All-Line Korean and Multicultural Education
Specialist: Professor Lee Eun-kyoung of the
Sejong Cyber University Department
of Korean Language

The Sejong Cyber University Department of Korean Language cultivates excellent Korean language teachers through practical education and diverse field experiences, contributing to the development of global Korean language education. We spoke with Professor Lee Eun-kyoung of the Sejong Cyber University Department of Korean Language, who is nurturing All-Line Korean and multicultural education specialists, to hear her thoughts on Korean language education in this changing era.

Hello, Professor. Thank you for agreeing to this interview. Could you please introduce yourself and the Sejong Cyber University Department of Korean Language to the readers of ❬Monthly Knock Knock❭?
 

Hello. I am Professor Lee Eun-kyoung of the Sejong Cyber University Department of Korean Language. I worked as a Korean language instructor at Yonsei University’s Korean Language Institute for 14 years before being appointed as a professor when the Department of Korean Language was newly established at Sejong Cyber University in 2015. I came here to pass on the know-how I acquired through facing challenges and contemplating in the field of Korean language education with my juniors, and I am currently engaged in nurturing Korean language teachers who will be active both domestically and internationally. I am very pleased to greet you through the KSIF’s ❬Monthly Knock Knock❭.

The Sejong Cyber University Department of Korean Language aims to “cultivate All-Line Korean language education and multicultural education specialists who establish expertise with solid fundamentals in the global era.” We operate specialized curricula (such as TOPIK, AI-utilized teaching methods), certification programs (Korean language teacher, multicultural society specialist, reading and writing instructor), Korean language education practice through our own Korean language education institutions and clubs, overseas Korean language education volunteer work and cultural exploration, and various curricular and extracurricular activities to develop Korean language education competencies that can be active online, offline, and further in metaverse environments.
 
 

The Sejong Cyber University Department of Korean Language places a strong emphasis on practical experience in training Korean language teachers. Could you share your educational philosophy and the direction of the department’s operation?
 

One of the most common remarks made by students who enter the Department of Korean Language is, “I have been speaking Korean my whole life, but teaching it is incredibly difficult.” Knowing a language and teaching it are entirely different domains. That is why our department strives to provide as many opportunities as possible for students to see, feel, and experience Korean language education firsthand.

First, we offer a variety of special lectures where students can hear real-life experiences from experts in the field. These lectures cover topics such as establishing a Korean language education center, teaching Korean to adolescents from immigrant backgrounds, experiences working with the Korea International Cooperation Agency (KOICA) and the KSI, teaching Hangul letters and phonetics, and methods for instructing students for the Test of Proficiency in Korean (TOPIK). These sessions provide students with practical insights into career paths and teaching methodologies they are curious about.

Second, we provide students with opportunities to visit overseas Korean language education sites and gain hands-on experience in teaching Korean language and culture. To date, we have conducted such programs in Vietnam, China, Laos, Mongolia, and the Philippines, where students immerse themselves in local cultures and engage with learners through Korean language and cultural exchange.

Third, we offer students the chance to build teaching experience even while they are still enrolled. Nowadays, even volunteer positions in Korean language education often require prior teaching experience. To address this, we provide both current students and graduates with opportunities to participate in Korean language education volunteer work through our university-operated Korean language education center and student clubs. This allows them to gain official recognition for their teaching experience.
 
 

Recently, Korean language education for foreigners has been expanding not only overseas but also within Korea. As interest in the Korean language and culture continues to grow, how do you see the future direction of Korean language education?
 

Korean language education is heavily influenced by Korea’s economic and political standing. Recently, the global popularity of K-culture has led to increased interest in all aspects of Korean culture, including music, film, food, and fashion. Additionally, more people are coming to Korea for higher education, employment, and marriage. As a result, the nationalities of Korean language learners and their reasons for learning Korean have become increasingly diverse.

Therefore, Korean language education can no longer be limited to language instruction alone. Korean must now be taught in conjunction with various cultural phenomena. In addition to traditional culture and artistic works, incorporating elements such as lifestyle, social values, and generational perspectives will enable learners to use the language in a more practical and realistic manner.

We are now in a period of transition from a standardized curriculum to personalized learning paths tailored to individual needs and goals. Increasingly, learners are opting to study Korean one-on-one through apps and language exchange platforms rather than at Korean language education centers or multicultural centers. It is crucial to provide these learners with study materials suited to their interests and objectives so they can develop the specific Korean language skills they need. Accordingly, future research in Korean language education will also become more individualized and diverse. Keeping pace with these changes, it is important for government institutions, schools, and individuals to collaborate—sharing teaching methods and resources, communicating effectively, and finding ways to coexist and thrive together.
 
 

The methods of delivering Korean language education in online environments are becoming increasingly diverse. What do you see as the strengths of online-based Korean language education, and what is needed to utilize it effectively?
 

Since the COVID-19 pandemic, there has been rapid progress in research on software and teaching methods for online learning, leading to revolutionary changes in online teaching and learning environments. In the past, online education was primarily one-directional, relying on VOD lectures. However, real-time interactive education through platforms such as Zoom, Webex, and Google Classroom has now become widespread. Additionally, various collaboration and engagement tools like Padlet, Mentimeter, and Kahoot have been developed, allowing online classes to facilitate communication comparable to, or sometimes even more dynamic than, traditional offline classes.

These advancements enable educators to connect more easily with learners from around the world while also providing learners with more immersive learning experiences. However, this also means that Korean language teachers must enhance their teaching capabilities. Rather than sticking to traditional methods, educators must actively seek and develop teaching materials and utilize a variety of instructional tools to keep pace with the changing times. To support this, our department offers special lectures on topics such as utilizing ChatGPT and AI in Korean language education. We have also incorporated related subjects into our curriculum to ensure that our students are equipped with the necessary skills to effectively teach Korean in digital learning environments.
 
 

The Sejong Cyber University Department of Korean Language provides scholarships to teachers affiliated with KSI. What is the significance of this support, and what are your expectations for future collaboration with KSIF?
 

Our relationship with KSIF goes back quite a long way. In 2016, we hosted a special lecture on the topic of “Dispatching Korean Language Teachers Abroad through the KSI.” In 2020, we conducted online Korean language teaching practice sessions for prospective local Korean language teachers at KSI Center Vietnam. Additionally, this past January, Kim Jung, the Head of the Education Support Team at KSIF, delivered a lecture titled “Introduction to Dispatched Teachers at the KSI.” Furthermore, we have established a formal partnership with KSIF to provide scholarships to its affiliated teachers and staff.

The goals of KSIF and the Sejong Cyber University Department of Korean Language are fundamentally aligned. Both institutions aim to cultivate excellent Korean language teachers and dispatch them to places where Korean language education is needed, ultimately contributing to the global expansion of the Korean language. We are committed not only to training high-quality teachers who can serve at KSI but also to supporting and retraining local instructors. Many of our students, who have studied using the textbooks and learning materials from Nuri KSI, are now being dispatched worldwide through the King Sejong Institute. I look forward to continued collaboration between our two institutions so that we can grow and develop together in the future.
 
 

Could you introduce any graduates from the Sejong Cyber University Department of Korean Language who are currently active as teachers at the KSI?
 

Graduates of the Sejong Cyber University Department of Korean Language are actively working at various KSIs around the world, including the KSI Abidjan in Côte d'Ivoire, the KSI London in the United Kingdom, the KSI San Juan in the Philippines, and the KSi Dnipro in Ukraine.

One notable example is Lee Ju-ran, a recently dispatched teacher currently working at the KSI San Juan in the Philippines. While studying in the Department of Korean Language, she diligently participated in a Korean language study group and gained experience in online Korean language education through a volunteer club. Thanks to these efforts, she was dispatched to the Philippines immediately after graduation. Hearing her say that teaching students brings her immense joy makes us truly grateful to the KSIF for providing such a wonderful opportunity.
 
 

Finally, do you have any advice for aspiring Korean language teachers?
 

The path to becoming a Korean language teacher is not always stable or easy. With an increasing number of certified teachers, securing a teaching position is also becoming more competitive. However, this field continuously presents new opportunities, and few professions offer as much fulfillment through meaningful encounters and personal growth.

I encourage aspiring teachers not to rush but to steadily build the necessary skills and competencies for the profession. Take advantage of every opportunity to gain real teaching experience. Instead of simply following conventional paths, be open to new types of learners and innovative teaching methods. Stay curious about emerging teaching and learning techniques that align with the changing times, and take the initiative to develop and refine your skills. I firmly believe that opportunities will come your way to inspire and nurture new dreams through the Korean language and culture.