This study examines the development of Korean language education in Sri Lanka from secondary to tertiary levels and identifies key institutional challenges. Korean has recently been introduced as a high school subject and added to the university entrance examination, yet systematic academic research remains limited in the local educational context. Using document analysis and field-based inquiry, the study investigates the expansion and implementation of Korean language programs. Data come from statistics by the National Institute of Education, a survey of 123 secondary school teachers, and interviews with university instructors. The analysis covers curricula at the secondary and upper-secondary levels as well as programs in five universities that offer Korean courses. Findings show persistent structural issues, including insufficiently qualified and understaffed teachers, curriculum inconsistencies, limited instructional materials, and a lack of specialized institutions and research infrastructure. The study proposes a teacher-qualification framework, mentoring-based training, localized textbooks, and the expansion of university-level Korean majors.

I. 서론
II. 선행 연구 검토
III. 연구 방법
    1. 연구 설계 개요
    2. 자료 수집 방법
    3. 자료 분석 방법
IV. 연구 결과
    1. 스리랑카 중고등학교의 한국어교육 현황
    2. 스리랑카 대학교의 한국어교육 현황
V. 스리랑카 한국어교육의 문제점 및 과제
VI. 결론
참고문헌
부록

• Chathurika Vivanthi Diddeniya(경희대학교 국어국문학과, 대학원생)
• 윤세윤(경희대학교 국어국문학과, 대학원생) | Yun Seyun
• 이정희(경희대학교 자율전공학부, 교수) | Lee Junghee Corresponding author