ScholarWorks@숙명여자대학교

초록

Today, lifelong education is a core area not only for individual growth but also for restoring community solidarity and citizenship. Accordingly, there is growing interest in the environmental factors of lifelong educational spaces that support learners’ immersion and self-directed participation. In this context, this study conducted a case study on Modu School to explore the meaning and characteristics of a learner- friendly educational space within a public lifelong learning institution, examining the perceptions of both learners and education providers. As a result of the research, the Modu School’s educational space was found to exhibit the characteristics of a learner-friendly space in three dimensions: first, a living-friendly and open physical environment; second, psychological stability through hospitality, coexistence, and respect; and third, social-relational experiences of horizontal interaction and mutual learning among participants. In particular, regarding the openness of educational spaces, learners emphasized freedom of use and emotional and community experiences, whereas education providers highlighted the necessity for operational stability and normative management, thereby revealing differing perceptions. Based on these findings, it is shown that public lifelong education institutions should comprehensively consider physical, psychological, and social-relational elements in space creation to promote learners’ continuous participation and growth. Furthermore, for the ongoing realization of learner-friendly educational spaces, it is suggested that education providers need an organic insight and integrated approach to managing and operating spaces within their overall structures and contexts.

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