다문화 미래가치 교육을 위한 초등체육 표현영역의 동남아 『라마야나』 교수·학습 연구 = A Study on the Teaching and Learning of “Ramayana” in Southeast Asia in the Area of Elementary Sports Expression for Multi-cultural Future Value Education

다국어 초록 (Multilingual Abstract)

This study proposes a teaching-learning framework for multicultural future-value competencies in the elementary physical education expression domain by utilizing the Southeast Asian cultural heritage of the Ramayana. Multicultural future value is defined as learners’ ability to interpret cultural symbols, demonstrate emotional empathy and bodily literacy, and regard cultural differences as diversity, oriented toward global citizenship and coexistence. The framework draws on Kolb’s experiential learning cycle, Vygotsky’s social constructivism, Education for Sustainable Development (ESD), Global Citizenship Education (GCED), and Bennett’s Developmental Model of Intercultural Sensitivity (DMIS).
Methodologically, the study employed literature analysis, autoethnographic field notes, SWOT analysis, and Van Manen’s hermeneutic phenomenology. Findings indicate that the Ramayana offers historical and symbolic value for identity formation and intercultural communication, Kolb’s cycle supports embodied multicultural learning, and a three-session instructional design articulates multicultural future values and transforms them into sustainable competencies.