Exploring Korean Guidelines for Primary-to-Secondary School Transition Education through International Cases

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Key Points

This research analyzes international transition education cases to derive characteristics for developing Korean guidelines.
Analyzed transition education policies from five countries: UK, Australia, USA, Finland, Japan.
Applied six criteria for analysis: transition perception, focus areas, target support, time frame, execution subjects, institutionalization level.
Identified five distinct approaches to transition education based on the analysis.
International programs are categorized into five approaches: continuity curriculum, emotional well-being, inter-school collaboration, system integration, and community linkage.
Commonly recognized transition as a continuous process rather than a single event.
Responsibility for transitions is shared among schools and education systems, not solely on students.
Proposed core areas for Korean guidelines: continuity of learning experiences, emotional relationship support, inter-school cooperation, and system environment linkage.

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Analysis of international transition education cases reveals key guidelines for Korea, highlighting structured approaches.

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Lee et al. (2026) studied this question.

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