KTU Ulsan branch urged local education authorities to suspend the program, arguing that AI textbooks lacked evidence of efficacy while threatening collaborative and developmental learning processes. (Image courtesy of Yonhap)
SEOUL, Dec. 11 (Korea Bizwire) – The South Korean government’s ambitious plan to introduce AI-powered digital textbooks (AIDTs) has met with significant resistance from educators and civic groups nationwide, leaving the policy in jeopardy.
Initially slated for rollout in March 2025 for select elementary, middle, and high school students, the initiative aimed to bolster digital competencies in math, English, and information technology. However, growing opposition underscores concerns over its implementation, cost, and educational impact.
On December 10, the Korean Teachers and Education Workers Union (KTU) declared its outright rejection of the policy during a press conference in Seoul, accusing the Yoon Suk Yeol administration of prioritizing political achievements over proven educational benefits.
The KTU pledged to block the adoption and use of AIDTs in schools, calling the project an “astronomical misuse of public funds.”
Citing concerns such as over-reliance on digital devices, inadequate school infrastructure, and privacy risks, the union characterized the initiative as an untested experiment with potentially negative effects on students’ literacy and development.
“This is not about advancing education but undermining public schooling,” the union stated, tying its criticism to broader opposition against President Yoon’s education policies.
The backlash has also extended to regional educators and advocacy groups. The Gyeongnam Education Alliance, representing 19 local organizations, demanded the policy’s cancellation, noting parallels with Finland, where digital textbooks were phased out after trial implementations proved ineffective.
According to a survey conducted in the province, over 1,500 teachers opposed the introduction of AIDTs, citing low usability and concerns over declining educational outcomes.
In Ulsan, another union branch urged local education authorities to suspend the program, arguing that AI textbooks lacked evidence of efficacy while threatening collaborative and developmental learning processes.
The group criticized the government for risking “educational chaos” in schools and warned of escalating resistance from teachers and parents if the initiative moves forward.
While the Ministry of Education insists that AIDTs are essential for preparing students for a digitally driven future, critics highlight ongoing legislative and financial hurdles.
The National Assembly has yet to finalize the textbooks’ legal status, and negotiations between the education ministry and developers over pricing remain stalled.
The controversy reflects deeper divisions over the direction of South Korea’s education system, with skeptics questioning the trade-offs between innovation and foundational learning practices.
As the debate intensifies, the fate of the AIDT program hangs in the balance, with growing calls for a more measured, evidence-based approach to educational reform.
M. H. Lee (mhlee@koreabizwire.com)
