Keyword: educational policy

ABSTRACT: This study examines the relationship between digital learning inclination and lifelong learning participation among Korean adults through generational and educational level analysis. Using data from the Korean Educational Development Institute's 2024 Individual Survey on Lifelong Learning (N = 30,829, ages 25-79), this research analyzed relationships between age, educational attainment, digital learning preferences, and participation rates through an ecological analysis approach using aggregated cross-sectional survey data. Digital learning inclination was operationalized using proxy indicators including learning media preferences, informal digital learning participation patterns, and information access pathways. Korea's overall lifelong learning participation rate was 33.1% in 2024, declining from 44.6% (ages 25-29) to 24.1% (ages 70-79). Educational attainment emerged as a critical moderating variable, with university graduates showing participation rates (40.4%) that were 17.8 percentage points higher than those with middle school education or less (22.6%). The Digital Learning Inclination Index revealed a five-fold difference between the youngest (81.2) and oldest (16.1) age groups, with age 50 emerging as a critical threshold. Statistical analysis revealed significant associations between age and educational level (χ² = 1,847.3, p < .001) and moderate correlations between digital learning inclination and participation rates (r = .52, p < .001). The findings highlight the necessity for digital literacy support policies tailored to specific generational and educational characteristics. This study provides a replicable methodological framework for contexts where comprehensive digital competency assessments are unavailable, offering valuable insights for policymakers and educators in nations facing similar demographic transitions and digital transformation challenges in adult education systems.

ABSTRACT: Teacher burnout has become a critical issue in education, threatening the sustainability of schools by diminishing the well-being and effectiveness of educators. This qualitative study explores the causes, consequences, and potential interventions for teacher burnout through in-depth discussions with eleven participants. The study draws on thematic analysis to uncover key stressors, including excessive workload, lack of administrative support, and systemic pressures. Our findings highlight the impact of burnout on classroom management, teacher-student relationships, and institutional cohesion. The discussion underscores the importance of strategic planning by school districts, emphasizing the need for well-paced, teacher-friendly programming to support educators. The study concludes that reducing administrative burdens and fostering a supportive work environment is essential to mitigating burnout and ensuring a sustainable education system.