Page 1 of 16

Advances in Social Sciences Research Journal – Vol. 9, No. 12

Publication Date: December 25, 2022

DOI:10.14738/assrj.912.13561. Huang, Y., & Wang, R. (2022). A Comparison of Policies for International Education between Taiwan and South Korea. Advances in

Social Sciences Research Journal, 9(12). 145-160.

Services for Science and Education – United Kingdom

A Comparison of Policies for International Education between

Taiwan and South Korea

Yueh-Chun Huang

Professor, Global Master Program of Teaching Profession &

Department of Education, Teachers College

National Chiayi University, Taiwan

Ru-Jer Wang

Professor, Department of Education

National Taichung University of Education, Taiwan

ABSTRACT

In the face of globalization, Taiwan and South Korea promote international

education in primary and secondary schools. The authors conduct a comparative

study of international education and its policies in Taiwan and South Korea based

on relevant theories and literature. This paper is based on the part of the findings

from the comparative study. The purpose of the comparative study was to examine

the similarities and differences in the international education policies of Taiwan

and South Korea under different social and cultural environments. For the above

purpose, methods used include document analysis and comparative research.

Concluding remarks are made based on the results of the comparison of policies for

international education between Taiwan and Korea.

Keywords: international education; comparative study; Taiwan; Korea

RESEARCH SIGNIFICANCE AND PURPOSE

In the face of globalization, education in various countries is facing significant changes.

Globalization and its process continue to affect the education agenda (Emefa, 2012). The

internationalization of education effectively narrows the subjectivism of most domestic

education (Murphy, 2007). In order to enhance the internationalization of education, Taiwan

and South Korea promote international education in primary and secondary schools (Cho &

Palmer, 2013; Kwon, 2013).

Taiwan and South Korea are essential global electronic components and information

technology manufacturing hubs, respectively (China Post, 2013; Investopedia, 2013).

According to the International Monetary Fund (2020), Taiwan and South Korea are included in

39 advanced economies. Taiwan and Korea also share common cultural traits influenced by

Confucian capitalism (Tu, 1996). Quong (2018) advocated that if systematic comparisons of

models, constructs, and practices across societies can be adopted, knowledge in the field of

educational research can be expanded. It is part of the reason for choosing South Korea and

Taiwan as the scope of this study.

Page 3 of 16

147

Huang, Y., & Wang, R. (2022). A Comparison of Policies for International Education between Taiwan and South Korea. Advances in Social Sciences

Research Journal, 9(12). 145-160.

URL: http://dx.doi.org/10.14738/assrj.912.13561

as a precursor to international understanding, which refers to insight into what is valuable in

other cultures beyond one's selfish and narrow interests (insight) and attitude development

(Ravi, 2011). Fundamental to international thinking and understanding is the appreciation of

cultural diversity within and between countries and the multiple perspectives that emerge

from it. It is at the heart of intercultural education (Lourenço, 2019).

Based on the above, the definition of international education in this study is to cultivate

students' international awareness and cross-cultural vision through relevant educational

activities in their own country to facilitate mutual respect and harmonious coexistence with

people from different countries.

The Relevant Theories

Regarding theories related to the internationalization of education, the first is spatial theories.

Larsen and Beech (2014) argue that spatiality can provide comparative and international

education research with a tool for critical analysis of educational patterns, processes, and

phenomena. Most studies interpret educational internationalization from historical, economic,

political, or educational perspectives. In contrast, the internationalization of education is

analyzed through a spatial, network, and mobility theories and post-basic critiques. Post- foundational critical spatial theories can enrich the academic knowledge related to the

internationalization of education. Therefore, from the perspective of spatial theory,

internationalization can be defined as the transformation of schools through the movement of

students, scholars, knowledge, courses, and institutions. Spatiality extends beyond national

borders. It explains the multidimensionality and intersections of education internationalization

(Tian & Ni, 2018). The second is the Intercultural Development Continuum/the Developmental

Model of Intercultural Sensitivity (Jackson, 2015). The Intercultural Development Continuum

(IDC) (Hammer, 2011; 2012) is an updated theoretical model of the Intercultural Sensitivity

Development Model (Developmental Model of Intercultural Sensitivity, DMIS) (Bennett, 1993,

2012). It is used for selecting, sequencing, and coaching participants in course materials and

activities to guide intercultural development. Under this framework, intercultural competence

can be defined as the ability to change cultural views and adjust one's behavior appropriately

to adapt to cultural differences and commonalities (Hammer, Bennett, & Wiseman, 2003).

According to the Intercultural Developmental Continuity theory, people progress in acquiring

intercultural competence. From ethnocentric to more racially developmental stages of

equivalence (acceptance, adaptation, and integration) (Hammer, 2009; Hammer, Bennett, &

Wiseman, 2003). Based on the above, spatial theory and developmental models of intercultural

sensitivity can provide a theoretical basis for international education. They can also examine

the relevant international educational activities and their nature.

When exploring the internationalization of education in Taiwan and South Korea, we can

compare the development model of space theory and cross-cultural development

continuation/cross-cultural sensitivity to examine the relevant international education

activities and their nature in Taiwan and South Korea.

RESEARCH METHODS

The research methods include document analysis and comparative research.