Comparative Analysis of AI Education Policies in K12 Stage in China and South Korea and Its Practical Implications

This study aims to analyze and compare AI education policies at the K-12 level in China and South Korea, highlighting the similarities and differences between the two countries, and exploring their developmental trends and challenges. Based on Smith’s Model of Policy Implementation, this study examines 19 policy documents—9 from China and 10 from South Korea—issued between 2017 and 2024, focusing on four key dimensions: top-level design, stage-specific objectives, regional differentiation, and resource investment. The findings are as follows: First, in terms of top-level design, China integrates AI content into its information technology curriculum, whereas South Korea has established dedicated AI courses. Second, China emphasizes the development of AI courses as independent subjects, while South Korea focuses on interdisciplinary integration. Third, China allows regional governments to formulate their own policies, while South Korea narrows the urban-rural education gap through remote learning. Fourth, China adopts diversified funding mechanisms, whereas South Korea primarily relies on public-private partnerships. These findings suggest that China’s strength lies in macro-level planning, while South Korea excels in practical implementation. The differences in their approaches reflect broader distinctions in governance structure and educational strategy. It is recommended that China enhance localized and multi-level policy execution, while South Korea improve the national-level strategic coordination and long-term resource planning. This study provides practical implications for improving the effectiveness and sustainability of AI education policies in both countries and offers insights for other nations developing AI curricula.