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The purpose of this paper is to explore the possibility of future-oriented change in unification education, which is intricately intertwined with domestic political situations. To this end, after examining the flow of unification education, the present and discussion points of democratic citizenship education, multicultural education, and peace education were reviewed, factors that could be identified through the contact point with unification education were selected to explore future tasks. Since the dawn of time, democratic citizenship education, multicultural education, and peace education, which still attempt various conversations with unification education, have undergone many changes. Adjacent studies in the three fields have expanded their scope by emphasizing factors such as democratic citizenship, cultural diversity, and peace qualities, respectively, and as these factors meet with unification education, new tasks are formed. Unification education should be an education that fosters learners' independent capabilities so that they can think differently in the future. Next, educational goals must be shifted from the intellectual domain to the definitional and practical domain. And we must break away from the paradigm of analyzing specific objects and move toward an education that changes from ‘me’. Lastly, we must move away from the centralized education structure and transition to education that preserves regional characteristics.
A Wed, study studied this question.