Literacy in South Korea
Literacy in South Korea refers to the ability to read, write, and interpret written information within linguistic, social, and digital contexts. International assessments place South Korea among OECD countries with high reported literacy levels, which has been discussed in relation to compulsory education and national curriculum frameworks. In recent years, literacy policy discussions have focused on digital media literacy, learning gaps among students, and the educational impact of the COVID-19 pandemic.[1] Government-led curriculum revisions and learning-support systems have played a central role in addressing these issues.
Definition of literacy
UNESCO defines literacy as "the ability to find, understand, interpret, create, communicate, and calculate information using printed and written materials related to various contexts."[2]
In academic discussions, literacy is often distinguished beyond basic reading skills. Hwang Hye-jin (2015) differentiates between basic literacy and higher-order literacy, defining the latter as the ability to interpret, analyze, and evaluate texts across varying lengths.[3]
Ryu Soo-yeol (2009) emphasizes the social dimension of literacy, describing it as the capacity to "read and write the world," highlighting the role of context in language use and meaning-making.[4]
Literacy in South Korea
Linguistic characteristics
Studies on Korean language use have examined the role of Sino-Korean vocabulary, foreign languages, and digital language environments in discussions of literacy.[5]
Adult literacy proficiency and international comparison
According to the OECD Survey of Adult Skills (PIAAC) 2023, adult literacy in South Korea is measured in terms of literacy proficiency rather than a simple literacy rate. Adults aged 16–65 in South Korea scored an average of 249 points in literacy proficiency, which is below the OECD average. Approximately 31% of Korean adults scored at or below Level 1, indicating low literacy proficiency, compared with an OECD average of 26%. Only about 6% of adults in South Korea reached the highest proficiency levels (Levels 4–5). The results also show a significant gap between age groups, with older adults demonstrating lower literacy proficiency than younger cohorts. These findings highlight that, despite high levels of formal education, disparities in adult literacy skills remain when compared internationally.[6]
Government Policies and Programs
2022 revised national curriculum
Under the 2022 revised national curriculum, Korean language instructional hours for first- and second-grade elementary school students increased from 448 to 482 hours.[7] The curriculum revision also introduced play-based learning approaches in early grades.
In addition, a "media" domain was added to the existing curriculum areas of listening/speaking, reading, writing, grammar, and literature, reflecting expanded attention to digital and media-related language use.
Learning support systems in South Korea
Support systems for students with low academic performance in South Korea have developed through several stages.
- 1980–2000: Teacher-Centered Support System
During this period, national-level initiatives focused on the development of instructional materials for students experiencing academic difficulties. Early studies, including Park Sung-ik (1984), examined remediation approaches.[8] In 1997, the Ministry of Education introduced a student responsibility guidance system.
- 2001–2010: School-Centered Support System
The Ministry of Education's National Human Resource Development Basic Plan emphasized guaranteed basic education and expanded the Basic Academic Responsibility Guidance System. Schools introduced supplementary teaching staff and study room programs.
- 2011–Present: Multi-Support System
More recent approaches have included cooperation with civic organizations and the expansion of tutoring programs targeting students with persistent learning difficulties.[9]
The following table summarizes the development of learning support policies in South Korea.
| Period | Policy characteristics | Key features |
|---|---|---|
| 1980–2000 | Teacher-centered support | Development of learning-support materials; early remediation research |
| 2001–2010 | School-centered system | Basic Academic Responsibility Guidance System; supplementary teachers; study rooms |
| 2011–present | Multi-support system | Collaboration with civic organizations; expanded tutoring programs |
Challenges and debates
Despite high overall literacy levels, ongoing discussions in South Korea address disparities in learning outcomes, the interpretation of digital and media texts, and educational inequality exacerbated during the COVID-19 pandemic. Academic and policy debates continue regarding how literacy should be defined and measured in increasingly digital learning environments.
References
- ^ "UNESCO's education response to COVID-19". UNESCO. 21 June 2023.
- ^ "Literacy, a UNESCO Perspective". UNESCO. Feb 2003.
- ^ "OECD 성인역량조사결과에 나타난 세대 간 문해력의 차이" [The Difference of Korean Generation's Literacy in OECD]. 2015.
- ^ "International Literacy Day 2023" (PDF). UNESCO. 8 Sep 2023.
- ^ "2019년 국가수준 학업성취도 평가 결과: 고등학교" [Korea Institute for Curriculum and Evaluation_Results of National-Level Academic Achievement in 2019 : Highschool]. 22 Jun 2021.
- ^ "Survey of Adults Skills 2023: Korea". 10 December 2024.
- ^ "초등학교 담임교사의 '학습역량 도움 프로그램' 참여경험" [The experiences of elementary homeroom teachers participating in complementary program for learning competency] (PDF). Aug 2023.
- ^ "중학교 학습 부진 학생을 위한 프로그램 개발 연구 (RR84-12)" [A Study on the Development of Programs for Students with Poor Learning in Middle School]. 1984.
- ^ "2014년 기초 학습 지도 사업 올키즈 스터디 사업 성과 및 성공 요인 연구보고서" [2014 Report on the Business Performance and Success Factors of the Basic Learning Guidance Project All Kids Study]. 2014.