Research Trends and Reflections on the Training of Lifelong Education Professionals for Individuals With Disabilities

This study aims to systematically examine research trends on the training of lifelong education professionals for individuals with disabilities in South Korea over the past decade, as well as offer foundational insights for future policy and curriculum development. A total of 18 peer-reviewed journal articles were identified through KCI, RISS, and KISS, and analyzed by publication year, journal distribution, methodology, and content. Results show an increase in studies since 2017, with the greatest numbers seen in the 2018-2019 and 2021-2022 periods. The most frequent publication venue was the Journal of Humanities and Social Sciences 21. Analytical research focusing on policy and systems was most common-followed by literature reviews, and both qualitative and survey-based studies. Key themes included qualification systems, curriculum development, professional placement, and competency enhancement, with many studies highlighting ongoing institutional limitations. Based on these findings, this study suggests practical strategies for building a structured training system—emphasizing detailed competencies, professional networks, and legal reform—to strengthen the integration between special and lifelong education.