This article has been accepted for publication in IEEE Access.

This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2023.3317261

Keyword analysis of Artificial Intelligence

Education policy in South Korea
JAEHO LEE1, AND HONGWON JEONG2
12
Depatrment of Computer Education, Gyeongin National University of Education, Incheon 21044, South Korea

Corresponding author: Hongwon Jeong (e-mail: nightsea05@naver.com).

ABSTRACT The purpose of this study is to analyze the direction of the Artificial Intelligence(AI) education
policy announced by the South Korean government and how key tasks are reflected in detailed policies to
find the implications. The study first identified three major policy directions as found in the South Korean
government’s publication on ‘Education policy directions and core tasks in the era of AI and conducted a text
mining analysis on government policy materials, press releases, and reports related to AI education from 2020
to 2022 by extracting keywords. According to our topic analysis results, various AI education contents were
being developed before and after the national curriculum revision. Moreover, our research indicated that the
advancement and activation of AI education policies will take place to smoothly implement the curriculum
in the classrooms and that additional policies and challenges will emerge when the new curriculum comes
into effect in 2025.

INDEX TERMS AI education, education policy, keyword analysis, text mining, word cloud

I. INTRODUCTION essential education in the field has expanded with the

This study aims to assess the current Artificial
Intelligence(AI) education policies in South Korea, as well
as to provide implication of new policy revision to Korean
teachers and students. Policy data published by government
agencies were used as the primary data for the research, and
the implications in educational policies were explored
using keyword analysis and text mining research methods.
As South Korean government announced its education
curriculum revision effective from 2025, the study also
highlights key directions where teachers and students can
focus to ensure the revision is effectively implemented to
the education field.
With the rapid development of AI technology, multiple
governments are introducing AI-related policies and
expanding AI education and technology in their
curriculum[1-3]. In December 2019, the South Korean
government announced the “Artificial Intelligence
National Strategy” and introduced plans to develop South
Korea into the “country that best uses AI” by easing
regulations in the field of AI, preparing basic laws, and
introducing AI education nationally. The educational field
was the first to react to such change, and now South Korea
has introduced, and is continuing to expand in systems to
foster high-quality, professional talents in AI technology.
In order to strengthen the computational thinking ability of
elementary, middle, and high school students, software and
AI learning opportunities have been greatly increased as
introduction of the new curriculum [4].
The South Korean Ministry of Education announced the
‘Modified Curriculum’ in 2022, which will be in effect
from 2025, highlighting the importance of fostering an
environment for digital and AI education. AI and software
education was core of the revision, along with
fundamentals in digital technology and its ethics. The
announcement forecasted major changes in the national
education system, enhancing digital literacy and computing
thinking abilities at their core.
In order to successfully implement the modified
curriculum, the government published a policy document
titled ‘Education policy directions and core tasks in the era
of Artificial Intelligence’ in 2020 to define key milestones
to be pursued from 2020 to 2025. The first phase, the
Preparatory Period (2020-2022), establishes direction and
governance. In the second phase, Internalization (2023-
2024), follow-up challenges are identified and improved. In
2025, when the revised curriculum is introduced, its goal is
to establish the curriculum on the site by dividing it into
activation and advancement stages[5].
The three major policy directions of the AI education
policy proposed by the government are as follows. The first
policy is on emotional creation emphasizing ‘human
understanding’ and ‘creativity’, the second is on hyper-
personalized education environment emphasizing

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‘individualized learning’ and ‘self-directedness’, and the
last is on intelligence policies with a human touch which
emphasizes ‘data-based’ and ‘expanding inclusivity’. To
successfully implement such policies and tasks, and ensure
outcomes, a pan-government promotion consultative body
has been formed which will continue to discover follow-up
tasks that support the three major policy directions. Steady
investment along with a long-term vision has also been
emphasized for its success.
After the policy direction was decided, the government
and its related organizations continued to promote the
fostering of key AI talents by publishing various materials
on education strategies, plans, and research data. Education
on AI and education using AI has also been observed not
only in the education sector but also in other areas such as
the industry, defense, and government sectors.
Considering that we are now entering the internalization
phase which started in 2023, identifying and analyzing the
direction of the AI education policy which was established
in the first preparatory period phase (2020-2022) would
provide meaningful outcomes.
Therefore, in this study, text mining and network analysis
were conducted on publishments on educational policies,
strategies, plans, research materials, press releases, national
tasks and reports released between 2020 and 2022.
By comparing the analysis results with the policy
direction, we proposed the implications of the AI education
policy that has been pursued to date and suggested future
policy directions.
II. Related Works
A. Software, AI Education Programs
With the introduction of the ‘2015 Revised education
curriculum’ which is the 10th curriculum to be implemented,
software-centered ‘information education’ has become a
requirement [6]. The core of the information education was
on software coding (programming) which focused on
enhancing software handling capabilities and computational
thinking abilities [7-8]. Research on developing
computational thinking capabilities is actively conducted
around the world including South Korea[9-10].
In 2019, a next-generation software education standard was
developed to reflect the development of software technology
including AI, as well as its impact on the general society.
This information education curriculum was introduced in
various fields including institutes for training highly talented
students[11].
The 2022 revised curriculum stated that the main objectives
for the revision are to amend the curriculum to foster
fundamentals and abilities to respond to changes in the future
society and bolster education on digital knowledge on topics
such as AI and software[12].
Yang (2022) applied the AI education program to highly
talented elementary school students and found meaningful
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changes in student’s attitudes towards AI and their
understanding [13].
While there are multiple studies being conducted to develop
AI education programs, as schools at various levels start AI
education, there is still a lack of research on how to
implement AI education effectively and systematically[14].
AI programs applied in classrooms are created in various
ways, such as the development of AI education contents for
elementary schools using various coding platforms such as
Entry[15-18].
B. Features of Education in the AI era
In 2021, BCG, a global consulting firm, and Faethm, a
company specializing in AI analysis, released a report that
analyzed the impact of AI technology on jobs in the United
States, Germany and Australia and recommended the
requirements. They developed detailed scenarios by utilizing
basic demographic data from each country and modeling the
impact of new technologies. As a result, it was concluded
that a serious shortage of skilled workers in many fields,
especially in computer-related occupations and in the fields
of science, technology, engineering, and mathematics, was
expected in all three countries. The study suggests that not
only those countries, but also all countries worldwide, should
take planned measures to create personnel with the necessary
capabilities in the AI era. It is necessary to closely analyze
the impact of high-tech technologies such as automation and
AI on the supply and demand of human resources and to
identify ways to bridge the gap[19].
The subject of education to respond to future changes is not
limited to students. McKinsey & Company published a
report suggesting what basic skills are needed in the future
and what to do to improve them. While the demand for basic
cognitive skills and manual and physical skills decreased, it
confirmed that the demand for technical, social, and
emotional levels and high levels of cognitive skills would
increase, and suggested foundation skills in response to
dynamic changes in the future labor market. This study
reviewed the current curriculum and suggested the role of the
government from the perspective of lifelong education,
arguing that in-depth research, including various non-regular
curriculums, should be conducted in addition to the
curriculum[20].
C. Leading AI Education Policies
As can be seen from the above related studies, the
governments of many countries recognize the importance of
AI technology and education and establish and quickly apply
AI education policies.
The goals of AI education and manpower policy in the
United States, which are considered the most advanced, can
be classified into three categories. The first is to promote the
growth, development, and influx of PhD-level technical AI
talent, and the second is to lay the foundation for
continuously and stably supplying non-doctorate technical
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content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2023.3317261

talent of various fields and levels. The third is to provide and
promote AI literacy education for the entire nation. Various
related policies are emerging, and short-term, medium-term,
and long-term policy frameworks are formed to create an AI
education ecosystem, and various education and training are
presented step by step. However, there are also criticisms,
and most of the discussions and analysis of the current
situation have limitations in that they focus on supplying
PhD-level personnel with the highest level of technology[21].
Beyond simple AI education, the European Union (EU) has
begun to innovate overall higher education and operate
major initiatives to foster technical talent. Among them, the
“Deep Tech Talent Initiative” program is the most important
to define cutting-edge technologies that can lead innovation
throughout the economy and society as deep technology and
to train personnel in major fields including space, aviation,
high-tech materials, AI, and blockchain. To train at least 1
million talents by 2025, it will provide education and training
in the field of deep technology at the pan-European level. It
provides education and training for all learning subjects in
Europe and establishes educational policies from a medium
and long-term perspective[22].
III. Research Method
A. Research Subject
Seven national-level policy data published between 2020 and
2022 on AI education strategies and planning were analyzed.
The major policy data to be analyzed are shown in Table I.
TABLE I
MAJOR POLICY DATA(2020~2022)
Title Year
Additionally, twenty-six press releases by various
government departments from 2020 to 2022 on AI education
were included in the analysis, out of which nineteen are from
the Ministry of Science and ICT (MSIT), six from the Ministry
of Education (MOE), and one from the Ministry of National
Defense (MND). Among the 110 national tasks for the current
Yoon Seok-Yeol administration announced in May 2022, the
national task related to education, “National Goals-15. We
will foster future talents through creative education.”, has been
included in the analysis subject. AI education research reports
published on government portals were also included in the text
mining analysis.
B. Research Method
TEXTOM, a tool used in the study, was developed based on
KrKwick (Korean Key Words in Context), a Korean text
analysis software. It is characterized by being specialized in
Korean data and is a solution that can collectively process data
extraction, data purification, and matrix production, which are
processes of big data processing. Therefore, we processed the
basic data and utilized the TEXTOM solution, and identified
how each analysis method could provide useful information to
achieve the purpose of the study[24].
Data have been analyzed using TEXTOM. The solution
separates titles and bodies, filters keywords, and removes
duplicate data first for data purification. After that, visual
analysis data using data are provided in the order of morpheme
analysis, text mining, and matrix data production. In this study,
after pretreatment of the collected data, investigation and non-
terms were first removed from the purification data. Data were
extracted in the order of Figure 1 using the modified data.
Dept.

1 Artificial Intelligence 2019. 12. Joint

National Strategy Ministries
2 1st Comprehensive 2020. 5. Ministry of
Information Education Education
Plan(2020∼2024)
3 Concept and 2020. 6. Korea Institute
application of for Curriculum
Artificial Intelligence and Evaluation
in School Education (KICE)
4 Education Policy 2020. 11. Joint
Direction and Core ministries
Tasks in the Age of
Artificial Intelligence
5 Exploring ways to use 2021. 9. Korea Institute FIGURE 1. Research Procedure.
Artificial Intelligence for Curriculum
in School Education and Evaluation
(KICE) 1) TEXT MINING
6 The 6th Basic 2022. 1. Educational With the advent of text mining, a big data analysis method,
Educational Safety keywords can be extracted from various types of data, and
Informatization Information
Bureau
meaningful information can be extracted and utilized using
Plan(2019∼2023)
pattern recognition and pattern analysis.
2022 Implementation
Plan (draft) The text mining method enabled scientific analysis of
7 2022 Education 2022. 2. Korea Institute unstructured data which expanded its application towards
Informatization for Curriculum various fields[25-27].
Implementation Plan and Evaluation
(KICE)

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The result of Keyword analysis presents the frequency of
specific keywords in an extracted data set which is used to
determine which words are mentioned in the data[24].
TF(Term Frequency) represents how frequently an extracted
word has appeared in the overall data set. A higher frequency
means that the word appears more frequently in the refined
overall data, and the percentage of the word represents the
proportion of the word being mentioned when the overall
reference is set to 100.
Since the policy documents used in the study cover specific
topics such as ‘AI’ and ‘education’, words (morphs, N-grams)
or combinations of words related to the topic will frequently
appear. This is called TF, and it is the most basic expression
method based on frequency. While word frequency measures
the simple frequency that appears in a document, TF-
IDF(Term Frequency-Inverse Document Frequency) is a
method of weighing according to the relative importance of
frequency[28].
TF-IDF is the product of the IDF(Inverse Document
Frequency), the reciprocal of the word frequency and
document frequency, to indicate how important the word is in
a particular document.
Even high-frequency words can be low-weighted if they deal
with a specific topic, such as the documents used in this study,
if they commonly appear in all documents. In this study, the
words ‘AI’ and ‘education’ were assumed to appear in
common, and IDF analysis was included as it was judged that
implications could be obtained using exceptional words.
In this study, we extracted word frequency and percentage
from the top 30 words. We visualize it as Word Clouds, a
method of initiating a corpus by expressing the size of a word
proportional to its frequency using extracted keywords. This
expression method can more intuitively represent the
characteristics of policy documents and confirm the
consistency of the documents used in the study.
2) MATRIX DATA(EDGELIST, N-GRAM) ANALYSIS
Matrix data is data created with co-occurrence between
refined words. When two words appear together in a given
range of text, we derive the result by assuming that all words
within that range are semantically-related[29]. In policy
research, there are many cases in which the same words are
used even if the subjects who conducted the study are not the
same. Therefore, we use two types of matrix data to visualize
the relationship of close policy keywords in similarity and
derive implications.
The Edge List was used in this study to pair words and show
them as a list, and N-gram is the frequency at which n words
appear continuously. The high frequency of word 1 and word
2 means that the two words often appear next to each other.
The results of analyzing morphemes with only one word may
be ambiguous, and the meaning of the word may also vary
depending on the sentence used. In addition, when multiple
words appear together, the tone of positivity and negation
must be grasped to the context of the sentence to be clearly
recognized. N-gram is a pair of two words, and is a value
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representing the frequency(Co-occurrence) of two words
appearing side by side in order. The high frequency of words
in N-gram means that there were many sentences in which
two words appeared side by side.
In particular, in the case of policy terms used in this study,
education policy and AI policy were sometimes mixed, and
the N-gram analysis method was used because it was judged
that the direction of combination of education, policy, and
technology could be more clearly identified if multiple words
were combined into one N-gram than UNI-gram[30].
In this study, 30 pairs of words were represented by an edge
list and an N-gram, and then analyzed.
3) TOPIC ANALYSIS
The Topic Model is one of the statistical models for
discovering the subject of a set of documents and is a text
mining technique used to discover the hidden semantic
structure of a text body. Using topic model analysis, we tried
to obtain common information on the characteristic topics of
the document.
In this study, we looked for topics using the Word-level
Semantic Clustering method which is a topic analysis method
of TEXTOM. Word-level Semantic Clustering is a topic
analysis method in which adjacent words are grouped into the
same group by vectorizing them based on co-appearance
expression relationships within a document. A total of 3
clusters were set, where 10 words for grouped for each cluster
to be analyzed. The purpose was to find characteristic topics
related to educational programs, contents, and curriculum in
each cluster.
4) POLICY-RELATED KEYWORD EXTRACTION
In order to compare the analyzed data with the policies, 20
keywords were extracted from each of the three policy
directions presented in the core direction.
Emotional creation, the first keyword, is a vision related to
human talents, which is a vision that fosters human resources
that creates new structures based on human-centered thinking.
The second keyword, the ultra-personalized learning
environment, is a vision for individualized education tailored
to the characteristics, situations, levels, and emotions of
learners. The last keyword, warm intelligence, is based on data
analytics and pursues an inclusive use of policies and
innovations.
Related keywords are shown in Table II, and keywords
emphasized in the three policy directions are in bold letters.
TABLE II
DIRECTION OF AI EDUCATION POLICY AND KEYWORDS
Class Direction Keywords
Human, Collaboration, Communication,
Utilization, Uniqueness, Humanities,
Emotional
Ethics, Talent, Understanding, Empathy,
Talent Sensibility, Competency, Core
Creation
Competency, Exchange, Literacy,
Expansion, Importance, Value, Judgment,
Liberal arts
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Optimization, Learning, Self-directed, 14 Data 446 0.74% Data 1525.234

Hyper-
Flexible, Individualized, Content, Teacher,
Learning personalize
Training, Competency, Liberal arts, Core
Environm d Learning 15 Bolster 418 0.69% University 1465.308
talent, Talent, Indicator, Creativity, Self-
ent Environme
directed, Convergence, Level, Autonomy,
nt 16 Ability 416 0.69% Ability 1450.487
Diversification, Improvement
Data, Fairness, Inclusion, Analysis, Big
data, Intelligence, Innovation, Platform, 17 University 414 0.69% Bolster 1433.509
Policy Warm Construction, Safety net, Digital,
Process Intelligence Accumulation, Educational activity, 18 Teacher 396 0.66% Teacher 1402.671
Program, Development, Reinforcement,
Teacher, Gap, Bridging, Expanding 19 Foster 374 0.62% Foster 1342.384

20 Enlargement 368 0.61% Enlargement 1309.525

The three major policy directions, visions, and related words
were analyzed by comparing them with the results of the 21 Related 360 0.60% Class 1299.941
keyword analysis.
22 Class 354 0.59% Related 1293.159
IV. RESEARCH RESULTS
A. TF-IDF ANALYSIS RESULTS 23 Program 351 0.58% Industry 1276.181
The TF-IDF analysis method is used to analyze the
24 Edutech 342 0.57% Program 1276.16
frequency and importance of the extracted word. The
analysis results are expressed in Table III, the analyzed 25 Industry 341 0.56% Edutech 1262.268
keywords were visualized in the form of word-clouds. As
shown in Figure 2, There was no significant difference in the 26 Analysis 326 0.54% Analysis 1209.425
rankings between TF and TF-IDF, with 16 keywords out of
27 Service 305 0.50% Evaluation 1166.785
30 keywords being the same, and the other 14 keywords
being less than 3 rankings different. This allows us to infer 28 Evaluation 303 0.50% Service 1147.573
that there is a correlation between the simple frequency of
the word and the IDF value. 29 Future 302 0.50% Future 1142.47

TABLE III 30 Center 300 0.50% Center 1135.94

TF AND TF-IDF ANALYSIS RESULT
TF Analysis Result TF-IDF Analysis Result
Among the keywords found in Table III related to human
Rank
Word TF % Word TF-IDF talent, there are two overlapping keywords: ability and
enlargement, and five keywords that overlap with the
1 Education 3524 5.83% Education 5088.175 learning environment are learning, teacher, foster, ability,
and fusion. Policy courses were most frequently overlapped
2 Learning 1138 1.88% Learning 2883.919 with eight keywords: data, analysis, build, program,
3 School 1003 1.66% School 2622.333
development, bolster, teacher, and enlargement.

4 A.I. 880 1.46% A.I. 2537.403

5 Student 636 1.05% Student 1940.421

6 Science 598 0.99% Science 1907.319

7 Development 595 0.98% Development 1864.686

8 Technology 571 0.95% Technology 1809.362

9 Establish 570 0.94% Fusion 1799.008

10 Fusion 561 0.93% Math 1788.688

11 Math 542 0.90% Establish 1785.312

12 Propel 499 0.83% Propel 1630.076

13 Research 470 0.78% Research 1584.217

FIGURE 2. Word Cloud Visualization Result.

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
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The results indicated that the government is promoting AI 12 Education Math 196
education policies by utilizing various policy methods from
13 Education Development 189
2020 to 2022. However, major humanities keywords related
to human talent and self-directedness related to the learning 14 Positivity Human Resources 189
environment did not appear directly. This can be interpreted
15 Education Related 188
as the government is still in its preparation period before
finalizing the policy directions. 16 Education Ability 187

17 Education Edutech 184

18 Learning Student 181

19 School A.I 181

20 Education Research 176

21 A.I Software 173

FIGURE 3. 2020-2025 Roadmaps for Key Initiatives 22 Education Promote 168

23 Education Future 168

Specific means related to self-directedness will be
intensively developed and utilized during the internalization 24 Education Foster 164
period that will begin in 2023. This is also when the Education
25 System 156
internalization of education in respect to human dignity and
diversity is also planned. Through the roadmap plan shown 26 Education Agency 150
in Figure 3, we will be able to anticipate changes that will be Education
27 Enlargement 146
applied by 2025 when the revised curriculum is in effect.
28 Enforce Ability 145
B. Matrix Data analysis results
29 Science Technology 143
1) EDGELIST ANALYSIS RESULT
Matrix data written with the co-occurrence frequency
between refined words have been analyzed. When nodes
appeared together in a certain range of text in a row, it was
assumed that there was a semantic correlation between all
nodes within this range and analyzed their frequency.
While conducting the matrix analysis, 29 results with the
highest similarity of words using an edge list have been
identified and further analyzed. the results of the analysis
have been presented in Table IV and visualized in Figure 4.

TABLE IV
EDGELIST ANALYSIS RESULT
Word Word2 Weight

1 Education A.I 706

2 Education School 620

3 Education Fusion 371 FIGURE 4. Edgelist Visualization Result.

4 Learning Professor 264

According to the Edgelist analysis result shown in Figure 4,
5 Education Science 252 the words education, AI, and school have appeared most
6 Education Bolster 229 frequently. Moreover, words related to various human talents,
learning environments, and the policy process have been
7 Education Establish 216
identified. Among the words connected to education, the
8 Education Software 209 results identified that various policies related to fusion,
bolstering, establishing, promoting, and fostering have been
9 Education Technology 208
introduced. In addition, overlapping words of software and
10 Education Learning 203 edutech (education technology) showed that new software
11 School Edutech 197
and edutech are important in the field of AI education.

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2) N-GRAM ANALYSIS RESULT

Because data have been collected from studies and The top 30 results were summarized in Table V by analyzing
documents using AI education as a keyword, this is a natural the N-gram. The N-gram analysis presented pairs such as
tendency of the word ‘education’ appearing in many N-gram ‘human talent, fostering’, ‘human resources, fostering’,
pairs. However, when keywords other than education appear ‘lifelong, education’, and ‘customization, education’,
side by side, we tried to analyze their implications by confirming that policies to create an educational
confirming their importance. environment suited for the new era and a super-personalized
learning environment are being introduced. In addition,
TABLE V through Figure 5, which visualized and expressed the result
N-GRAM ANALYSIS RESULT
of the N-gram analysis, we were able to identify the
Word Word2 Frequency education policy combining with various technologies based
on the high frequency of pairs with words such as ‘fusion,
1 School Education 315
software’, ‘edutech, contents’. In words like ‘platform,
2 Fusion Education 239 establish’, ‘program, development’ and such, we could see
3 Professor Learning 233 the direction of training that combines with technology to
shift from a provider perspective to a consumer-centric one.
4 AI Education 163

Human
5 Positivity 151
Resources

6 Education AI 129

7 Ability Enforce 124

8 Science Education 114

9 Math Education 113

10 Science Technology 109

11 Education Edutech 81

12 Platform Establish 81

13 Education Environment 67

14 Software Education 64

15 Education Enforce 61

16 Program Development 58

17 Measures Quest 58
FIGURE 5. N-gram Visualization Result.
18 Education Innovation 58

19 System Build 57
3) TOPIC ANALYSIS RESULT
20 Education Research 56 The topics for this analysis were discovered using Word-
level Semantic Clustering techniques. A total of 3 clusters
21 Education Agency 54
were set, where 10 words were grouped for each cluster to
22 Manpower Positivity 54 be analyzed. Table VI presents the three clusters, keywords,
23 Education Contents 52
synonyms, and topic frequency.

24 Environment Furtherance 49 TABLE VI

WORD-LEVEL SEMANTIC CLUSTERING RESULT
25 Education Activation 48
Topic
Cluster Keyword Synonyms
26 Education Service 48 Frequency

27 Education Plan 47 Demonstration, Application,

Education Field, Elementary School, 3524
28 Education Education 47 1 System
Introduction, Edutech, Plan,
29 Forever Education 45 School 1003
Search, Member
30 Custom Education 45

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2023.3317261

Evaluation, Person, Custom, Secure, World, Nurture, Era,

Student 636 Digital 230
Individual, Analysis Revolution
Experimental, Centered, Exploration, Experiment,
Experience 188
Science Mathematical, Autonomous, 598 Mathematics, Project, Center
Active Central, Connected, Learning
Activation 187
Leading, Graduate school, tools, Autonomous, Practice
Fusion 561
Advanced, Nurturing, Bolster
Center, Subject, Experiment, In the first cluster, we identified several keywords related to
Math 542
Science, Project
cultivating professional talents in the field of AI. The
Announcement, Press,
Reorganization, Master’s and government has established various policies to lay the
Promote 499
Doctoral level, Ministry of foundation for fostering core human resources in schools and
Science and ICT universities. It reorganized its curriculum for vocational high
Expansion, Department, schools and started operating classes dedicated to educating
Research Selection, Collaboration, 470
Promotion
software and AI for talented students. Changes were also
Collection, Management,
seen in academia where universities sharing their innovation
Data 446 on the new technologies have increased and more
Service, History, Platform
Faculty, Advanced, Fusion, universities are introducing software-centered curriculums
Bolster 418
Cultivation, Secure while increasing their student intake. Providing support to
Leading, Software, master's and doctoral research institutions and re-education
A.I. Cultivating, Innovation, 880 programs using online platforms such as the academic credit
World
bank system is part of the policy, which can be identified
Core, Professional, Faculty,
Ability 416 through keywords such as research, promotion, fusion, and
Future, Strengthening
Activation, Connected, reinforcement. It can be interpreted that various policies are
Program Central, Learning tools, 351 being promoted, and educational programs are being created
Target and strengthened to train professionals in the AI field in
Reinforcement, Competence, many fields such as schools, graduate schools, and research
Schoolteacher 267
Professional, Leading, Core
institutes.
Promotion, Startup,
Center Department, Global, 169
Data analysis results showed that various contents were
Expansion being developed before the revised curriculum was applied.
2 The government's content-related policies include
Community, Guidance,
Lead Research group, Attitude, 142 developing teaching and learning materials for AI education,
Experience developing online content (K-MOOC), establishing future
Experience, Practice, Subject, education centers in Universities of Education, and
Various 119
Free, Form
strengthening AI fusion education for teachers. Keywords
Introduction, Procedure,
Explore
Member, Unit, Type
109 related to the government’s efforts were found in the second
Classroom, Futuristic, cluster of topic analysis. Keywords such as program, center,
Space Practice, Science Lab, 107 space, capability, teachers, and selection indicate that a lot of
Various effort is being committed to introducing various contents,
Department, Reorganization, supporting and bolstering the capability of teachers.
Selection New establishment, This year, 98
Track
The analysis also showed positive results in the
development and utilization of various forms of educational
Professor, Analysis, Custom,
Learning 1138 activities. In the third cluster, various schools and out-of-
Student, Result
Development and school curriculum operations were shown to be expanding
Development
Dissemination, Active,
595
based on keywords such as development, establishment,
Learning tools, Remote, customization, linkage, digital, and experience. Since the
Classroom
government's policy from 2020 to 2022 was to prepare
Advanced, Change,
Technology Development, Revolution, 571 educational standards, develop and distribute teaching and
Economy learning materials, and spread excellent educational models,
3
Establish
Advanced, Science Lab,
570
it can be interpreted that a lot of related information is
Resources, Smart, Big Data reflected in the policy data.
Society, Knowledge, Industry,
Future 302
World, Cultivate
V. CONCLUSION
Individual, Student,
Custom
Individual, Analysis, History
248 In Korea's 2022 revised curriculum, self-directedness was set
Activation, Advanced, as the core competency that is to be pursued through the
Link Autonomous, Business start- 233 education curriculum. In order to create such self-
up, Opportunity directedness values such as voluntary goal setting,

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. For more information, see https://creativecommons.org/licenses/by-nc-nd/4
 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2023.3317261
willingness and persistence, problem setting and solution
process, and coexistence were emphasized, but such values
were not directly revealed in the big data analysis. These
limitations should be addressed by educating students to
develop self-directedness and applying the revised
curriculum in 2025. To strengthen core competencies, it is
necessary to strengthen the competencies of instructors by
introducing teacher training by 2025.
During the five-year policy implementation process, the
study confirmed that 2020-2022 is divided into preparatory
periods and focuses on setting the direction of AI education
policies and establishing governance. Once the government
has identified its role in improving the system and applying
new technologies in preparation, the next step,
internalization, will focus on identifying follow-up tasks,
analyzing the performance and limitations of conducted
tasks, and finding supplements based on the analysis. Finally,
the government's policy direction will move in the direction
of applying the revised curriculum in earnest, while
upgrading and activating AI education policies and ensuring
a smooth introduction of the curriculum to the classrooms.
Therefore, more policies and tasks directly related to the
educational field are expected to emerge as we approach the
timeline to implement the revised curriculum.
We identified potential problems that may arise in the
current situation, a transition period for applying a new AI
curriculum, and propose improvements. As confirmed in the
study, the development of customized curriculum and
teacher education for the educational field do not account for
a large proportion of keywords, and more time is needed to
appear. Various policies are rapidly emerging, but it is
expected to take at least two to three years to be applied to
the field, and there may be students who do not receive
appropriate AI education among students within the
education process.
FIGURE 6. AI training Camp Framework.
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Therefore, in this study, we propose a supplementary
program framework in the form of a camp for students while
the curriculum is completely redesigned and reorganized to
reflect the importance of AI education. As confirmed in the
study, AI education in Korea to date tends to be centered on
schools. In addition, since instructors’ capabilities are being
strengthened by 2025, if students in all blind spots are
educated using excellent teachers, they will be able to
conduct education without any gaps.
The first goal of the program is to create a foundation for
providing effective AI education in classrooms after the
curriculum revision, and the second goal is to help AI
education successfully integrate into the existing education
system. The framework in Figure 6 consists of a total of three
stages, and the components of the program and the student’s
competencies that can be obtained from the program are the
most basic. In the first stage, students are introduced to the
changes and are given opportunities to experience new tools
and software. The second stage focuses on nurturing key
enablers to AI such as algorithm development and language-
based tools. Ultimately in the third stage, the training focuses
on students developing self-directed application of AI into
multiple classroom subjects to enhance their learning
experience.
Various teaching and learning materials can be developed
using the framework, and excellent educational models can
be spread to wider public to expedite the policy
implementation to the education field. A successful training
model will play a critical role in during the interim period
before the new curriculum is established.
Education policies must be carefully planned with a vision
looking forward to the distant future, while at the same time
being agile enough to meet the fast changes of contemporary
society. In particular, in the field of AI education analyzed in
this study, the two traits mentioned above, far-sightedness
and agility, must be treated gravely.
should be treated importantly. It is
also important to continue to
identify new tasks for improvement
and to pursue the tasks in a long-
sighted manner, even if there are no
obvious short-term results.
Understanding the fundamental
purpose of the national education
policies and successfully
implementing the policies in the
classrooms by thoroughly
understanding its current status,
systems, and timelines will surely
lead to a richer AI education for
future generations.
 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2023.3317261
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JAEHO LEE received the B.S., M.S., and Ph.D.
degrees in computer science from Hongik
University, Seoul, South Korea, in 1987, 1989,
and 1996, respectively. From 1989 to 1996, he
was a Senior Researcher with the Electronics and
Telecommunications Research Institute (ETRI).
He has been a Professor with the Department of
Computer Education, Gyeongin National
University of Education since 1996 and currently
serves as the Vice-President of the University. His
research interests include SW and AI education. He served as the President
of the Korean Society of Information Education and currently serves as the
President of the Korean Society of Creative Information Culture.
HONGWON JEONG received B.Ed. and the
M.S. degree from the Gyeongin National
University of Education, Incheon, Republic of
Korea. He is currently pursuing the Ed.D. degree
in Computer Education at the Gyeongin National
University of Education since 2021. His research
interests include software gifted education and
computational thinking with artificial intelligence.