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SDG 4 Midterm Review: Monitoring Implementation of SDG 4 Target 4.1. ~ 4.c. in Rep. of Korea Year of publication: 2023 Author: Hunwoo Joo | Mikyung Kim | Mugyeong Moon | Jeongwon Hwang | Kirak Ryu | Hyeseung Cho | Yunjeong Choi | Hyosook Shin | Kyungsook Kang | Minseon Park | Eunju Lee | Jonghun Kim | Nayoung Kim | Hwanbo Park | Hannah Kim Corporate author: National Consultative Group on Education 2030 | Korean National Commission for UNESCO This report presents the compiled work from the National Consultative Group and Working Groups on Education 2030 of the Republic of Korea regarding the midterm review on the implementation of SDG 4. 
An Exploratory Study on Applying Cooperative Learning in Global Citizenship Education (Journal of Education for International Understanding; Vol. 13, No. 1) Year of publication: 2018 Author: Jonghun Kim Corporate author: Korean Society of Education for International Understanding (KOSEIU) The purpose of this study is to explore the validity of cooperative learning as an effective teaching and learning model of Global Citizenship Education(GCED) and to suggest lesson plan that can be used in an educational setting. With the inclusion of GCED as part of global education agenda through the UN SDG 4.7, its role and importance has been highlighted globally and many countries started to reflect GCED into their national curriculum. However, there is lack of practical research on the appropriate teaching and learning model of GCED that can be applied in primary and secondary school education. Therefore, this study, through theoretical review, analyzed and identified that cooperative learning is more appropriate in fostering global citizenship in comparison with other teaching and learning models because of its efficient learning structure which includes positive interdependence, individual accountability, group processing, promotive interaction, interpersonal and small group social skills as its essential elements. On the basis of this, jigsaw model, among various cooperative learning models, was applied and a lesson plan on GCED based on UNESCO World Heritage, an important repository of the history of humankind and nature, was developed and presented. The proposed lesson plan would strengthen learnersโ ability to shape identities, understand others, raise sense of responsibility, link knowledge and action related to issues affecting interaction and connectedness of communities at local, national and global levels in an educational setting, and thus it will be useful in actualizing the learner-centered transformative objective of GCED. 
The Institutionalization of Global Citizenship Education as a Global Policy Agenda (Journal of Education for International Understanding; Vol. 15, No. 2) Year of publication: 2020 Author: Jonghun Kim Corporate author: Korean Society of Education for International Understanding (KOSEIU) The purpose of this study was to examine the driving forces that affect the global diffusion and institutionalization of Global Citizenship Education (GCED), which is rapidly emerging as an important global education agenda. In order to achieve the objective of this study, driving forces affecting the diffusion and institutionalization of GCED were categorized into three perspectives, namely, sociocultural perspective, international economic perspective and institutional perspective. The data were analyzed using multiple regression analysis. The main findings of this study are as follows. First, the degree of sociocultural diversity that represents sociocultural perspective did not have a statistically significant effect on education policies, curriculum and teacher education on GCED in each country. Second, the degree of dependence on international economic relations, which shows international economic perspective, had a positive statistically significant effect on the curriculum of GCED in countries around the world but it did not have a statistically significant effect on education policy and teacher education of GCED. Third, the degree of linkage to the global civil society that represents institutional perspective has a positive statistically significant effect on the GCED education policies, curricula and teacher education of different countries around the world. The results of this study show that institutional perspectives are more persuasive drivers of the spread and institutionalization of GCED in individual countries than from sociocultural perspective and international economic perspective. The result of this study shows that the adoption of policies for GCED is an institutional embodiment reflecting education norms and values at the global level embedded in an institutional environment of the world society rather than instrumental means that meet immediate and concrete socioeconomic needs and demands of individual countries. This study is of significance in that it has identified the driving forces for the diffusion and institutionalization of GCED through empirical analysis.