Abstract

This case study focuses on the development and implementation of Korean language and history curriculum convergence class program for third-grade middle school students in Suwon, Gyeonggi-do. The program centers around reading texts from the Joseon Dynasty Chaekmun's (specifically, the 13th year of King Myeongjong's Chaekmun) and addressing five key questions related to education during that era and in contemporary Korea. These questions include inquiries into the past education system, the current state of Korea's education system, potential improvements to the education system and the ultimate purpose of education and talent cultivation. During this program, students gained insight into educational challenges the mid-16th century, critically reviewed present-day educational problems in Korea, and engaged in writing activities to propose innovative solutions. This study extracted convergent competencies from the core concepts of Korean language and history subjects and structured the classes around six procedural models. In particular, during the “reevaluation” phase, students assessed their own growth after rewriting their work approximately three months later. This comprehensive approach enabled students to explore the educational system of the Joseon Dynasty, experience the satisfaction of effective writing, and undergo a transformative shift in their perspectives while addressing real-world problems. This research contributes to the development of effective pedagogical strategies that bridge the subjects of Korean language and history, fostering critical thinking and problem-solving skills in students.