A Study on Teacher Perception of AI Digital Textbook Functions in Korean Language Education

Purpose - The purpose of this study is to understand teachers' perceptions of the use of AI in Korean language education. Korea's Ministry of Education announced the introduction of AI digital textbooks starting in 2025. The transition to AI digital textbooks will drive changes in Korean language education. However, if teachers' perceptions are not taken into consideration, AI digital textbooks cannot be used meaningfully. In particular, among the functions of AI digital textbooks, AI tutors and AI assistant teachers are noteworthy in that they enable people to recognize AI as the subject of communication. Accordingly, we investigated and analyzed teachers' perceptions of the use of AI in Korean language education, focusing on AI tutors and AI assistant teachers. Method - The subjects of the study were elementary and middle and high school teachers who were interested in the Korean language subject, taking into account the diversity of the region. First, responses to digital textbooks, AI assistant teachers, and AI tutors were collected in the form of a free response question. Based on the response results, in-depth interviews were conducted with each individual. A literature search was conducted in parallel to provide an in-depth understanding of the questionnaires and interviews that the research participants responded to. In addition, a three-member consultative body was formed to verify the analysis and ensure universal research validity. Results - The perception of AI tutors and AI assistant teachers appeared in three aspects. First, teachers, regardless of school level, had a common concern about whether AI functions could implement the humanistic values of Korean language education, but expectations when AI functions were introduced to Korean language education differed depending on the school level. Second, in order to use AI tutors and AI assistant teachers in Korean language education, it was required to first solve operational problems related to digital devices, and showed a willingness to strengthen the expertise of human teachers in the process of use. Third, teachers recognize that there is a need to diversify the ways in which AI assistant teachers and AI tutors are used, taking into account the special characteristics of each sub-area of the Korean language education. Conclusion - Teachers fully understand the social impact of AI and recognize that AI assistant teachers and AI tutors should be introduced in Korean language education. However, the educational role of AI is narrowly perceived as providing information about knowledge. In order for AI tutors and AI assistant teachers to secure their status as subjects of communication, AI education content must be systematically designed to reflect the special characteristics of Korean language education. In addition, various educational methods using AI assistant teachers and AI tutors should be guided by reflecting the characteristics of the Korean language education area and differences in the level of learners.