Purpose This study aims to develop a systematic understanding of co-teaching as an instructional approach for responding to increasingly complex educational demands, such as learner diversity, inclusive education, and digital transformation, and to provide practical implementation guidelines applicable to school settings. Methods To achieve this purpose, a literature analysis was conducted on major theoretical works and peer-reviewed journal articles related to co-teaching. The analysis examined the definitions of co-teaching models, teacher role structures, student grouping methods, applicable contexts, expected benefits, and implementation considerations presented in the literature, based on the criteria of typological clarity, applicability to school practice, educational effectiveness, and implementation conditions. Results The co-teaching models were classified into seven types: One Teach, One Observe; One Teach, One Assist; One Teach, One Technology Support; Station Teaching; Parallel Teaching; Alternative Teaching; and Team Teaching. Each model was found to have distinct characteristics and advantages in terms of teacher role distribution, student grouping, instructional organization, and applicable contexts. In addition, the findings confirmed that successful co-teaching requires clear role distribution and effective communication between teachers, systematic assessment and continuous improvement, appropriate policy and institutional support, and the establishment of a collaborative school culture and physical environment. Conclusion This study provides a structured analysis that enables educators to select and apply appropriate co-teaching models based on the characteristics and needs of specific educational contexts. In doing so, it seeks to contribute to maximizing educational effectiveness in changing educational environments. Future research should collect and analyze co-teaching implementation cases across various school levels and subject areas in order to develop more specific and context-responsive implementation strategies.
Objectives This study aimed to analyze the effects of smart device usage time on sleep habits and physical health among adolescents, and to examine whether parental media mediation moderates these relationships. Methods Data from the 16th wave (2023) of the Panel Study on Korean Children (PSKC) were utilized. The study sample consisted of adolescents aged 14-15 years from the 2008 birth cohort and their parents, with valid responses from 832 to 1,258 participants analyzed. Results The findings were as follows. First, average daily smart device usage time (M=6.26 hours) showed no significant association with sleep habits or BMI. However, smartphone overdependence was found to have a significant negative effect on weekday sleep duration (β=-.079, p<.05) and BMI (β=-.078, p<.05). Second, maternal media mediation significantly moderated the relationship between smartphone overdependence and social jetlag (the difference in sleep timing between weekdays and weekends) (ΔR²=.006, p<.05), with higher levels of maternal mediation attenuating the negative impact of overdependence on sleep patterns. Third, paternal media mediation did not demonstrate a significant moderating effect. Conclusions These findings suggest that smartphone overdependence poses a more substantial health risk to adolescents than mere usage time. Furthermore, active maternal media mediation may function as a protective factor that buffers the negative consequences of smartphone overdependence.
Objectives This study aims to identify the key factors affecting speaking anxiety among beginner Korean language learners in Singapore and to analyze the teacher support needs that learners expect to alleviate such anxiety. Methods A survey was conducted with 90 beginner-level Korean learners enrolled in a tertiary institution in Singapore. Through exploratory factor analysis, three main factors of speaking anxiety were identified: Communicationrelated Anxiety, Classroom Participation Anxiety, Teacher Evaluation Anxiety. Teacher support needs were categorized into Emotional, Cognitive, and Functional support based on theoretical frameworks. The collected data were analyzed using reliability analysis, descriptive statistics, correlation analysis, and multiple regression analysis. Results The results showed that Classroom Participation Anxiety was the highest, while Teacher Evaluation Anxiety was the lowest. Regarding teacher support, learners expressed the highest demand for Emotional support, followed by Cognitive support. Furthermore, Communication-related Anxiety was identified as the only factor that significantly influenced all three types of teacher support needs. Conclusions The findings suggest that speaking anxiety in beginner Korean learners stems not only from a lack of linguistic proficiency but also from the psychological pressure of participating in class and the demand for spontaneous speech. The study indicates that learners prioritize emotional stability and clear linguistic guidance over simple error correction. In particular, since Communication-related Anxiety affects all types of support needs, teachers must move beyond being mere evaluators to become interactive facilitators who manage the overall speaking environment. Therefore, instructional strategies that integrate Emotional, Cognitive, and Functional support are essential for beginner-level Korean speaking classes.
Objectives This study aims to examine the ontological transformation faced by art education in the context of the digital media environment, focusing on a comparative analysis of the concepts of materiality and spirituality based on the philosophical perspectives of Friedrich Kittler and Byung-Chul Han. Methods To this end, the study critically examines the materialist position proposed by Friedrich Kittler, which holds that technology determines human perception and cognition, and relates Byung-Chul Han’s analysis of the disappearance of objects and the flattening of experience in the information society to the dimension of spirituality. Results The emergence of digital technology as a non-object-based mode of existence requires critical thinking from individuals situated within a rapidly changing world and an uncontrollable information environment, and calls for a reflective examination of the workings of the mind((thought goes on). Conclusions This study concludes that digital technology should be reinterpreted within the framework of material and immaterial structures, and that art education should move beyond the acquisition of technical skills toward a philosophical form of education that reflects on the workings of the mind (thought goes on) and the conditions of human existence.
Objectives The purpose of this study was to systematically review instructional intervention studies applying Universal Design for Learning (UDL) in secondary inclusive classrooms and to examine research trends and implementation patterns. Methods Following the PRISMA guidelines, 19 peer-reviewed articles were identified, and 17 studies were included in the final analysis after excluding duplicate interventions. Results The results showed that UDL-based instructional intervention studies in secondary classrooms were relatively concentrated in science subjects and targeted inclusive classrooms with diverse learners or entire classroom populations. The dependent variables mainly focused on academic and affective outcomes, and most studies reported positive changes following UDL-based instruction. UDL was more often applied in combination with other instructional strategies than as a standalone intervention, and the three UDL principles—engagement, representation, and action and expression—were widely reflected in classroom design. Conclusions These findings provide practical implications for applying UDL in secondary inclusive classrooms and support teachers in designing inclusive instruction.
