A textbook on legal issue-focused nursing records and an instrument with 36 items rated on a 5-point scale (1-5) for measuring the nurses' charting-related performance and behavior were developed from November 2007 through March 2008. A nonequivalent control group pretest-posttest design was employed to test the effects of the education program. Knowledge was self-reported by the Nurse Charting Knowledge Scale, while performance and behavior were measured by their nurse managers. The pretest and posttest were conducted from March through May in 2008. A total of 226 Korean nurses participated in this study. Data were analyzed with descriptive statistics, t-test, Chi-square, paired t-test, Spearman’s coefficient, and multiple regression. Results: Nurses who received the intervention showed greater levels of knowledge (t=10.28, p<.001), performance (t=2.53, p=.013), and behavior scores (t=3.07, p=.002) than those of the control group. The factors influencing the improvement of knowledge were 'job attitude' (t=-3.32, p=.001) and 'career in present unit' (t=2.95, p=.004). The factor influencing the improvement of performance was 'career in present unit' (t=-3.39, p=.001). The factor influencing the improvement of behavior was 'job attitude' (t=-3.46, p=.001). Conclusion: The educational program on legal issue-focused nursing records was effective in improving nurse charting-related knowledge, performance, and behavior.

Purpose: This study was to develop and evaluate the clinical utility of a nursing educational program to reduce the cancer worry of colorectal cancer patients' family members (RCW-FM) in Korea. Methods: The RCW-FM was developed based on several preliminary studies: an ethnographic and two quantitative studies to understand the educational needs among Korean colorectal cancer patients and their families. A one week clinical genetic educational course for clinical cancer nurses was implemented, and the RCW-FM led by cancer genetic nurses was constructed. A one group pretest-posttest design was implicated to evaluate the change of the family members’ knowledge about colorectal cancer (KCR) and the level of the reduction of cancer worry (CWR). Results: The mean score for KCR significantly increased from 11.75±1.28 to 13.87±1.13 (p<.05). The mean score of CWR was 4.25±.89. Conclusion: This new RCW-FM is a satisfactory educational program for reducing the cancer worry of the colorectal patients’ family members. But it needs to provide more practical, specific information including a long term perspective, tailored specifically for what Korean families want to know. It should also incorporate the preventive guidelines recommended for high risk hereditary or familial colorectal cancer.

이 연구는 초등학생의 인권감수성 함양을 위해 AI 로봇을 활용하는 교육프로그램을 개발하고 초등 학교 교육과정에서의 적용 가능성을 판단하여 향후 관련 교육자료 개발에 참고할 수 있는 자료를 제공 하는 데 그 목적으로 수행되었다. 연구의 핵심 결과를 바탕으로 한 결론은 다음과 같다. 첫째, 이 연구에서는 ‘AI이거다’ 플랫폼과 ‘레고 스파이크 프라임’ 이라는 에듀테크 도구를 활용하여 ‘인권을 고려한 제품 만들기’라는 주제로 제품을 제작하도록 설계하였는데, 실과를 중심 교과로 하고 사회와 도덕 교과와의 교과 통합형 프로그램으로 설계된 총 12차시 분량의 AI 로봇을 활용한 교육프로 그램을 개발하였다. 사용자와의 공감을 통해 문제를 명확하게 파악하고 이를 해결할 수 있는 창의적인 아이디어를 내서 프로토타이핑과 테스트 과정을 거치는 디자인씽킹 프로세스(IDEO, 2003)의 문제해결 전략을 활용하였다. 둘째, 개발된 AI 로봇 교육프로그램은 초등학생들의 인권감수성 함양에 도움을 줄 수 있음을 확인할 수 있었다. AI 로봇을 활용하여 실제 인권 침해 상황에 놓인 사용자를 위한 제품을 직접 개발하는 과정 에서, 학습자들은 인권 침해 상황을 민감하게 인식하고, 그 결과를 예측하며, 문제 해결에 대한 책임감 을 효과적으로 함양할 수 있었던 것으로 해석될 수 있다.

This study was conducted for the purpose of developing an educational program utilizing AI robots to foster human rights awareness in elementary school students, assessing the applicability in the elementary school curriculum, and providing reference materials for the development of related educational materials in the future. The conclusions based on the key results of the study are as follows. First, students were designed to create products using the ‘AI This is’ platform and the edutech tool ‘Lego Spike Prime’ under the theme of ‘Making Products Considering Human Rights’. A total of 12 lessons of AI robot education programs were developed, which were designed as a curriculumintegrated program with social and moral subjects, focusing on practical arts. The problem-solving strategy of the design thinking process (IDEO, 2003) was utilized, which clearly identifies problems through empathy with users, generates creative ideas to solve them, and goes through a prototyping and testing process. Second, it was confirmed that the developed AI robot education program can help foster human rights awareness in elementary school students. In the process of developing products for users in real human rights violation situations using AI robots, it can be interpreted that learners were able to sensitively recognize human rights violation situations, predict the results, and effectively foster a sense of responsibility for problem solving.

본 연구는 서울지역교육복지센터 지역사회교육전문가를 대상으로 교육복지 사례관리 교육프 로그램을 실시하고 그 효과성을 검증하기 위해 혼합연구 방법을 적용하였다. 연구참여자는 비 동일 비교집단 설계에 따라 총 19명으로 구성되었으며, 실험집단 9명과 비교집단 10명으로 구 분하였다. 교육프로그램은 2025년 6월부터 11월까지 총 14회기(회기당 120분)로 운영되었고, 사례관리자의 전문성 강화를 목표로 한 실천기반형․성찰형 교육모델로 설계되었다. 양적 분 석에서는 사례관리자의 효능감과 전문성에 대한 사전․사후검사를 실시하고, 비모수통계인 Mann–Whitney U 검정을 통해 효과를 검증하였다. 그 결과, 실험집단에서 사례관리자의 효능 감과 전문성 수준이 비교집단보다 유의하게 향상된 것으로 나타났다. 질적 분석에서는 실험집 단 중 5명을 대상으로 집단심층면접(FGI)을 실시하여 프로그램 참여 경험을 탐색하였다. 분석 결과, 참여자들은 교육을 통해 ‘전문성 인식의 전환’, ‘실천역량의 확장’, ‘실천기반 교육 개선 요구’의 세 가지 핵심 범주와 9개의 하위범주에 해당하는 변화를 경험한 것으로 나타났다. 이 러한 결과는 양적 분석에서 확인된 사례관리자의 효능감․전문성 향상과 일치하였으며, 프로 그램이 단순한 지식 전달을 넘어 실천적 성장과 자기성찰을 촉진했음을 보여준다. 결론적으로 본 연구는 교육복지 사례관리의 전문성 강화를 위한 체계적 교육프로그램을 개발하고 그 효 과를 실증적으로 검증하였다는 점에서 의의가 있다. 연구 결과를 바탕으로 지역사회교육전문 가의 역량강화를 위한 교육체계 구축의 필요성과 실천적․정책적 방안에 대해 제언하였다.

This study employed a mixed-methods approach to implement an educational welfare case management training program for community education specialists working at Seoul Regional Education Welfare Centers and to evaluate its effectiveness. The participants comprised 19 community education specialists assigned to a non-equivalent comparison group design, including an experimental group (n = 9) and a comparison group (n = 10). The training program was delivered in 14 sessions (120 minutes per session) between June and November 2025 and was structured as a practice-based, reflective educational model designed to enhance case management professionalism. Quantitative analysis was conducted using pre- and post-tests to measure participants’ case management efficacy and expertise, and the Mann?Whitney U test, a nonparametric statistical method, was used to verify program effectiveness. Results indicated that both efficacy and expertise levels in the experimental group improved significantly compared to the comparison group. In the qualitative analysis, a focus group interview (FGI) was conducted with five participants from the experimental group to explore their program participation experiences. Thematic analysis revealed three core categories and nine subcategories of change: transformation of professional awareness, expansion of practical capabilities, and requests for improvement in practice-based education. These findings corresponded with the quantitative results, demonstrating that the program facilitated professional growth and self-reflection beyond simple knowledge acquisition. In conclusion, this study is significant in that it developed a structured training program to strengthen professional expertise in educational welfare case management and empirically verified its effectiveness. Based on the findings, the study proposes the establishment of a systematic educational framework and policy initiatives to enhance the professional competencies of community education experts.