The purpose of this study is to explore in depth the needs for Korean culture education among English-track international students at Korean universities, with a particular focus on Nepali students, and to derive priorities for educational content to provide implications for the organization and operation of general education curricula in Korean culture. To this end, Borich’s needs assessment and the Locus for Focus model were applied, and focus group interviews were conducted to examine differences in perceptions between students and instructors regarding the derived results. In-depth interviews were conducted with Nepali English-track students at University A, and a questionnaire survey was administered after constructing survey items based on a review of prior literature and the in-depth interviews. The results of the Borich needs assessment and the Locus for Focus model indicated that, in the social domain, English-track students prioritized topics such as part-time jobs and employment-eligible occupations and tasks for foreigners, social etiquette in Korea, and employment rates. In the domain of daily life, students prioritized cultural education needed to sustain study and daily life while balancing work in Korean society, including communication barriers, delivery applications, forms of address, and financial management methods. This study has theoretical and practical significance in that it empirically demonstrates the need to reconstruct Korean culture education for English-track international students beyond the transmission of general cultural knowledge toward fostering practical cultural understanding and performance-oriented competencies across daily life, university life, and career and economic life.
Park et al. (Sat,) studied this question.
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