More than 82% of Koreans believe that students need civic education on current political and social issues. The majority of the public prefers addressing societal concerns in schools, rather than relying on biased information found on platforms like YouTube and social media.
However, in the educational environment, teachers are reportedly engaging in self-censorship due to vague standards of 'political neutrality' and indiscriminate complaints from parents. This gap in civic education is seen not as an individual teacher's issue, but as a reflection of a harsh institutional environment that fails to protect legitimate educational activities.
On July 9, the Korean Teachers and Education Workers Union Policy Research Institute, led by Song Soo-yeon, released the results of a national survey on civic education conducted from April 17 to 22, involving 5,000 men and women aged 16 to 70. The survey included in-depth interviews with ten educational stakeholders and an analysis of last year's survey on complaints related to teacher education rights and political issues.
However, in the educational environment, teachers are reportedly engaging in self-censorship due to vague standards of 'political neutrality' and indiscriminate complaints from parents. This gap in civic education is seen not as an individual teacher's issue, but as a reflection of a harsh institutional environment that fails to protect legitimate educational activities.
On July 9, the Korean Teachers and Education Workers Union Policy Research Institute, led by Song Soo-yeon, released the results of a national survey on civic education conducted from April 17 to 22, involving 5,000 men and women aged 16 to 70. The survey included in-depth interviews with ten educational stakeholders and an analysis of last year's survey on complaints related to teacher education rights and political issues.
Civic Education Needs to Be Taught in Schools, Say 82.4% of Koreans
The survey revealed that 82.4% of respondents believe it is necessary to educate students about current political issues and social problems, with only 10.0% opposing this view. A significant 66.4% identified 'school' as the primary place for students to learn about these issues.
Additionally, 67.4% supported the idea of teachers addressing political and social issues in their lessons, while 20.8% opposed it, indicating a high level of acceptance for such discussions in classrooms. The most common reason for support, cited by 27.6% of respondents, was that educational treatment of these issues is preferable to biased information from social media. Other reasons included the development of balanced thinking from diverse perspectives (25.4%) and the enhancement of critical thinking skills (24.8%).
The researchers noted that the public expects civic education to serve as a protective barrier that fosters students' judgment in a sea of biased information, rather than merely injecting specific ideologies.
Additionally, 67.4% supported the idea of teachers addressing political and social issues in their lessons, while 20.8% opposed it, indicating a high level of acceptance for such discussions in classrooms. The most common reason for support, cited by 27.6% of respondents, was that educational treatment of these issues is preferable to biased information from social media. Other reasons included the development of balanced thinking from diverse perspectives (25.4%) and the enhancement of critical thinking skills (24.8%).
The researchers noted that the public expects civic education to serve as a protective barrier that fosters students' judgment in a sea of biased information, rather than merely injecting specific ideologies.
66.0% Find Current Civic Education Insufficient, Citing Environmental Issues
While 83.7% agreed on the need for civic education in schools, 66.0% rated the current level of civic education as 'insufficient.' This indicates a significant gap between public expectations and the realities of the school environment.
The teachers' union attributed this gap to an 'educational environment that hinders civic education.' According to last year's survey, teachers faced indiscriminate accusations of 'political bias' even when teaching content outlined in the curriculum.
Specifically, teachers reported being obstructed when explaining historical events like the May 18 Democratic Uprising or the April 3 Incident, and even faced complaints for teaching about the Sewol ferry disaster or discussing sensitive topics like Dokdo and hate speech. Instances of teachers being scrutinized for their personal social media activities or the colors of their clothing, accused of violating political neutrality, have also been reported.
As a result, teachers often avoid discussing current issues altogether or adopt a defensive approach by mechanically reading from textbooks. One teacher expressed, 'While I haven't received complaints, I feel intimidated and self-censor during class, which creates tension.'
In this context, parents and students emphasized the need for a systemic approach rather than relying solely on individual teachers. The researchers pointed out that demanding enhanced civic education without providing protection for teachers is tantamount to asking them to endure more complaints and conflicts while teaching.
The teachers' union attributed this gap to an 'educational environment that hinders civic education.' According to last year's survey, teachers faced indiscriminate accusations of 'political bias' even when teaching content outlined in the curriculum.
Specifically, teachers reported being obstructed when explaining historical events like the May 18 Democratic Uprising or the April 3 Incident, and even faced complaints for teaching about the Sewol ferry disaster or discussing sensitive topics like Dokdo and hate speech. Instances of teachers being scrutinized for their personal social media activities or the colors of their clothing, accused of violating political neutrality, have also been reported.
As a result, teachers often avoid discussing current issues altogether or adopt a defensive approach by mechanically reading from textbooks. One teacher expressed, 'While I haven't received complaints, I feel intimidated and self-censor during class, which creates tension.'
In this context, parents and students emphasized the need for a systemic approach rather than relying solely on individual teachers. The researchers pointed out that demanding enhanced civic education without providing protection for teachers is tantamount to asking them to endure more complaints and conflicts while teaching.
Teachers' Union: Political Neutrality Should Not Mean 'Silence'; Urgent Need for Institutional Protection
In response to the survey results, the teachers' union emphasized that strengthening civic education in schools does not merely mean expanding its quantity. They stressed the importance of creating an environment where teachers can address real societal issues, hate speech, distorted information, historical facts, and the values and responsibilities of democracy based on the curriculum.
To achieve this, they called for: 1) the state and educational authorities to take responsibility for protecting civic education; 2) reinterpreting political neutrality as a principle that guarantees students' autonomous judgment rather than silence; 3) expanding civic education as a collective responsibility of the entire educational community; and 4) promoting policies that respect and support on-site educational activities.
The teachers' union warned that if educational authorities do not create an environment where teachers can teach without fear, efforts to enhance civic education will remain mere declarations. They urged immediate action to establish institutional measures that protect legitimate educational activities and allow teachers to teach without fear.
To achieve this, they called for: 1) the state and educational authorities to take responsibility for protecting civic education; 2) reinterpreting political neutrality as a principle that guarantees students' autonomous judgment rather than silence; 3) expanding civic education as a collective responsibility of the entire educational community; and 4) promoting policies that respect and support on-site educational activities.
The teachers' union warned that if educational authorities do not create an environment where teachers can teach without fear, efforts to enhance civic education will remain mere declarations. They urged immediate action to establish institutional measures that protect legitimate educational activities and allow teachers to teach without fear.
* This article has been translated by AI.
Copyright ⓒ Aju Press All rights reserved.