Understanding the Implementation of the Neulbom School Policy from the Perspective of Cultural-Historical Activity Theory: Focusing on Neulbom Program Instructors

Objectives: This study examines instructors’ experiences of implementation of the Neulbom School policy, an integrated education and care initiative, using Cultural-Historical Activity Theory (CHAT; Engeström, 1987, 1999).Methods: Fourteen instructors from public and university-affiliated elementary schools in Seoul participated in the study. Data were collected via open-ended questionnaires and focus group interviews. The analysis focused on the interactions among the six components of the activity system to identify structural contradictions.Results: Five key contradictions emerged: (1) Role ambiguity and unclear professional identity (subject–rules), (2) Insufficient tools and instructional resources (tools–object), (3) fragmented collaboration among school staff and parents (community–division of labor), (4) inconsistencies in interpretation of rules and task distribution (rules–division of labor), (5) misalignment between policy goals and instructors’ on-the-ground perceptions (object–rules). These contradictions have led to confusion, administrative burden, limited autonomy, and uneven program implementation.Conclusion: By analyzing Neulbom’s policy through the experiences of non-regular instructors, this study advances understanding of policy-practice tensions. This highlights the need to clarify instructors’ roles, improve resource support, strengthen collaborative structures, and better align policies with field conditions.