This blog post examines the importance of computer education and the current issues within Korea’s education system, exploring how improvements can contribute to nurturing future talent.
As computer-related technology advances at a dazzling pace, there are now few places where computers are not used. Computer systems are involved in most technologies, from palm-sized smartphones to automobiles, aviation systems, and even microchips implanted in living organisms. In this context, computer literacy and the ability to solve problems using computers inevitably become increasingly important. Accordingly, countries around the world have begun incorporating computer-related classes into their curricula, teaching everything from handling simple programs to more advanced content. Korea has also established computer courses, guiding students to begin learning from elementary school. The 7th National Curriculum mandated that 10% of the curriculum be allocated to information and communication technology (ICT) education. However, domestic computer education remains at a basic level, focusing on operating and using information devices and teaching how to use a few computer programs.
The growing necessity of computer education extends beyond mere technical understanding. In future society, digital literacy will become an essential competency across all fields. Computer education must now expand beyond simply teaching proficient computer use to fostering creative problem-solving abilities and cultivating diverse data analysis and management skills. This educational need is further emphasized within the flow of the Fourth Industrial Revolution. The Fourth Industrial Revolution heralds an era where diverse innovative technologies like artificial intelligence, big data, and the Internet of Things converge, giving rise to new professions and industries. Therefore, computer education is essential for cultivating future talent, and its content must also be deepened.
So, why is advanced computer education necessary, and what are the current problems with computer education in Korea? Furthermore, let’s explore what the future direction of computer education should look like.
The curriculum announced in December 2012 includes computer-related education policies under the name ‘Information’ in the Practical Arts (Technology and Home Economics) subject for high schools. Additionally, the ‘Information’ education policy is included in the elective subject announcement for middle schools. The fundamental content of ‘Information’ education in middle and high schools can be considered almost identical. The fundamental objectives of ‘Information’ education include acquiring the basic concepts and principles of information science and technology, developing computational thinking skills to build problem-solving abilities, solving everyday problems with efficient algorithms, and cultivating the ability to apply this thinking to real life and information devices. The educational content framework is structured into four areas: Information Science and Information Ethics, Composition and Operation of Information Devices, Expression and Management of Information, and Problem-Solving Methods and Procedures. The Information Science and Information Ethics domain teaches what information science is and covers topics like internet usage ethics. The Information Device Composition and Operation domain introduces the actual composition and operating principles of computers and explains what networks are. The Information Representation and Management domain covers information structure and management. Finally, the Problem-Solving Methods and Procedures domain teaches advanced content such as practical problem-solving strategies, computer-based programming methods, and algorithm applications.
On paper, the current computer education curriculum appears to cover all necessary content, from information ethics to basic computer usage, practical information management, and problem-solving using algorithms. However, the real problem is that education does not actually follow this curriculum. Computer education is an elective subject, not a required one. Consequently, there is no unified, systematic education across schools or grade levels. While there are differences between schools, the actual proportion of class time allocated is also small, typically only about once a week. This is woefully inadequate compared to the growing emphasis on the importance of computer education. Because it is not a required subject and the allocated time is limited, the focus tends to be on computer literacy education rather than comprehensive instruction covering the full range of computer-related issues. The computer education curriculum itself doesn’t cover deeply specialized content, and even that isn’t being taught properly. Furthermore, the lack of significant variation in this educational content across elementary, middle, and high school is problematic. In other words, while students begin learning computer-related literacy starting in elementary school, the content doesn’t deepen as they advance to middle and high school; instead, it tends to be repetitive learning of similar material. A review of the actual curriculum reveals that the content taught in middle and high school is nearly identical. In summary, computer education in Korea is not mandatory, and its limited weight in the overall curriculum results in a lack of systematic and unified instruction. Furthermore, the content taught is often superficial, covering only basic computer literacy and simple program operation.
To properly recognize the importance of computer education domestically and strengthen it, improvements across the entire educational environment are necessary. Among these, designating computer education as a required subject and progressively deepening it from elementary school through high school is crucial. Furthermore, moving beyond simple theoretical instruction to a practice-focused education is essential to cultivate students’ ability to actually use computers to solve problems. To achieve this, efforts to enhance teacher expertise, improve educational facilities, and introduce the latest computer education programs must be actively pursued.
So, how do other countries approach computer education? In the United States, computer-related classes are conducted from kindergarten through K-12 via the K-12 computer education curriculum. The goal of this education is not only to teach the basic operation of computer devices and programs but also to understand the essence of computer science and apply it to problem-solving in other subjects. While there are differences between states, an analysis by the Minnesota Computer Education Association of computer-related education policies used by over 50 school districts across the United States revealed that, alongside foundational education in attitudes and values toward computers, advanced education in programming, algorithms, and data processing was being provided. In the UK, computer education is also systematically implemented under national leadership. A national learning network has been established to provide the infrastructure for computer education, ensuring all students receive systematic instruction through Year 9. Services are also provided to allow students to continue related education beyond Year 9 if they wish. Furthermore, the focus is not merely on teaching theoretical information technology or computer hardware skills; it emphasizes applying information technology across other subjects to make it relevant to everyday life.
Recently, discussions on strengthening computer education are also actively taking place at the European Union (EU) level. The EU views digital literacy as a fundamental competency all citizens should possess and recommends educational policies for this purpose to member states. As part of this, schools in each country are incorporating programming education as a compulsory subject and teaching students the basic concepts of computer science starting from elementary school. This international movement clearly demonstrates that computer education is no longer optional but essential. India, emerging as a new IT powerhouse and producing large numbers of software-related personnel, has relatively poor educational infrastructure compared to the US and UK mentioned earlier. However, a unique aspect is its emphasis on advanced content like algorithm usage and programming languages. While students also learn computer applications and network utilization, they typically learn these later compared to other countries. The goal is to educate students early on to solve problems using computers, making them comfortable with computers as problem-solving tools. Furthermore, it possesses systematic and unified educational objectives spanning from lower to upper grades, including learning programming languages, writing actual programs, and applying them to problem-solving. Finally, in Vietnam, programming languages are taught starting from grades 4-5, and by upper grades, students learn problem-solving methods utilizing these languages.
Examining the computer education policies of the countries mentioned above reveals a commonality: computer education is systematically implemented under national policy, starting from lower grades and continuing through higher grades. Furthermore, the subject of computers does not exist as an isolated subject but maintains organic connections with other subjects. That is, students are guided to use computers as tools to solve problems in other subjects. Consequently, students naturally perceive computers as tools for solving real-world problems and become adept at using computers for problem-solving. In contrast, computer education in Korea tends to exist as an isolated subject, with limited integration into other subjects. While differences in educational policy—such as whether computer science is a required subject—significantly contribute to this disparity, the content covered in computer education also plays a major role. As mentioned earlier, Korea primarily focuses on foundational computer skills and literacy education, such as internet ethics. In contrast, foreign education policies emphasize teaching advanced content, like creating actual programs using algorithms and programming languages. Furthermore, students are guided to apply these algorithms and programs to solve problems arising in other subjects. In other words, learning algorithms and programming enables the application of computers to solve problems in other subjects, integrating computer science into various problem-solving approaches. Furthermore, it allows for problem-solving using computers not only in school lessons but also in various real-life situations.
However, in Korean society today, computer education is largely perceived merely as an elective subject with little emphasis, resulting in inadequate computer education. This is evident even in specialized high schools where computer education is offered professionally, as it is often conducted solely for employment purposes and fails to connect closely with university admissions. Given this situation, a shortage of computer-related personnel is already occurring. While the number of programmers who are essentially ‘mass-produced’ through simple vocational training for employment is increasing, the number of computer software majors at Korea’s four major universities continues to decline.
If this trend persists, Korea’s IT competitiveness will inevitably collapse in today’s society, where globalization and informatization are accelerating. There is a significant risk of falling behind, particularly in emerging fields like artificial intelligence and big data. Furthermore, as the digital economy advances and the importance of computer science and related technologies grows, the shortage of domestic talent could negatively impact long-term economic growth. This is not merely an industry-specific issue; it is a serious matter that could lead to a weakening of the nation’s overall competitiveness.
Therefore, there is a need to improve computer education domestically, making it more concrete and systematic. Even if the entire curriculum cannot be followed, education should not stop at basic literacy but must include advanced computer education such as algorithm and programming language instruction. While learning basic operation methods and netiquette is important, from the perspective of IT competitiveness and educational effectiveness, the necessity of advanced education like algorithm and programming language instruction is crucial. Moreover, if such education is implemented systematically, it enhances higher-order thinking skills like creative and critical thinking, as well as problem-solving abilities. Algorithms enable logical, step-by-step problem analysis, while programming education empowers students to actually use these algorithms to create and solve problems through computer programs. If such education is systematically implemented throughout elementary, middle, and high school, it will not only improve students’ overall problem-solving abilities but also increase the number of students aspiring to pursue computer-related majors in college. Diverse student interest across various computer fields undoubtedly signals a bright future for the IT industry at the national level.
Of course, increasing the emphasis on computer education immediately under the current college entrance exam system is difficult. Therefore, we must start by raising awareness of the importance of computer education and then gradually deepen its content. Ultimately, we must ensure that education goes beyond merely providing basic computer literacy; it must become essential education that enables students to process and manipulate information using computers and solve problems.
