A Study on Policy Directions for Disability Tourism Welfare Following the Enactment of the Lifelong Education Act for Persons with Disabilities

Purpose: This study positions the enactment of the Lifelong Education Act for Persons with Disabilities (Act No. 21076), scheduled to take effect in 2027, as a critical policy window and aims to identify concrete strategies for linking relevant policies to achieve the Act’s stated goals of promoting independent living and enhancing social participation among persons with disabilities. In particular, this study proposes a policy framework that leverages existing lifelong education infrastructure to institutionalize training that strengthens the active self -reliance competencies required for tourism participation. This approach aims to enhance the quality of life of persons with disabilities and promote their substantive social inclusion. Method: This study employed literature review and policy analysis as its primary methodological approaches. It conducted an in-depth examination of the major provisions of the Lifelong Education Act for Persons with Disabilities, scheduled for implementation in 2027, as well as the developmental trajectory of the existing Lifelong Education Act. In addition, by synthesizing prior research on lifelong education needs by disability type (physical, developmental, and mental disabilities) and on advancement tasks identified by special education experts, the study assessed the limitations of current tourism welfare policies and derived legally grounded and practically actionable policy implementation strategies. Results: Existing disability tourism welfare policies have largely focused on improving physical accessibility, with limited educational support and a shortage of professionals to build active travel competencies such as planning and crisis management. Lifelong education needs also differ by disability type—employment-focused training (physical disabilities), independent living support (developmental disabilities), and specialized institutions (mental disabilities)—highlighting the need for tailored, integrated program development. Conclusion: This study recommends establishing a regular policy coordination body among the ministry of education, the ministry of culture, sports and tourism, and the ministry of health and welfare to strengthen the implementation of the lifelong education act for persons with disabilities and advance tourism welfare. It further proposes requiring lifelong educator training to include modules on tourism-related self-reliance and safety, and mandates that lifelong learning centers for persons with disabilities provide experiential self-reliance tourism programs linked to local destinations. These measures will help ensure that lifelong education outcomes lead to greater social participation and improved quality of life for persons with disabilities.