This study identifies shifting patterns in labor human rights education by analyzing content elements within the 2015 and 2022 revised social studies curricula. The analytical framework utilizes five core categories: labor concepts and values ; history and institutions ; rights and labor-management relations ; career and labor practice; and global solidarity. Utilizing mixed methods, the research coded achievement standards, explanatory notes, and pedagogical guidelines across both documents. Findings reveal that the 2015 curriculum focused heavily on labor rights and relations (C3). Conversely, the 2022 revision significantly bolsters career-oriented practice (C4) and global solidarity (C5), achieving a more balanced categorical distribution. Notably, the 2022 curriculum exhibits qualitative deepening by addressing contemporary shifts such as platform labor and market polarization while emphasizing active citizenship. A distinctive dualism emerged: although "labor rights" terminology decreased in the 2022 general introduction, subject-specific curricula expanded substantive content, highlighting tensions between social consensus and educational necessity. The study suggests enhancing teacher professionalism and civil society partnerships to solidify these shifts. By uncovering structural policy transformations, this research delineates a progressive trajectory for labor human rights education.
Sangkyun Yi (Sun,) studied this question.