DOI : https://doi.org/10.18517/ijaseit.15.3.12970

Evaluation of Korea’s National-Level SWᐧAI Education Camp Program for K-12 Students

Yunjae Jang (1), Hosung Woo (2), Hansung Kim (3)
(1) Div. of Liberal Arts and General Education, Gangneung-Wonju National University, Gangneung, Republic of Korea
(2) Department of EduTech, Graduate School, Korea National Open University, Seoul, Republic of Korea
(3) Department of Software Engineering, The Cyber University of Korea, Seoul, Republic of Korea
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Y. Jang, H. Woo, and H. Kim, “Evaluation of Korea’s National-Level SWᐧAI Education Camp Program for K-12 Students”, Int. J. Adv. Sci. Eng. Inf. Technol., vol. 15, no. 3, pp. 701–707, Jun. 2025.
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This study explores ways to enhance digital competencies by conducting an in-depth analysis of 255 representative cases from the Digital NewSac educational programs implemented in Korea in 2022. The research selected 255 programs—those most frequently offered at each school level—from a total of 1,116 programs submitted by 89 out of 90 institutions. These programs were classified and analyzed based on Bloom’s Digital Taxonomy, a digital literacy framework, and the usage status of programming languages and computing tools. The analysis revealed that approximately 53% of the programs focused on “Applying,” while 42.7% focused on “Creating,” whereas the levels of “Understanding,” “Analyzing,” and “Evaluating” accounted for less than 4% of the overall programs. In terms of educational content, the areas of “Utilization of Digital Devices” and “Utilization of Artificial Intelligence” accounted for 74.5% and 68.2%, respectively, while “Digital Information Protection” and “Digital Communication” had very low proportions, below 1%. The analysis of educational tools revealed that 66.3% of the programs utilized block-based languages, 17.6% employed text-based languages, and physical computing tools were used in 82% of the cases. These findings suggest that the Digital NewSac programs remain primarily experience-based, limiting the development of higher-order cognitive and specialized programming skills, and thus propose the need for future educational program designs that, in conjunction with the national curriculum, incorporate specialized areas such as digital ethics and data science tailored to students' levels.

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