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To help future generations make value judgments by acquiring proper information on nuclear power and radiation, this study came up with the first model school in Korea to apply as a regular curriculum to understand nuclear power and radiation. As a result of operating a model school that consists of total 13 sessions and analyzing behavior changes, the ultimate goal, based on the traditional learning model, it was found that all of elementary, middle and high school students showed high acceptance toward nuclear power in South Korea. To reduce unnecessary social confusion related to nuclear power generation and use of radiation, it is necessary to make thorough preparations in the long run and operate the model school verified in this study at the national level.

This paper provides a reflective review of an architectural design studio that utilized both social architecture and soundscape approaches to create human-centered and context-based designs for urban public spaces. During field research, students in the studio analyzed four different public spaces in Marina Central BID, Singapore, employing a combination of social architecture (behavioral trace and activity mapping) and soundscape (acoustic measurement and soundwalk) methods. Through this process, the students identified issues related to social architecture and soundscapes and developed soundscape design strategies to improve the quality of the public spaces. The soundscape design strategies were categorized into three groups: the introduction of desirable sounds, the reinforcement of desired sounds, and the reduction in unwanted sounds. This paper shows that the integration of social architecture into soundscape design education enables students to better comprehend the social–behavioral aspects of the environment and create more comprehensive and enjoyable public soundscapes.

Maritime education and training (MET) for seafarers who operate ships has struggled to flexibly adapt to technological and environmental changes. In particular, as social demand for online MET arose due to COVID-19, the need for sustainable MET beyond traditional teaching methods grew exponentially. In order to identify the most optimal MET methods among face-to-face and online methods, this study reviewed the concepts and applications of existing MET methods, grouped them using a fuzzy analytic hierarchy process, and supplemented this structure through a designed survey. The results showed that the online methods had the greatest weight, and the “XR (extended reality) within the metaverse” teaching method had the highest priority. This study identified which MET methods should be prepared for the post-COVID era through quantitative analysis. We confirmed the need for attention to XR within the metaverse as a field of online methods in the future. Furthermore, our findings reveal that online education platforms via metaverse-based “expansion” and “connection” are needed, and pave the way for future research to expand empirical studies on MET satisfaction regarding existing International Maritime Organization model courses.

International students enrolled in the long term are considered habitual residents. They act as hosts to their friends and relatives, generating word-of-mouth recommendations and revisiting the host country. In order to facilitate inbound tourism in post-COVID-19 tourism, it is necessary to understand their risk perception, place image, and loyalty and provide meaningful insights for tourism markets. This study explores how social and personal risk perception of COVID-19 and cognitive and affective place image explain place loyalty. International students for degree programs comprised the sample population for this study. Findings revealed that social risk perception negatively shapes cognitive and affective place image, while personal risk perception only explains affective place image. Both cognitive and affective place image significantly affects place loyalty and mediates between social risk perception and place loyalty. The research provides new evidence on the risk perception of COVID-19, showing that internal factors such as social and personal risk perception may cause somewhat different results contrary to previous studies. Although gender moderates the relationship between cognitive place image and loyalty, the influence of gender on the theoretical and empirical relationships between risk perception, place image, and loyalty is not significant for international students. Implications for theory and practice, limitations, and future studies are discussed.

This study proposed a convergence design process comprising the creativity of fashion design and the technology of engineering for fashion design education. It incorporated the concept of the convergence tendency in modern industry. The primary study combined an engineering design process that promoted engineering thinking and a fashion design process that promoted creative thinking to create a practice model that was developed and tested in a 10-week workshop. The result showed the need for refining the practice model to encourage in-depth cooperation. Therefore, a second practice model composed of an interaction design process and a fashion design method was investigated to promote students’ interconnected thinking and force iterative processing. To verify the usability of the refined practice model, a second workshop using the latest model was conducted over 15 weeks. A tendency for convergence, where knowledge and techniques were shared among designers and engineers to address problems, was observed. The functionality of the four prototypes that were developed based on the idea of setting and solving a design issue was also embodied. It is expected that the processes and results can be utilized as a basis for the development of design methodologies and education programs in various design areas, including fashion, in this era of converged industries.

Many Korean universities grant undergraduate and graduate school degrees in part on coursework, theses, and dissertations that explore Taekwondo through various academic lenses in Taekwondo Studies programs, yet only a few individuals have traveled to the Korean Peninsula to study Taekwondo academically. Traveling internationally to earn a university degree in a martial art can be considered extreme martial arts tourism. This multidisciplinary study explores the motivations of non-Koreans who have studied Taekwondo academically in Korea as well as their aspirations after graduation. The study utilized a combination of autoethnographic techniques and interviews with individuals who have given up years of their lives, thousands of dollars, their home cultures, languages, and food, and their families to travel to a foreign university in order to study Taekwondo. Twelve participants were identified that met the selection criteria, but eight responded to the interview requests. The nine participants, including the author, came from a wide assortment of backgrounds, but all shared a passion for Taekwondo; now, most participants (n = 5) have jobs within the Taekwondo industry, including two professors in separate Departments of Taekwondo. This study’s findings elucidate why non-Koreans study Taekwondo academically and thereby offer suggestions on how to improve this educational market.

The purpose of the study is to assess campus dining sustainability from the college students’ perspective. A total of 394 responses were analyzed by the importance-performance analysis (IPA) to determine the difference between college students’ importance ratings for and perceived sustainability performance of sustainable practices in campus dining operations. The locus for focus model was applied to demonstrate the priority of the sustainable practices. The results indicate that there is a gap between students’ expectation and university dining services’ performance regarding sustainable practices. The findings suggest that university administrators and operators need to focus on reducing food waste and on food donation so that they can meet the customers’ green values and expectation.

High-quality mathematics instruction is a primary element for quality education and the sustainable development of society. Some studies have highlighted the critical role of teacher job satisfaction and stress on their instruction. However, limited research has focused on the combinational influence of job satisfaction and stress on mathematics teachers’ dialogic instruction. This study aims to examine their combinational influence on mathematic teachers’ dialogic instruction using latent profile analysis and draws three conclusions. First, this study found three profiles: high job satisfaction and very low stress, very low job satisfaction and high stress, and moderately high job satisfaction and slightly high stress. Second, latent profile membership was differentially related to self-efficacy and leadership support. Third, mathematics teachers with very low job satisfaction and high stress were less likely to implement dialogic instruction compared to teachers in other profiles. This study also provides implications based on these results.