Widening Regional Educational Gaps: Metropolitan Areas Face "High Achievement, High Stress," Rural Areas "Low Achievement, Low Focus"

Korean Educational Development Institute Holds Online Briefing on May 28

Analysis of Differences in Public Education Experience and Perception According to Regional Characteristics

An analysis has found that the decline in birth rates, resulting in population decrease and concentration in the metropolitan area, is widening the educational gap between regions. Experts suggest that in order to provide high-quality education regardless of residential area, customized policies that take regional characteristics into account are necessary.

On May 28, the Korean Educational Development Institute (KEDI) held an online press briefing and announced the results of its analysis titled "Analysis of Differences in Public Education Experience and Perception According to Regional Characteristics."

The findings showed that there are regional differences across all aspects of education, including school education conditions, parental interest and support, students’ educational participation experience, academic achievement, and satisfaction with school education.

In terms of “input” factors such as school education conditions and parental interest, educational experiences were particularly notable among groups in stable metropolitan areas (84 schools). The participation rate in private education was 81% in metropolitan-type areas, but only 68% among groups in vulnerable rural areas (83 schools). The average monthly cost of private education was 690,900 won in metropolitan areas, whereas it was 491,600 won in rural areas, revealing a clear disparity.

The gap was also evident in the “learning process.” The average time spent on self-directed learning was 2.94 hours in metropolitan areas and 2.79 hours in rural areas. The level of class comprehension was 3.75 in metropolitan areas and 3.60 in rural areas. Academic competition was more intense in metropolitan areas at 3.41, compared to 3.31 in rural areas.

This imbalance continued in “learning outcomes.” The percentage of students falling below the basic academic level in metropolitan areas was 3.67% (Korean), 4.05% (mathematics), and 4.35% (English), while in rural areas, these figures were comparatively higher at 6.41%, 8.54%, and 8.96%, respectively.

The research team pointed out that, in metropolitan areas, attention should be paid to students’ emotional issues and teacher burnout stemming from a competitive learning culture and high reliance on private education. In rural areas, focus should be placed on regional and educational disadvantages and the problem of low educational outcomes. Researcher Namgoong Jiyeong said, "To narrow the gap between regions, differentiated and customized policies that consider regional characteristics are needed."

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