A Study on the Actual Operation of the Curriculum in Integrated Elementary and Middle Schools in Jeju

This study investigated the actual operation of the curriculum and the experiences and perceptions of the teaching staff in integrated elementary and middle schools in Jeju through in-depth interviews. The findings revealed that no schools had achieved substantial curriculum integration, and integration in terms of facilities and administration was also insufficient. However, some schools attempted linkage and integration through creative experiential activities, and most planned to implement curriculum integration by 2025. While teaching staff recognized the necessity of integrated schools positively, they also acknowledged the need for legal and institutional improvements to achieve meaningful curriculum integration. Accordingly, this study proposed measures to ensure the stable operation of integrated elementary and middle schools in Jeju, including the revision of the Jeju Special Self-Governing Provincial Office of Education Integrated School Management Guidelines, support for teacher training, the development of a curriculum operation manual, the establishment of a system for obtaining dual qualifications for elementary and secondary education, and the designation of Jeju-type autonomous schools. Additionally, mid- to long-term measures such as amendments to the Jeju Special Act and regulatory improvements were suggested. This study is expected to raise awareness and promote the development of integrated elementary and middle schools in Jeju.