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Tumen River estuary is situated at the center of Northeast Asia. Hunchun, which is located on an inlet of Tumen River, is the nearest point for Jilin Province to realize connecting to the sea of korea and walking towards the Pacific Ocean, is the most efficient external channel to connect to Occident and Southeast Asia, is the strategic pivot of Global logistics.In 1984, The specialists and scholars of Jilin Province, such as An Qingchang, Chen Cai and Yuan Shuren, proposed to restore this right of access to sea according to the Sino-Russian unequal treaties. The spring of 1985, Jilin Province set up the special investigation about the restoration of the navigation right in Tumen River Area. And in 1986 , completed the research report of the restoration of the navigation rights in Tumen River Area.In July, 1990, the science and Technology Commission director of Jilin province, Professor Ding Shisheng, proposed “Tumen River development plan” in “First International Symposium of the Northeast Asia economic development” and caused the wide attention of the delegates and the United Nations Development Programme(UNDP). The United Nations Development Programme (UNDP) proposed the concept of “Tumen River Area” for the first time in the group report of exploitation of Tumen River Area development. Since the end of the “cold war”, the United Nations Development Programme (UNDP) announced that they planned to raise $30 billion to develop the delta in the lower reaches of Tumen River. The United Nations Development Programme (UNDP) set up the Programme Management Committee of Tumen River Area(PMC) and the Tumen River Area Development Programme(TRADP), held many meetings to identify a project aimed at establishing multilateral cooperation development pattern of a unified multinational free economic zone in the area adjacent to the lower reaches of the Tumen River, which cover the three countries of China, the DPRK and Russsia.Soon, The United Nations Development Programme (UNDP) determined to support the co-development of the Tumen River Delta area .Later, multilateral cooperation development mode of the Tumen River Delta area, which is dominated by the United Nations Development Programme (UNDP), is converted to the development mode which relies mainly on their own efforts, supplemented by UNDP assistance and peripheral countries participate in. In this paper, according to the different characteristic which presents in the different period of the development of the Tumen river area, the whole process of the development of the Tumen river area is divided into six stages. From 1984 to now, the attitude of peripheral countries around Tumen River area varies from country to country, the Chinese Government attaches great importance to friendly relations and cooperation, North Korea is concerned for the hidden danger so as to be irresolute, Russia’s attidude is neither cold nor warm, South Korea and Mongolia participate in warmly. During this period, it has presented a new feature that China is improving and strengthening the traditional friendship actively with North Korea, South Korea established diplomatic relations initiatively with China and promote the exchanges and cooperation in many fields. Tumen River Area Development Plan with Changchun-Jilin-Yanbian as a Pioneering Zone for Development and Opening-up approved by the Chinese State Council in 2009, represents that the Tumen River Area Development Programme is upgraded to be a national strategy, it is also a major development strategy after revitalizing the Southeast Coastal Zone, the Western Development and the economy of the Northeast Industrial Base in China. It provides us with a new opportunity that the Tumen River international development and openning--up will enter a new era. This article plans to analyze the experience and results which is obtained from the strategic position, the development course and the cooperation and development of Tumen River area, attempting to find out the reasons and solutions that lay restraints on Tumen River regional cooperation and development

图们江江口地区位于东北亚的中心部位，位于图们江入海口的中国珲春市是吉林省乃至中国通向日本海、进入太平洋的最近点，是联系欧美及东北亚各国的最直接、最便捷的对外通道，具有全球物流中枢战略地位。1984年，吉林省的安庆昌、陈才、袁树人等专家学者提出了按中俄不平等条约，中国在图们江拥有出海权，应尽早恢复这一权利。1985年春，吉林省成立了“恢复中国图们江通海航行权利”专题调研组，并于1986年完成了恢复中国图们江通海航行权利课题的研究报告。1990年7月，吉林省科委主任丁士晟教授在“第一次东北亚经济发展国际学术讨论会”上提出了“图们江开发规划”，并引起了与会代表们的广泛关注和联合国开发计划署的高度重视。联合国开发计划署(UNDP)1991年完成的≪图们江地区开发考察小组报告≫中第一次提出“图们江地区”这个概念。随着冷战的结束，联合国开发计划署(UNDP)宣布拟筹资300亿美元，多国共同开发图们江下游三角洲。UNDP成立图们江区域开发项目管理委员会(PMCIII)、图们江区域开发项目专家组(TRADP)，连续举行多次会议，初步确定在图们江下游中、朝、俄三国交界建立统一的跨国自由经济区的多国合作开发模式。不久，UNDP确定了多国合作开发图们江大三角地区。后来从由UNDP主导、各国共同开发图们江大三角地区的模式改变为以各国自主开发为主、UNDP的协助为辅，周边各国参与的开发模式。本文根据不同时期图们江地区开发所呈现出的不同特征，将图们江地区开发历程划分为六个阶段。图们江地区开发从1984年研究酝酿至今，周边各国态度迥异，中国十分积极；朝鲜因担心安全隐患出现反复；俄罗斯不冷不热；韩国和蒙古国热情参与的特点。在此期间，还呈现了中国比较积极改善和加强与朝鲜的传统友谊，韩国主动与中国建立外交关系，促进多领域的交流与合作的新特点。中国国务院于2009年正式批复了≪中国图们江区域合作开发规划纲要—以长吉图为开发开放先导区≫，标志着以长吉图为开发开放先导区的中国图们江区域合作开发上升为国家战略，这也是中国政府继东南沿海地区开放、西部大开发、东北老工业基地振兴后，出台的一项重大发展战略，以此为契机，图们江国际合作开发将进入一个新的纪元。本文拟对图们江地区的战略地位、开发历程以及合作开发中取得的经验和成果加以剖析，力图找到制约图们江区域国际合作开发的原因和解决办法。

Purpose: To develop and evaluate a prenatal education course that encourages grandparents to fulfilltheir role in caring for a new grandchild in a balanced and healthy manner. Methods: A quasi-experimental study design was used. The Analyze, Design, Develop, Implement, andEvaluate (ADDIE) model was used as the methodological framework for the prenatal education course. The course was self-paced and comprised three videos. To supplement the video materials, the samecontent was provided in a textual form as well. The cognitive and affective domains of the grandparents’role performance were measured before and after the course using a self-administered questionnaire. Results: One hundred soon-to-be grandparents were included in the analysis. The post-interventionmean scores in the cognitive domain were higher for all items including: “I know the current situationof grandparenting” (p < .001), “I know the impact of grandparenting on grandparents’ health”(p < .001), and “I know how to provide emotional support to mothers” (p < .001). In the affective domain,postintervention mean scores were significantly higher for 11 items including, “I want to help raise mygrandchildren when they are born” (p < .003), “Grandparenting makes my own life more enjoyable”(p < .004), “I'm looking forward to raising my grandchildren” (p < .002), and “I would like to assist withhousehold chores when my grandchildren are born” (p < .002). Conclusions: From a nursing perspective, there has been a lack of prenatal education that considersgrandparents as participants in childcare. The prenatal education course helped soon-to-be grandparentsunderstand how they could approach grandparenting and demonstrated the usefulness of increasingawareness about the role of grandparents in the family.

Purpose: Since anticancer medication nursing is an evaluation area for accreditation by medical institutions in Korea, all clinical nurses are required to attend an annual classroom lecture. However, it is necessary to reconsider the methods and effects of this requirement. This study was conducted to develop a web-based anticancer chemotherapy nursing course for clinical nurses and to examine its effectiveness in terms of job knowledge, self-efficacy, and nursing performance. Methods: A randomized controlled design using random selection was utilized. The content was developed into 5 modules featuring basic and advanced learning, and the total learning time was 80 minutes. To test the effect of the multimedia contents, a randomized control group pretest-posttest study design was adopted. Clinical nurses with less than five years of experience were recruited from a university-affiliated hospital and randomly assigned to an experimental (n=28) or control (n=28) group. The experimental group autonomously learned web-based anticancer chemotherapy nursing for two weeks through a website. Results: There was a statistically significant increase in the job knowledge of the experimental group receiving the classroom lecture (p=.001). However, there were no statistically significant differences between the two groups in self-efficacy (p=.055) and nursing performance (p=.359). Conclusion: This study found that web-based self-learning could be a useful learning strategy for the anticancer chemotherapy and nursing education that clinical nurses must complete annually. However, it is necessary to verify the effect on self-efficacy and nursing performance through repeated studies.

In many countries concerns have been raised about the proficiency levels of teachers of English and various proposals have been made to address them. This study explores one possible solution to this problem by integrating language skills development with an awareness of pedagogical approaches. The participants in this study, pre-service teachers who were preparing to teach in Singapore primary schools, attended a short intensive course that helped develop and support their own English language skills while modelling approaches they would be expected to use in their own classrooms. Data were collected using a pre-course survey, reflective tasks during and after the course, and a post-course task based on practical school experience. The findings demonstrate how the participants became more aware of their own language skills and noted improvements. At the same time experiencing and reflecting on the pedagogical approaches used in the course helped shape their perceptions and beliefs, and had potential and real impacts on their subsequent teaching. Clarke and Hollingsworth’s (2002) Interconnected Model of Teacher Professional Growth (IMTPG) was used to analyze the data and highlighted the individuality of the process of teacher professional growth, while at the same time revealing some common patterns.

본 연구는 S대학교 교양교과목으로 「글로벌 이슈와 시민역량」의 개발과 운영에 대한 사례연구이다. 글로벌화의 가속화와 이에 따른 다양한 글로벌 이슈가 발생하고 있으며 초·중등교육을 넘어서 고등교육에서도 세계시민교육이 점점 더 중요해지고 있다. 본 교과 목은 문헌조사, 수요조사, 교육과정심의회의를 통해서 S대학교 교양 선택과목으로 개발되 어 운영되고 있다. PBL방식의 팀프로젝트, 하부르타 토론, 강의 등의 교수법을 적용한 역 량기반 교과목으로 학습자의 설문 조사 결과에 비추어 볼 때 글로벌 이슈에 대한 이해 및 글로벌 시민역량을 비롯하여 융합역량, 문제해결역량의 향상이 있는 것으로 나타났다. 본 연구는 「글로벌 이슈와 시민역량」교과목 개발 사례를 제시하여 글로벌 시민교육 교과목 을 개발하거나 운영하는데 있어 기초자료를 제공하였고, 본 교과목의 개선 방향에 대해 살 펴보았으며, 교양교과목으로서 글로벌 시민교육 교과목 개발하고 운영에 관한 시사점에 대 해 논의하였다. 빠르게 성장하는 기술과 정보의 홍수, 4차 산업혁명 물결의 확산, 코로나로 인한 전세계적인 팬데믹 등의 변화의 상황에서도 글로벌화는 지속될 것이고, 이전과는 다 른 형태의 글로벌화를 준비해야할 필요가 있다. 대학생들에게 이와 같은 변화의 상황에서 글로벌 이슈를 파악하고 글로벌 시민 역량을 키울 수 있는 다양한 교육 경험이 제공되어 야 할 것이다.

This study is a case study on the development and operation of 「Global Issues and Civic Competency」 as a geneal education subject at S University. Globalization is accelerating and various global issues are occurring, and global citizenship education is becoming more and more important in higher education beyond elementary and secondary education. This course has been developed and operated through literature research, demand survey, and curriculum deliberation meeting. It is a competency-based subject that applies teaching methods such as PBL-style team projects, havruta discussions, and lectures. In light of the learner's survey results, understanding global issues and global citizenship, as well as improving convergence and problem-solving abilities appeared to be advanced. This study provided basic data for developing or operating global citizenship education courses by presenting development examples of 「Global Issues and Citizenship Competency」. Also, this study examined the directions for improvement of this course, and provided implications for development and operation global citizenship education courses as liberal arts courses.

본 연구는 암 환자 증가와 실습 참여 제한 등 교육환경 변화에 대응하여 간호대학생의 종양간호역량을 강화하기 위한 실습교과목을 개발하고 이를 적용하여 효과를 평가하고자 하였다. 교육설계는ADDIE 모형을 기반 으로 하였으며, 4학년 간호학생 18명을 대상으로 요구도 조사 및 운영을 실시하였다. 양적 자료는 기술통계, 질적 자료는 주제분석법을 활용하여 분석하였다. 그 결과, 학생들은 종양간호지식향상, 의사소통능력증진, 정서적 부담 완화 등을 경험하였으며, 실습만족도도 높게 나타났다. 본 교과목은 체계적인 모듈구성과 피드백을 통해 이론과 실습을 효과적으로 연계함으로써, 간호학생의 실무역량함양에 기여하였다. 향후 다양한 임상현장에의 확대적용 및 장기적 효과 검증 연구가 필요하다.

This study aimed to develop and evaluate an oncology nursing practicum course to enhance nursing students’ clinical competencies in cancer care, in response to the increasing number of cancer patients and limitations of observation-based training. The ADDIE model was applied to design the program. Eighteen fourth-year nursing students participated in a preliminary needs assessment and program implementation. Quantitative data were analyzed using descriptive statistics and qualitative data through thematic analysis. Students reported increased knowledge, reduced anxiety, and improved communication skills in cancer care. The practicum enhanced students’ clinical readiness and confidence through structured modules and feedback mechanisms. The developed course can serve as a model for integrating theory and practice in oncology nursing education and may contribute to enhancing future nurses’ professional competencies.

Students’ Development as Writers and Reviewers through Trained Peer Review in a Writing Course Dosik Moon (Hanyang Cyber University) This qualitative case study explored how participating in trained peer review affected seven Korean students’ development both as writers and reviewers in a general academic writing class. The data were gathered through students reflective journals and an interview with each student. The findings indicate the overall positive influences of trained peer review on students' development both as reviewers and writers. As reviewers, the students gained confidence in giving feedback and raised an awareness of the strengths and weaknesses of their writing. As writers, the students fostered an ownership of the text and gained a new insight about their writing process and audience. On the other hand, the students' initial struggle with giving peer feedback suggests that the effects of peer review training was not immediate but gradual, but the students gained long-term advantages related exchanging feedback, reflecting on it, and revising. It is concluded that trained peer review has potential to help the students to become self-reliant writers.

본 연구의 목적은 다문화환경에서 사서들의 다문화 업무에 관한 역량강화에 기여하고자 사서 대상 다문화 교육과정의 교과목을 선정, 개발하는 것이다. 이를 위해 본 연구에서는 3단계 분석과정을 거쳤는데, 첫째, 도서관 다문화서비스에 관련된 보고서 및 통계에 기반한 국내 다문화 환경분석을 수행하였다. 둘째, 이주민 대상으로는 도서관 다문화서비스에 대한 요구분석을 실시하였고, 사서대상으로는 다문화업무와 관련된 요구분석 및 다문화관련 교과과정을 수강한 사서들의 수업 만족도를 분석하였다. 셋째, 다문화와 관련된 국내외 지침과 법규, 다문화서비스 가이드라인에 나타난 도서관 다문화서비스 직무역량을 분석하였다. 이 3단계 분석과정을 통해 사서 대상 다문화교육에 필요한 후보 교과목 내용과 교육범위를 도출하였다. 도출된 후보 교과내용과 범위에 대해 도서관 다문화서비스 전문가들의 자문을 거쳐 최종적으로 16개의 교과목 내용과 범위를 도출하여 제시하였고, 도출된 교육과정을 어떻게 구체적으로 운영해 나갈 것인지에 대한 내용은 후속연구 과제로 제안하였다.

The research aims to develop the courses for librarians’ continuing education to build up multicultural competencies in library services. In order to achieve the purpose, the study designed the research processes as followings: first, multicultural environment analyses with various materials such as statistics or national reports; second, librarians’ and multicultural users’ needs analyses of multicultural library services and library works; third, job competency analyses through reviewing related laws, rules, guidelines for library multicultural services, etc. On the basis of the results from the three-step analysis phases, the study deducted the candidate courses for librarians’ multicultural education. After testing validity of the candidate courses by expert panels on library multicultural services, the research suggested the final 16 courses and follow-up research projects for designing and implementing the suggested courses in real class fields.

연구목적: 본 연구는 저출산 현상과 부모됨에 대한 청년 세대의 심리적 부담이 심화되는 사회적 맥락 속에서 대학 교양과목「아동발달과 교육」수강 경험이 대학생의 부모됨에 대한 인식에 어떠한 변화를 가져오는지를 탐색하는데 목적이 있다. 특히 발달이론에 기반한 학습 경험이 부모 역할, 부모-자녀 관계, 발달 이해, 부모 동일시에 대한 인식의 변화를 분석하였다. 연구방법: 본 연구는 P지역 소재 대학교의 교양과목 수강 대학생을 대상으로 수강 전․후 부모에 대한 은유와 그 이유 진술을 수집하고, 선행연구의 절차를 준거로 메타포 분석을 실시하였다. 개방코딩과 단계적 유목화를 통해 범주를 도출하고 수강 전․후 인식의 차이를 비교하였다. 연구결과: 수강 전 대학생들은 부모를 자녀의 성장과 생존을 가능하게 하는 전제적 존재이자 보호와 제공의 역할을 수행하는 존재로 인식하는 경향이 나타났다. 부모-자녀 관계는 혈연을 기반으로 한 필연적 관계로 이해되었으며, 발달은 부모가 마련한 기반이 충족될 때 이루어지는 결과로 인식되는 경향이 있었다. 또한 부모 동일시는 부모를 자녀가 닮아야 할 본보기로 이해하는 모방 중심 인식이 나타났다. 반면 수강 후에는 부모를 발달 환경을 조율하며 상호작용 속에서 발달을 함께 구성하는 존재로 이해하는 관계 중심 인식이 나타났으며, 부모-자녀 관계 역시 상호작용 속에서 형성되는 과정으로 이해되었다. 부모 동일시 또한 단순 모방이 아니라 부모를 이해의 틀로 활용하여 의미를 재구성하는 방식으로 변화하였다. 결론: 발달이론 기반 교양교육은 청년 세대가 부모를 자녀의 발달을 보장해야 하는 책임 중심 존재로 이해하는 관점에서 벗어나, 발달 과정 속에서 상호작용하며 환경을 조율하는 관계적 존재로 이해하도록 하는 인식 전환을 가져올 수 있음을 보여준다. 이는 부모 경험 이전 단계의 청년 집단에서도 발달 이해가 부모 인식 구조를 재편할 수 있음을 시사하며, 예비 부모교육의 필요성을 뒷받침하는 경험적 근거를 제공한다.

Objective: This study examined how learning experiences in the course Child Development and Education influence students’ perceptions of parenthood within the context of declining gertility rates and increasong psychological burdens. Methods: Metaphors about parents and their explanations were collected from students before and after the course and analyzed using metaphor analysis procedures. Results: Before the course, students perceived parents as providers responsible for children’s growth and survival. Parent-child relationships were viewed as inevitable based on biological ties, and parental identification reflected imitation of parental models. After the course, perceptions shifted toward relationship-centered views. Parents were understood as agents who coordinate developmental environments through interaction, and parent-child relationships were perceived as interactive processes. Conclusions: Learning about child development can reshape young adults’ perceptions of parents from responsibility-centered views to relational perspectives within a developmental framework.

연구목적: 본 연구는 장애인 직업능력평가사 자격제도의 운영을 위해 1급 직업능력평가사의 직무와역량을 도출하는 것을 목적으로 한다. 연구방법: 본 연구의 목적을 달성하기 위해 선행연구 분석과데이컴 직무분석 워크숍을 실시하여 1급 장애인 직업능력평가사의 직무와 역량을 도출하였고, 책무(duty), 과업(task), 수행준거(performance criterion), 지식(knowledge), 기술(skill) 등에 대해전문가 심층면접(FGI)을 통해 결과의 적절성을 검증하였다. 연구결과: 장애인 직업능력평가사의 최종 직무로 책무 17개, 과업 83개, 과업별 수행준거 364개, 지식 201개, 기술 265개를 개발하였으며, 책무와 과업의 중요도와 난이도를 도출한 후 직업능력평가사 1급과 2급의 직무를 체계화하였다. 결론: 본 연구를 통해 장애인 직업능력평가사의 책무와 과업을 도출하고 직무를 체계화하여 장애인직업능력평가사 1급 직무 범위를 제시하였다. 추후 세부적인 교육과정과 자격운영 방안을 개발하고확립할 후속 연구가 필요하다.

Objective: The objective of this study is to derive the duties and competencies of 1st level vocational competency evaluators for the operation of the qualification system for vocational competency evaluators for persons with disabilities. Method: To achieve the objective of this study, the job and competency of 1st level vocational competency evaluators for persons with disabilities were derived by conducting DACUM job analysis workshops and the appropriateness of the results was verified via FGI for duties, tasks, performance criteria, knowledge, and skills. Result: 17 duties, 83 tasks, 364 performance criteria for each task, 201 knowledge, and 265 skills were derived as the final jobs of vocational competency evaluators for persons with disabilities and the jobs of 1st level and 2nd level vocational competency evaluators were classified after deriving the importance and difficulty of duties and tasks. Conclusion: Through this study, the duties and tasks of vocational competency evaluators for persons with disabilities were derived and the duties were systematized to present the scope of the vocational competency evaluators for persons with disabilities. Follow-up study is needed to develop and establish detailed curriculum and qualification management plans in the future.

이 개관논문은 연령관련적 변화로써 전생애 발달을 설명하는 전통적인 발달적 조망을 보완할 수 있는 새로운 대안으로, 인생과정 조망을 설명하고 발달심리학 연구가 나아가야할 방향을 제안하는 것을 목적으로 한다. 1970년대에 출현한 인생과정 조망은 광범위하게 변화하는 맥락 속에서의 개별적 삶에 대한 연구를 격려하고, 사람과 맥락간의 상호작용을 중요시하며 사회구조와 인생경로의 조직화 및 재조직화에 관심을 갖는다. 전통적으로 발달심리학자들은 시간에 따른 개인의 변화를 연구하였으므로 발달에 미치는 맥락의 영향에는 큰 관심을 갖지 않았다. 그 결과 발달적 조망에서의 맥락은 단순히 개인이 통과해가는 과정이나 상황으로 인식되었을 뿐이었다. 그러나 과거와 비교하여 결혼과 자녀출산이 지연되고 무자녀 가족이 증가하였는가 하면 직업에서 은퇴하는 연령도 다양해짐으로써, 연령에 기초한 발달적 연구만으로 전생애 동안의 발달을 설명하기 어렵게 되었다. 이러한 때 사회적 경로와 누적적 연속성, 발달궤도 및 전환점을 중요시하는 인생과정 조망의 활용은 개인의 발달에 영향을 주는 다양한 맥락적 변인들을 보다 심도 있게 연구할 수 있도록 함으로써 발달심리학 연구를 한 차원 높이는 역할을 할 것으로 기대된다.

The purpose of this study was to explain about life-course perspecive as an new alternative for the traditional developmental perspective and to suggest the future direction of developmental psychology. Life-course perspective being appeared in the 1970s encouraged the study of personal life in the changing contexts, valued the interactions between person and contexts, and took interest in the social structure, organization and reorganization of life course. Traditionally developmental psychologist was concerned about personal changes across time but not the effects of contexts. To apply life-course perspective to developmental psychology was expected to play the hightening the level of the developmental study.

본 연구에서는 다문화 사회로 진입한 한국 사회의 특징을 고려하여, 한국 내 상담전공 대학원생을 위한 다문화 상담 교과 과정을 개발하였다. 교과 과정은 Tyler(1949) 모델의 4단계 과정을 통해 개발되었다. 먼저, 1단계에서는 상담심리전문가와 상담전공 대학원생을 대상으로 각각 온라인 설문조사와 포커스 그룹 인터뷰를 실시하여 다문화 상담 교육에 대한 요구 분석을 시행하였다. 2단계에서는 미국심리학회에서 인준한 상담심리 및 임상-상담 심리 통합 프로그램의 다문화 상담 교육 현황을 검색하고 분석하였다. 3단계에서는 해석적 내용분석을 통해 1-2단계의 결과들을 분석하고 통합하여 다문화 상담 교과 과정을 개발하였고, 마지막 4단계에서는 3인으로 구성된 전문가의 피드백을 통한 수정과 보완을 거쳐 다문화 상담 교과 과정을 완성하였다. 본 연구에서 개발한 다문화 상담 교과 과정은 상담전공 대학원생의 문화적 유능성(태도/인식, 지식, 개입)을 향상시키는데 그 목표가 있으며, 각 주별로 문화정체성과 편견, 특권, 마이크로어그레션, 문화 간 비교연구, 이민자, 다문화가족, 북한이탈주민, 성적지향, 젠더, 사회경제적 지위, 영성과 종교, 노인, 신체 및 심리장애, 지역 차이 등을 다룰 수 있도록 구성되었다. 논의에서는 본 연구에서 제시된 교육과정의 특징, 한계, 그리고 후속 연구에 대한 제언을 하였다.

Given that Korea has become a multicultural society, we developed a graduate-level multicultural counseling course curriculum using the Tyler model (1949). First, we conducted a needs assessment through online surveys and focus groups with professional counselors and graduate students in counseling programs. Second, we searched and analyzed multicultural counseling courses in counseling psychology, and combined clinical and counseling psychology programs accredited by the American Psychological Association. Third, we analyzed and integrated the results of stages one and two using interpretive content analysis. Finally, based on feedback from three content experts, we modified and finalized the curriculum. The primary objective of the resulting 14-class course is to enhance students’ cultural competence. Sub-topics include cultural identity and biases, privilege, microaggression, cross-cultural studies, immigrants, multicultural families, North Korean defectors, sexual orientation, gender, socioeconomic status, seniors, physical and mental illness, and regional differences. Features, limitations and recommendations for future research are discussed.

본 연구에서는 마음챙김이 대학교의 인성강좌에 미치는 효과를 검증하기 위하여, 마음챙김에 기초한 인성강좌와 일반 교양강좌의 비교 연구를 실시하였다. 연구 결과, 3학점 15주의 마음챙김 강좌에 참여한 학생들(n=66)은 교양강좌에 참여한 학생들(n=66)보다 마음챙김의 주의집중과 사회적 연결감과 자아존중감이 유의하게 증가한 것을 보여주었으며, 정서조절과 비판단적 수용은 두 집단 모두 유의하게 증가하였으나, 마음챙김 강좌에서의 증가 폭이 유의하게 큰 것으로 나타났다. 또 마음챙김 강좌에서의 자기-자비는 유의한 변화를 보이지 않았으나, 일반 교양강좌에서는 유의하게 감소한 것을 보여 주었다. 이 결과는 마음챙김이 대학교의 교양강좌에서 정규 교과목으로 활용될 수 있다는 것을 보여주고 있으며, 또 일반 교양광좌와 마찬가지로 대학생의 인성발달에 기여할 수 있다는 것을 보여주는 것이라 할 수 있다. 논의에서는 마음챙김 강좌가 다양한 명상훈련의 내용을 포함하여 구성될 수 있으며, 인성교육의 목적에 따라 상이한 교육기관에서 적용될 수 있는 가능성에 대해 토의하였다. 또 후속연구에서는 마음챙김 강좌의 객관적인 운영을 위하여 강사의 특성과 능력, 그리고 강의계획서의 주별 내용에 대한 세부적인 평가의 필요성이 논의되었다.

In this study we tried to evaluate the effects of a mindfulness-based course on personal development of the university students by cohort design. The 3 credits course was opened based on mindfulness training to improve emotion-regulation and interpersonal relationships for 15 weeks. The effects of the mindfulness course have shown that the students(n=66) of the mindfulness based course were higher on the level of mindfulness, self-esteem than those of the compared and at least equal to an ability to emotion-regulation. Although the mindfulness course increased social connectedness, but it made no positive effect on self-compassion. This results showed that mindfulness could be integrated into a course for the personal development in the university. It was discussed about a way of providing courses based on the various kinds of mindfulness training for different purpose of personal growth. We have proposed an additional evaluation of teacher's personal characteristics and abilities leading course, and weekly evaluation based on syllabus for subsequent studies.

This paper is a case study on the Turkish-Korean translation course in the department of Korean language and literature at Erciyes University in Turkey. It examines in detail the development process and contents of the Turkish-Korean Translation Practice course, which was first offered in the spring semester of 2016. Through a careful review of the class’s syllabus and methods, the goal is to correct any issues identified and establish a foundation for improving the quality and effectiveness of Turkish-Korean translation education in Turkey. In developing the course, local needs, the contents of the other courses in the Korean language department, survey results, and the students’ Korean ability and study habits were taken into account. The specific course objective is for students to improve their Korean ability and acquire basic translation skills. It was determined there would be three types of course content used in conjunction with translations into Korean: Turkish expressions, Korean grammar, and specific texts. Students progressed from translating sentences to paragraphs to everyday conversations; they were expected to translate the texts accurately and naturally into the target language of Korean. In light of the fact that there are no Turkish-Korean translation programs at Turkish universities, this case study can provide a concrete model for how to develop and teach a Turkish-Korean translation course at an university in Turkey.

본 연구의 목적은 대학생의 지속가능소비 실천 역량을 체계적으로 강화하는 융복합 교양 교과목을 개발 및 운 영하고, 그 효과를 실증적으로 분석하는 데 있다. 교과목은 ADDIE 모형을 적용하여 개발되었으며, 설계 단계에 서 SDG 4와 SDG 12의 정합성을 반영해 ‘지식-가치-행동’의 정렬을 구현하도록 내용을 조직하였다. 또한 플립 러닝-대면 토론/사례 적용-팀 프로젝트-성찰 에세이로 이어지는 경험학습 루프를 구성하였으며, 이에 대한 평가 는 서술형 시험, 성찰 에세이, 팀 프로젝트 등으로 다각화하였다. 효과 분석을 위해 15주 수업 운영 후 수강생을 대상으로 설문조사를 실시하고, 수강 경험에 대한 구체적인 의 견을 수렴하였다. 분석 결과, 지속가능소비 및 환경과 사회의 연관성에 대한 인식이 향상되었으며, 지속가능소비 에 대한 인식과 환경친화적 소비 행동 형성에 유의미한 효과가 나타나는 등 전반적으로 긍정적인 변화가 확인되 었다. 질적 분석에서는 통합적 관점 형성, 가치 성찰의 심화, 실행 전략의 구체화 등이 핵심 주제로 도출되었다. 이러한 연구 결과는 지속가능소비 교육이 학습자의 통합적 사고 역량과 비판적 성찰 역량 함양에 기여할 수 있 음을 시사한다. 또한, 지식 중심 수업의 한계를 넘어 인지-행동의 간극을 축소하는 변혁적 학습 및 경험학습 기 반 설계의 가능성을 보여준다. 본 연구는 국내 고등교육 맥락에서 SDG 4와 SDG 12를 소비라는 실천 영역으로 통합한 교과 설계의 실행 모 델을 제시하고, 역량-교수법-평가의 정렬을 수업 단위에서 구체화함으로써 대학 차원의 지속가능소비 교육의 내 재화와 확산을 위한 실천적 근거를 제공한다.

This study develops, implements, and empirically evaluates an interdisciplinary general education course aimed at systematically enhancing university students’ competencies for sustainable consumption practices. The course was designed using the ADDIE model, with particular emphasis on aligning curricular content with the nexus between SDG 4 and SDG 12 to promote a coherent trajectory from knowledge acquisition to value internalization and action. Learning activities were structured as an experiential cycle―flipped learning, in-class discussions and case applications, team-based projects, and reflective writing―while assessment methods were diversified to include constructed-response examinations, reflective essays, and team projects. To evaluate instructional effectiveness, a survey and solicited written reflections were administered following the 15-week course implementation. Quantitative findings indicated increased awareness of sustainable consumption and enhanced understanding of the interdependencies between environmental and social dimensions. The course also showed positive effects on students’ perceptions of sustainable consumption and on the development of pro-environmental consumption behaviors. Qualitative analyses further revealed three salient themes: the emergence of an integrated perspective, deepened value-based reflection, and increased specificity in action strategies. These findings suggest that education for sustainable consumption fosters integrative thinking and critical reflective capacities, demonstrating the potential of transformative, experiencebased instructional approaches to mitigate the knowledge–action gap that often limits knowledge-centered pedagogies. Situated within the context of Korean higher education, this study offers a practical and replicable course model that operationalizes the integration of SDG 4 and SDG 12 through the domain of consumption, and that systematically aligns competencies, pedagogy, and assessment at the course level. The study thereby provides empirical evidence to support the institutionalization and broader adoption of education for sustainable consumption in higher education institutions.

최근 인공지능의 발달은 교육 분야에 혁신을 가져오고 있다. 본 연구에서는 강사의 음성을 사용하여 훈련 된 Text-to-Speech(TTS) 도구와 강사의 영상으로 훈련된 아바타를 사용하여 동영상 강의를 제작하여 온 라인 강좌에 사용하였다. 연구결과 강의 제작자의 시간 및 비용도 절감할 수 있었으며, 강좌 품질을 높일 수 있었다. 인공지능을 활용한 온라인 강좌 제작은 학습자들의 강의에 대한 몰입도 향상과 정보 전달력에 긍정적 평가를 가져올 수 있을 것으로 기대된다.

Purpose: This study was conducted to develop a simulation-based education course and to evaluate the results after the application for second year nursing students. Methods: This study was a non-equivalent control pre-post design. Based on the clinical situation scenarios about patients with COPD and MI, a total of two simulation-based learning modules was developed. Pretest and posttest was conducted to evaluate the difference in critical thinking disposition, problem solving, and clinical competence between two groups of 102 students for the experimental group, 2007 and 90 students for the control group, 2006. The experimental group conducted a clinical performance evaluation in the final test, on December 10, 2007. Results: In the experimental group, knowledge related to learning objectives was significantly increased and core intervention was performed almost exactly, but the same result was not observed in domains of analysis of laboratory test, and nursing education for patients. Self-evaluated clinical competence and problem solving level were significantly more improved in the experimental group than control group, but critical thinking disposition level wasn't. Conclusion: In conclusion, a simulation-based education course needs to utilize self-directed learning module like computer-based learning through web contents and MicroSim and video productions for improving nursing students' critical thinking.