Teacher narratives in high-concentration multicultural schools: a K–12 case study in Korea’s industrial cluster

As Korea transitions into a multicultural society, schools with a high concentration of multicultural students have emerged, presenting urgent educational challenges. This qualitative case study explores the practical difficulties and support needs of 20 K-12 teachers from eight schools in a representative high-density immigrant area. The findings reveal systemic challenges across four critical domains: 1) Curriculum: rigid, assimilationist structures and insufficient language support; 2) Teachers: lack of practical training, excessive workloads, and burnout; 3) Administration: ineffective student placement, rigid budgets, and parental communication gaps; and 4) Community Linkages: isolated schools lacking sustainable local partnerships. This study concludes that these schools grapple with ‘de facto segregation’ unsupported by the current framework. It calls for a paradigm shift toward curriculum autonomy, specialized teacher support, and integrated, community-based support systems to ensure equitable education.