Structural Changes in Traditional Dress Culture Education Content in Response to National Curriculum Revisions: Focused on the 3rd to 7th Curriculum Reforms in Korea

This study examines the structural and content changes of traditional dress culture education as presented in middle and high school home economics textbooks across the 3rd to the 7th Korean national curriculum revisions. Despite the cultural significance of Hanbok, there has been limited research on how its educational representation has evolved in secondary school curricula. Focusing on the clothing life domain, the study analyzes how the representation and educational emphasis on Hanbok (traditional Korean dress) have evolved over time. Using a dual approach - structural analysis (unit composition and space ratio) and content analysis (knowledge, cultural, and practical elements) - the study reveals that traditional dress education has gradually transitioned from practice-oriented, standalone units to simplified, symbol-based descriptions within integrated units. Since the 7th curriculum, practical elements such as tailoring and etiquette have largely disappeared, and Hanbok-related content has been reduced to short illustrations or general cultural references. This trend reflects a sharp decline in experiential learning opportunities related to traditional dress, underscoring the need for a pedagogical shift toward more interpretive and culturally grounded instruction. This study offers foundational insights for future curriculum design, textbook development, and teacher education regarding cultural sustainability and identity education.