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<p>This study investigates recent discourse on “learning gaps” through the lens of Korean teachers’ perspectives. Drawing on ecological systems theory and Confucian influences on East Asian education, we analyzed interviews with 24 Korean teachers to explore their perceptions of pandemic-induced learning disparities and their root causes. Our findings revealed that teachers observed widening gaps in students’ educational access, experiences, and outcomes. In contrast to prevalent discourse relying on simplistic, linear comparisons, these teachers approached learning as a holistic and multidimensional process. They identified root causes of the pandemic-induced learning gaps including family circumstances, reduced opportunities for comprehensive development, and exacerbated socio-structural inequities. The Korean teachers’ insights prompt a re-examination of the learning gaps, urging a shift beyond surface-level metrics and a narrow focus on academic achievement. By exploring teachers’ perspectives situated within the Confucian influenced Korean education system, this study extends existing erudition on gap discourses&#xa0;often shaped by Western-origin theories and practices. This study underscores the need for educational leaders and policymakers to leverage teachers’ reflexive and compassionate knowledge in creating comprehensive policies that foster holistic student development and well-being.</p>

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An interrogation of the “learning gaps” discourse: Insights from Korean teachers in Confucian-influenced education

  • 期刊论文

  • 发表日期：

    2025年2月18日

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  • Soojung Park,
  • Taeyeon Kim,
  • Minseok Yang

摘要

This study investigates recent discourse on “learning gaps” through the lens of Korean teachers’ perspectives. Drawing on ecological systems theory and Confucian influences on East Asian education, we analyzed interviews with 24 Korean teachers to explore their perceptions of pandemic-induced learning disparities and their root causes. Our findings revealed that teachers observed widening gaps in students’ educational access, experiences, and outcomes. In contrast to prevalent discourse relying on simplistic, linear comparisons, these teachers approached learning as a holistic and multidimensional process. They identified root causes of the pandemic-induced learning gaps including family circumstances, reduced opportunities for comprehensive development, and exacerbated socio-structural inequities. The Korean teachers’ insights prompt a re-examination of the learning gaps, urging a shift beyond surface-level metrics and a narrow focus on academic achievement. By exploring teachers’ perspectives situated within the Confucian influenced Korean education system, this study extends existing erudition on gap discourses often shaped by Western-origin theories and practices. This study underscores the need for educational leaders and policymakers to leverage teachers’ reflexive and compassionate knowledge in creating comprehensive policies that foster holistic student development and well-being.