“Outstanding Teachers from the 2026 World Korean Language Educators Conference Share Insights from the Classroom” Six Stories of Teachers Connecting the World Through Korean
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작성일 2026-08-21
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“Outstanding Teachers from the 2026 World Korean Language
Educators Conference Share Insights from the Classroom”
Educators Conference Share Insights from the Classroom”
Six Stories of Teachers
Connecting the World Through Korean
Connecting the World Through Korean
Every July, the World Korean Language Educators Conference brings together KSI teachers from around the world to share teaching experiences and classroom practices and grow together through professional exchange. At this year"s Outstanding Teacher Contest, classes thoughtfully tailored to local learners and teaching contexts stood out across themes such as intercultural communication, artificial intelligence (AI), Business Korean, and hands-on cultural education.
This year, Monthly Knock-Knock met six award-winning teachers to discuss what inspired their lessons, the changes they observed in the classroom, their philosophy of Korean language education, and their hopes for the future. Here are the stories of six Korean language teachers who use Korean to connect their learners" lives with the wider world.
This year, Monthly Knock-Knock met six award-winning teachers to discuss what inspired their lessons, the changes they observed in the classroom, their philosophy of Korean language education, and their hopes for the future. Here are the stories of six Korean language teachers who use Korean to connect their learners" lives with the wider world.
◇ Outstanding Teachers Flourishing Around the World
Q. Hello. Please introduce yourself to the readers of Monthly Knock-Knock.
A. Teacher Nguyen Krisztina Hello. I am Nguyen Krisztina, a local teacher who has been teaching Korean at KSI Budapest, Hungary, since 2025. It is a great honor to greet KSI teachers and readers around the world through Monthly Knock-Knock.
I was interested in Korean culture even before entering university. While majoring in English language and literature at Eotvos Lorand University (ELTE) in Hungary, I began studying Korean as a minor. I later completed a master"s program in Korean Studies and studied Korean at Yonsei University"s Korean Language Institute through the Korea Foundation language training program. After returning to Hungary, I continued my research in a doctoral program in Korean Studies and earned my Ph.D. I now pursue both research and teaching, with a focus on language education.
I was interested in Korean culture even before entering university. While majoring in English language and literature at Eotvos Lorand University (ELTE) in Hungary, I began studying Korean as a minor. I later completed a master"s program in Korean Studies and studied Korean at Yonsei University"s Korean Language Institute through the Korea Foundation language training program. After returning to Hungary, I continued my research in a doctoral program in Korean Studies and earned my Ph.D. I now pursue both research and teaching, with a focus on language education.
A. Teacher Zahra Arsafi I am Zahra Arsafi, a local teacher at KSI Manama, Bahrain. It is a pleasure to meet you. Until 2021, I was a learner studying Korean at KSI Manama. It means a great deal to me to be able to greet you now as a teacher.
A. Teacher Nguyen Thi Thu Huong I am Nguyen Thi Thu Huong, a professor in the Department of Korean Studies, Faculty of Oriental Studies, University of Social Sciences and Humanities, Vietnam National University, Hanoi, and a local teacher who teaches Korean at KSI Hanoi1, Vietnam. While teaching Korean language and Korean Studies to Vietnamese learners for many years, I have developed a range of classroom activities that help learners apply what they learn in class to everyday life, career development, and the workplace. More recently, I have focused on Business Korean and participatory, practice-oriented instruction that responds to learners’ practical needs.
A. Teacher Pham Quynh Giao I am Pham Quynh Giao, a Korean language teacher from KSI Hanoi2, Vietnam. I currently teach Korean language and culture to Vietnamese students at a local educational institution, and this year marks my tenth year in Korean language education. I find great fulfillment in helping students connect with the wider world through Korean.
A. Teacher Agatha Inez Benitawati Hello. I am Agatha Inez Benitawati, a teacher at KSI Korean Cultural Center, Indonesia, who loves Korean and wants to share the joy of learning it with others.
A. Teacher Basma Naguib Hello, readers of Monthly Knock-Knock! I am Basma Naguib, a local teacher at KSI Alexandria, Egypt. I have loved and studied the Korean language and Korean culture in depth for a long time, and today I serve as a bridge, sharing not only the beauty of the Korean language but also the warmth and emotion it carries with young people in my home country, Egypt. I am delighted to greet the global Korean language education family through Monthly Knock-Knock.
Teacher Nguyen Krisztina, winner of the Minister of Culture, Sports and Tourism Award
at the 2026 World Korean Language Educators Conference Outstanding Teacher Contest
at the 2026 World Korean Language Educators Conference Outstanding Teacher Contest
Q. Congratulations on receiving an award at the Outstanding Teacher Contest of the 2026 World Korean Language Educators Conference. Please share how you feel.
A. Teacher Nguyen Krisztina When I first heard the news, I truly could not believe it. In particular, KSI Budapest, Hungary, had achieved excellent results at this conference over the past three years through teachers dispatched from Korea, so I felt considerable pressure to represent the institute well. Since Korean is not my native language, I have always prepared my classes with the mindset of a learner. Receiving the Minister of Culture, Sports and Tourism Award was both a tremendous honor and a source of warm encouragement. At the same time, I take it as a message that I must continue to grow with an even greater sense of responsibility.
This award is not my achievement alone. I believe it was made possible thanks to the fellow teachers and program coordinators at KSI Budapest, as well as the learners who actively participated in my classes. It was possible because the learners shared their own experiences and engaged with Korean language and Korean culture with open hearts. I am deeply grateful.
This award is not my achievement alone. I believe it was made possible thanks to the fellow teachers and program coordinators at KSI Budapest, as well as the learners who actively participated in my classes. It was possible because the learners shared their own experiences and engaged with Korean language and Korean culture with open hearts. I am deeply grateful.
A. Teacher Zahra Arsafi Because it has not been long since I became a teacher, this award means even more to me. I am truly grateful that a project that began with a small idea and an experiment was received so positively. I hope to use this award as an opportunity to continue developing and expanding the project in ways that can help more learners and teachers.
A. Teacher Nguyen Thi Thu Huong I see this award not simply as my personal achievement, but as an achievement I share with the learners who actively participated in class. It is especially meaningful because the lessons I have developed through reflection and practice may help other Korean language teachers. I will continue to think about what Korean learners truly need and design more practical, participatory classes.
A. Teacher Pham Quynh Giao I am incredibly happy and honored to receive an Excellence Award at such an important conference. I also feel somewhat humbled that my own modest classroom example was presented before so many outstanding teachers working hard for Korean language education around the world. At the same time, it is a great encouragement. I will take this award as encouragement to continue learning and improving, and I will work even harder in the classroom.
A. Teacher Agatha Inez Benitawati It means a great deal to me that a class shaped by the challenges and experiences I encountered over many years of learning Korean received such positive recognition. As a non-native Korean language teacher, I believe I understand better than anyone where learners experience difficulty and what motivates them to continue studying Korean. I hope to continue developing classes that help students enjoy learning Korean and persevere through difficulties, and to become a teacher who shares good practices with other teachers.
A. Teacher Basma Naguib I am indescribably honored and happy to receive an Excellence Award at this meaningful conference, which brings together outstanding Korean language educators from around the world. As a local teacher, I am proud that my teaching efforts, grounded in a deep understanding of my own culture, were recognized so positively. At the same time, it has made me resolve to approach the classroom with an even greater sense of responsibility.
◇ Shared Learning and a Shared Future for Korean Language Education
Teacher Zahra Arsafi, winner of a Top Excellence
Award, listening closely to another teacher’s
presentation
Award, listening closely to another teacher’s
presentation
Teacher Nguyen Thi Thu Huong presenting her
award-winning classroom practice as a Top
Excellence Award recipient
award-winning classroom practice as a Top
Excellence Award recipient
Q. What new insights or practical ideas did you gain from the outstanding classroom practices and exchanges shared at the World Korean Language Educators Conference?
A. Teacher Nguyen Krisztina What impressed me most at this conference was that although teaching environments differ from country to country, teachers grapple with many of the same questions when trying to make their classes more meaningful for learners. Listening to other teachers" classroom practices made me think about how I could adapt their ideas, rather than replicate any one method wholesale, to suit the characteristics of learners and the classroom environment at our institute.
In particular, I gained many ideas from the ways teachers organized activities to encourage learner participation, used teaching materials, and structured their lessons. Looking back on my own classes, I felt that some parts should be structured more clearly, while others should be left more open so that learners can participate more actively. This exchange gave me a valuable opportunity to assess my teaching objectively and improve it further.
In particular, I gained many ideas from the ways teachers organized activities to encourage learner participation, used teaching materials, and structured their lessons. Looking back on my own classes, I felt that some parts should be structured more clearly, while others should be left more open so that learners can participate more actively. This exchange gave me a valuable opportunity to assess my teaching objectively and improve it further.
A. Teacher Zahra Arsafi Through this conference, I once again felt that teachers share the same goals and concerns. I was especially impressed that all teachers are thinking and working together to provide students with better learning experiences in the age of artificial intelligence.
After I introduced ChatKOR, many teachers showed interest and shared a range of ideas for developing the project. Going forward, I would like to grow it not as a project I create alone, but as one developed with many teachers so it can be even more helpful to students.
After I introduced ChatKOR, many teachers showed interest and shared a range of ideas for developing the project. Going forward, I would like to grow it not as a project I create alone, but as one developed with many teachers so it can be even more helpful to students.
A. Teacher Nguyen Thi Thu Huong Watching the award-winning classroom practices across all three prize categories, I learned that what matters more than simply using new technology or materials is how they are connected to learning objectives and learners" actual experiences. I was also impressed by what was emphasized in the common training: education is not merely about delivering knowledge; it is a process of communication through which teachers and learners grow together. It made me reflect once again that Korean language teachers are not only language teachers but also cultural bridges connecting Korean society and culture with local learners.
Through training on the KSI learning app and digital educational materials, I learned that digital tools can support vocabulary and grammar review, individualized learning, immediate feedback, and stronger motivation to learn. The K-beauty training also gave me the idea that it is important not only to explain cultural content, but to have learners experience it directly and then express that experience in Korean.
Through training on the KSI learning app and digital educational materials, I learned that digital tools can support vocabulary and grammar review, individualized learning, immediate feedback, and stronger motivation to learn. The K-beauty training also gave me the idea that it is important not only to explain cultural content, but to have learners experience it directly and then express that experience in Korean.
A. Teacher Pham Quynh Giao I found the innovative classroom practices presented by teachers from around the world both refreshing and inspiring. Sharing classroom challenges with fellow teachers from around the world also reassured me that I was not facing them alone. It was a valuable experience that gave me many ideas to apply in my own classes.
A. Teacher Agatha Inez Benitawati My biggest takeaway from the World Korean Language Educators Conference was that there is no single formula for a good class. Teachers around the world were using a wide range of approaches tailored to their teaching environments and learners, and I drew a great deal of inspiration from them.
The most memorable case for me was Teacher Nguyen Thi Thu Huong"s “Business Fair Outside the Classroom” class. It was very interesting that the class went beyond classroom role-play by recreating an actual trade fair where students visited company booths, asked questions, and held consultations.
Seeing this case made me want to introduce more experiential activities that recreate real-life situations in my own classes. For example, I could set up the classroom like a small cafe for ordering practice, or create a hotel front desk or museum information desk where students ask and answer questions. I want to give students the confidence that comes from having already practiced these situations when they later visit Korea or meet Koreans in real life.
The most memorable case for me was Teacher Nguyen Thi Thu Huong"s “Business Fair Outside the Classroom” class. It was very interesting that the class went beyond classroom role-play by recreating an actual trade fair where students visited company booths, asked questions, and held consultations.
Seeing this case made me want to introduce more experiential activities that recreate real-life situations in my own classes. For example, I could set up the classroom like a small cafe for ordering practice, or create a hotel front desk or museum information desk where students ask and answer questions. I want to give students the confidence that comes from having already practiced these situations when they later visit Korea or meet Koreans in real life.
A. Teacher Basma Naguib I was deeply inspired and energized by the diverse, creative classroom practices of outstanding teachers who are thoughtfully addressing challenges in different parts of the world. Although our nationalities and educational environments differ, exchanging ideas with teachers brought together by the Korean language showed me the strength of professional solidarity as we work together to address classroom challenges, and it also helped me plan future lessons.
Commemorative photo of, from left, Teacher Agatha Inez Benitawati, Teacher Basma Naguib,
and Teacher Pham Quynh Giao
and Teacher Pham Quynh Giao
Q. What kind of teacher would you like to be remembered as by your students?
A. Teacher Nguyen Krisztina I hope that when students one day look back on the time they spent learning Korean, they will remember it not only as a process of learning difficult grammar and vocabulary, but as a time when they took a step closer to a new world. I want to be remembered as a teacher who helped students grow closer to Korean culture through Korean and who also helped them value their own thoughts and experiences more deeply.
More than anything, I would be happiest if students could feel, “I am glad I started learning Korean back then.” I hope to continue cherishing each student"s interests and stories, and to accompany them so that Korean can become a meaningful language in their lives. As a local teacher, I also want to become someone who contributes, however modestly, to expanding mutual understanding and exchange between Korea and Hungary.
More than anything, I would be happiest if students could feel, “I am glad I started learning Korean back then.” I hope to continue cherishing each student"s interests and stories, and to accompany them so that Korean can become a meaningful language in their lives. As a local teacher, I also want to become someone who contributes, however modestly, to expanding mutual understanding and exchange between Korea and Hungary.
A. Teacher Zahra Arsafi I want to be remembered as a teacher who inspires students and helps them achieve their goals. I also want to be remembered as a teacher who helped them feel that Korean is not only difficult, but also fun.
A. Teacher Nguyen Thi Thu Huong I want to be remembered not as a teacher who simply delivers knowledge of Korean, but as a teacher who inspires students to discover their own potential and take on new challenges. I want to help students express their thoughts freely in Korean without fear of making mistakes and apply what they learn in class to real life and their future careers.
I also want to become a teacher who listens to students’ voices and grows together with them, rather than teaching in a one-way manner. If my students someday think of me and say, “Because of that teacher, I gained confidence in Korean and found the courage to challenge myself with new opportunities,” I think that would be the greatest reward for me as a teacher.
I also want to become a teacher who listens to students’ voices and grows together with them, rather than teaching in a one-way manner. If my students someday think of me and say, “Because of that teacher, I gained confidence in Korean and found the courage to challenge myself with new opportunities,” I think that would be the greatest reward for me as a teacher.
A. Teacher Pham Quynh Giao I want to be remembered not merely as “a teacher who teaches Korean well,” but as “a teacher who opened the door to a new world.” When students become tired or want to give up while studying Korean, I want to be a dependable source of support who stands by them, and a compass who sincerely cheers on their dreams and guides their path.
A. Teacher Agatha Inez Benitawati I want to be remembered by students not simply as a teacher who taught them Korean, but as a teacher who made them want to keep learning Korean. If I can hear students say, even at difficult moments when they want to give up, “Thanks to your class, I was able to keep going until the end,” that would be the greatest reward for me.
A. Teacher Basma Naguib Rather than being remembered as a strict teacher who simply lectures at students, I want to remain as a “safe haven and trusted companion” who helps students understand the world and others more deeply through the new window opened by the Korean language. If students who have taken my classes do more than achieve good results on Korean tests, and instead rediscover the value of themselves and their own culture while remembering, “Because of you, I came to love Korea more deeply and my world expanded,” I would feel deeply fulfilled as an educator.
