By Professor Ko Jaehwe, director of Northeast Asian Research Institute at Dongshin University's (also a senior editorial writer at Diplomacy Journal) 

The Ministry of Unification recently announced the results of its 2022 survey on unification education at schools in Korea 

The Ministry of Unification surveyed a total of 734 elementary, middle and high schools, 65,966 students, 3,983 teachers, and 920 managers nationwide from October 18 to November 22, 2020 in cooperation of the Ministry of Education and the city and provincial offices of education. 

As a result, it was learned that there was a change in the perception on the part of the students and teachers concerning North Korea on division, peace and unification in the context of North Korea's continued provocations in 2022. 

According to the survey, students' "thoughts about North Korea" survey, the perception of North Korea as a "cooperative partner" decreased and the perception of North Korea as a "target of precaution" increased. 

Compared to the previous year, positive perceptions of North Korea as a party of cooperation and support decreased by 14.8%, and negative perceptions of it as hostile objects increased by 14.2%. 

In addition, 38% of the respondents answered "no impact" to the question of the division of the two Koreas and the impact ‘on my life,’ while 32.9% said "no impact," which was somewhat higher. 

Apart from the current inter-Korean relations, this can be considered a result of the decline in interest due to the prolonged division. 

When asked about current inter-Korean relations, 55.7% said they were "not peaceful." Both the perception that "the division of the two Koreas affects my life" and the perception that "the inter-Korean relations are not peaceful" increased compared to the previous year. 

This is interpreted as a result of reflecting the situation in which North Korea continues to create tensions in the inter-Korean relations as it pushes ahead with a series of missile provocations. 

As a result of examining the 'perception of unification', the perception of the need for unification decreased compared with the result of the previous year. The reason was learned to be social problems and economic burdens that would arise after unification. 

The need for unification was supported to be "necessary" by 57.6%, but 31.7% said "no," up 6.7% from 25.0% in the previous year. 

The most common reasons for the need for unification were to resolve the threat of war, followed by the fact that Korea could become a more advanced country because of the homogeneity of the Korean people south and north, and the dif ferences in social problems, economic burdens, and political systems that would arise after unification. 

In addition, North Korea's military threat was the most common obstacle to unification. 

One out of three students think that unification is not necessary, and the reason is recognized as social and economic problems that will arise after unification. This is considered a problem that should be solved through unification education in schools. 

In addition, 82.7% of students and 90.4% of teachers said they had experienced unification education at school, indicating that unification education is stable, but there are some complaints about the method of education. The contents of the education were consistent with the students' desire in the order of the importance of peace between the two Koreas, the benefits of unification, the life and society of North Koreans, and the need for exchange and cooperation between the two Koreas. 

However, students preferred field trips, video viewing, and quiz events, discussion classes, collaborative tasks, and lectures or explanatory classes, while teachers' teaching methods over the past year were 81.1% for lectures and explanatory education and 77.5% for video viewing. 

In the past year, unification education hours were 46.5% for 1~2 hours, 32.1% for 3~4 hours, and 21.5% for more than 5 hours, 94.1% for autonomous activities, 6.4% for clubs, and 4.4% for career activities. Unification education in schools is provided within five hours of autonomous activities through lectures and explanations by teachers. 

In addition, teachers answered that social consensus, atmosphere creation, and the development of teaching and learning materials are the most necessary when asked to revitalize unification education. 

Only 59% of teachers have received training related to unification education, and 82.5% said that the training format is remote lectures. The reasons for not receiving training were investigated in order because they were not interested in the subject due to personal reasons, did not receive training guidance, and had nothing to do with the subject in charge. 

It is considered to be necessary to establish measures for the training of unification education teachers. In addition, teachers need to respond in the order of lack of educational materials, confusion in educational goals and directions, concerns about complaints, and lack of professionalism of teachers as reasons for difficulty in implementing unification education. 

Based on the results of such a factfinding survey, the following proposals for unification education in schools could be considered: 

First, it is to establish the direction of unification education in schools. It is important to strengthen education on "unification interests" and "North Korea reality" by reorganizing education contents in line with "the need for unification and the promotion of understanding of North Korea" that future generations are interested in. 

Second, it is necessary to seek educational methods that take into account the level and interest of learners. 

It is necessary to develop new content using AR and metaverse, which are well known among younger generation, and to support further expansion of experience education. 

Third, Korea should pay more attention to unification education in the educational field. In order to improve the abilities of unification education teachers, continuous efforts should be made to develop teaching and learning materials and strengthen teacher expertise. 

Fourth, it is necessary to secure an appropriate time for unification education and cross-curricularization. The effect that can be expected from show-type unification education, which takes place 1 to 5 hours a year, is insufficient. 

Therefore, for continuous and effective unification education, it is necessary to secure the appropriate number of hours of unification education through legalization. 

The final goal of unification education is to analyze and raise the reason why the younger generation has a low consensus on unification. 

To this end, unification education in schools should be the top priority to overcome the negative view of unification. In addition, students should be aware of the justification for unification and establish a will for unification. 

Through this, it is necessary to foster human resources in a unified Korea I the future with capabilities for the Era of Unification. An unprepared unification can come as a disaster, but a prepared unification is a blessing. 

The right unification education should be prepared and practiced so that the upcoming unification can be a blessing for all the people in Korea and around the world.