A Study on Needs for the Development of Human Rights Education in J State

This study aims to propose differentiated human rights education strategies for students and teachers in elementary, middle, high, and special schools in State J by analyzing their respective needs. A survey based on 11 variables derived from the regional human rights ordinance was administered using a 5-point Likert scale. Responses were collected from 669 teachers and 2,654 students. The data were analyzed using SPSS 29.0, employing paired t-tests, Borich needs assessment, and the Locus for Focus model to identify priority areas. The findings revealed that students expressed high needs in variables such as respect for cultural diversity, prohibition of discrimination, maintenance of order within the school, and prevention of school violence. In the Locus for Focus model, "prevention of bullying and violence" and "respect for students’ opinions" were located in the high-priority (HH) quadrant. An integrated analysis combining Borich weights and quadrant weights of the Locus for Focus model showed that the top priorities for students were "prohibition of discrimination" and "education for school violence prevention." For teachers, the priority needs identified were "teacher authority" and "prevention of bullying and violence." These results appear to reflect teachers' concerns about restoring their rights amidst discussions on the revision of the Teacher Rights Protection Act and the potential repeal of the Student Rights Ordinance. No common priorities were found between students and teachers. Therefore, human rights education should be designed with differentiated content and methods that reflect the specific characteristics and needs of each target group.