This study aims to explore the public perception of sports welfare by employing big data analysis techniques and to analyze it through a multi-layered lens grounded in Bronfenbrenner’s ecological systems theory. To this end, text mining software Textom and Ucinet 6 were utilized to examine online textual data related to “sports welfare” collected from May 2017 to February 2025. frequency analysis, TF-IDF analysis, degree centrality analysis, and CONCOR analysis were conducted. The results identified keywords such as “physical education.” “fitness.” “citizens.” “society.” “support.” “disability.” “voucher.” “university.” and “center.” as having high co-occurrence with sports welfare. CONCOR analysis revealed six major clusters: National Fitness 100 Service, Sports Voucher Program, Health Programs at Public Sports Centers, Community-Based Sports Welfare Environment, Training of Sports Welfare Professionals, and Support System Centered on the Korea Sports Promotion Foundation. This study suggests that the level of individual sports welfare can be enhanced through dynamic and interactive relationships between the individual and various environmental systems. Furthermore, to realize sustainable sports welfare, it is essential to develop long-term national strategies that holistically integrate all levels of the ecological systems from the micro system to the chrono system.

본 연구에서는 에듀테크를 선도적으로 활용하는 과학 교사 18명을 목적표집하여 그들이 수행한 과학 수업 사례 와 설문지를 분석하여 에듀테크 활용 과학 수업에 대한 교사의 실행과 인식을 탐색하였다. 연구 결과, 과학 교사들은 수업 중에는 교과 특화 에듀테크를 주로 사용하지만, 수업 전과 후에는 학습 자료를 준비하고 학생 산출물을 관리하기 위해 범교과 에듀테크를 다양하게 활용하였다. 또한 교사 주도의 전체 학습뿐만 아니라, 학생 주도 소집단 협력 학습 및 개별 학습과 같은 다양한 수업 맥락에서 에듀테크를 폭넓게 적용하는 것으로 나타났다. 교사들은 에듀테크를 선별할 때 교육적 유용성과 구현성, 접근의 용이성, 사용 방법의 간편성, 공동 작업 및 상호작용의 용이성, 기기의 호환성, 관 리의 편의성 등을 중요하게 여겼으며, 학생들이 창의적 아이디어를 구체화하고, 다양한 방식으로 학습 결과물을 생산 및 공유할 기회를 에듀테크가 제공한다는 점에 주목하였다. 연구 결과를 토대로 에듀테크 활용 과학 수업이 효과적으로 구현되기 위해 교사와 학생의 교과 역량과 디지털 역량의 균형 있는 지원 방안을 제언하였다.

Purpose: This study examines parental perceptions of Adverse Childhood Experiences (ACEs) and identifies key educational components for effective prevention programs. Given the long-term impact of ACEs on child development and well-being, understanding parental perspectives is essential for designing targeted interventions. By identifying gaps in parental awareness, this study provides a foundation for structured, evidence-based interventions aimed at reducing ACEs and promoting child well-being. Methods: A qualitative content analysis was conducted using the data obtained from semi-structured, in-depth interviews with 12 mothers of preschool-aged children between January 3, 2022, and January 11, 2022. Participants were recruited through purposive sampling to ensure diversity in parenting backgrounds and exposure to ACE-related risk factors. The interviews were transcribed verbatim and thematically analyzed until data saturation was reached, ensuring the identification of consistent patterns in parental perspectives and educational needs. Results: Five key themes emerged from the analysis. First, “Memories and emotions of ACEs” highlighted how past experiences of coercive parenting, neglect, and emotional detachment influenced current parenting practices, with many parents expressing a desire to break negative cycles. Second, “Long-term impacts of ACEs” revealed persistent psychological and emotional effects, including anxiety, low self-esteem, difficulties in emotional regulation, and struggles in forming secure attachments. Third, “Parent education needs for preventing ACEs” emphasized the need for structured training programs focusing on emotional regulation, stress management, positive discipline strategies, and effective communication skills to support healthy parent-child relationships. Fourth, “Social factors and family environment improvement” identified financial instability, limited access to community support, and social stigma as significant barriers to creating a safe and nurturing home environment. Finally, “Proposals for promoting healthy child development” included recommendations for increasing public awareness of ACEs, expanding accessible parenting education, and developing community-based initiatives to enhance family resilience and reduce ACE risk factors. Conclusion: The findings underscore the importance of comprehensive parent education programs that emphasize non-violent discipline, empathetic communication, and parental stress management. Additionally, integrating social support systems, advocating for public policies that strengthen family well-being, and raising awareness of ACEs can enhance preventive efforts. Future research should assess the effectiveness of such programs across diverse socio-economic and cultural backgrounds to develop sustainable ACE prevention strategies. Expanding access to evidence-based parenting programs and incorporating them into public health initiatives will be the key to ensuring long-term success, reducing ACE prevalence, and promoting healthier childhood environments.