A significant number of teachers have expressed reservations about the challenges of maintaining digital equipment and the risks of excessive device usage among students. (Image courtesy of Yonhap)
SEOUL, Mar. 29 (Korea Bizwire) – As South Korea approaches the introduction of artificial intelligence-powered digital textbooks, a significant number of teachers have expressed reservations about the challenges of maintaining digital equipment and the risks of excessive device usage among students, according to a recent survey.
The Korean Teachers and Education Workers Union announced on March 27 that a nationwide poll of 813 preschool, elementary, middle, and high school teachers, conducted from March 18 to 24, revealed these concerns regarding digital-based education.
While teachers acknowledged potential benefits, such as innovation in educational content and methods (46.7%), objective student assessments (39.9%), and fostering student-driven active learning (30.8%), they also expressed significant worries.
A staggering 86.3% of respondents voiced concerns about excessive device use and dependence among students. Additionally, 45.1% feared a decline in public education quality due to budget prioritization for digital initiatives, and 31.5% cited issues with managing collected digital data.
For preschool AI-based education, the most significant anticipated problems were the incompatibility with early childhood development and learning principles (51.7%) and the potential for reinforcing device addiction among young children (34.5%).
Teachers criticized the government’s digital education policies, arguing that their opinions were not adequately considered, and long-term roadmaps were lacking. A substantial 81% and 82.4% of respondents felt that digital education initiatives lacked sequential planning and long-term roadmaps, respectively. Furthermore, 87% believed teachers’ opinions were not incorporated into policy formulation and implementation.
While 69% expressed dissatisfaction with the adequacy of teacher training provided, this percentage was lower compared to other issues.
When asked about the government’s top priority for digital education, 52.3% of teachers cited the need for infrastructure improvements, such as wireless network expansion, while only 2.5% highlighted the introduction of AI digital textbooks.
The most significant obstacle hindering digital education innovation in schools, according to 74.3% of teachers, was the difficulty in maintaining and managing digital devices.
The teachers’ union stated, “Educators understand how hastily implemented policies without careful, long-term planning have burdened them with additional responsibilities and exacerbated confusion in the field.” The union urged the Ministry of Education not to conflate means and ends in its digital education initiatives.
M. H. Lee (mhlee@koreabizwire.com)
