AI Korean-Learning System Incorporates Feedback from About 60 Students with Migrant Backgrounds
Official-source translation: Korea's Ministry of Education and KERIS formed 22 advisory teams with about 60 students from 15 national backgrounds to improve the AI-based Korean-learning system Korean for All.
- 22 teams nationwide, representing 15 national backgrounds and about 60 students, participate in the Student Advisory Group
- Identifying ideas to improve the Korean-language education system and exemplary learning cases through December (month 12) of this year
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The Ministry of Education (Minister Choi Gyo-jin) and the Korea Education and Research Information Service (KERIS, President Jeong Je-young) announced that they had launched a “Student Advisory Group” and begun full-scale operations to make substantive improvements to “Korean for All,” a Korean-language education system tailored to students with migrant backgrounds.
“Korean for All” (korean.edunet.net) is an online system that helps students with migrant backgrounds learn Korean easily and enjoyably at school and at home. Using artificial intelligence, it provides an integrated range of services, from Korean-proficiency assessment and individual learning management to level-specific personalized learning content.
※ As of ’26.6: 7,223 institutions (schools, offices of education, etc.) and 29,198 users (18,913 students, 6,350 teachers, and 3,935 general users)
The Student Advisory Group, operating for the first time this year, was designed to incorporate feedback from students who actually use “Korean for All” directly into system improvements, enhance usability, and develop effective content.
The Student Advisory Group consists of teacher-and-student teams, and a final 22 teams were selected. Based on their parents' countries of origin, participants include students from 15 national backgrounds—about 60 students with migrant backgrounds—and 22 advisors; their activities continue through month 12 of this year.
※ Vietnam, China, Russia, Mongolia, Uzbekistan, Kazakhstan, Nigeria, Pakistan, the Philippines, The Gambia, Nepal, Bangladesh, Brazil, Indonesia, Côte d'Ivoire
Each month, students and teachers in the Student Advisory Group will share strengths and areas for improvement they identified while using “Korean for All.” The Ministry of Education and KERIS will actively review the feedback to expand and improve the system's functions. The group will also participate in outreach activities, including identifying exemplary learning cases and filming videos that explain how to use the system.
Student Advisory Group Feedback and Plans for Functional Improvements
| Team Name | Student Advisory Group Feedback | Plan for Feature Improvements |
|---|---|---|
| We Can Do It: Master Korean! | “Some features work on a PC but not on a tablet.” | Develop a mobile version of “Korean for All” (~’27.) |
| Korean at a Girls' Middle School | “I hope more content will reflect the learning context of specialized subjects, such as science.” | Develop grade-specific math and science vocabulary content for middle-school grades 1~2 by the second quarter of twenty twenty-seven (~’27.2) |
| We Are Korean-Language Agents | “Practicing with the ‘Korean for All’ typing exercise made writing Korean a little easier.” / “It is difficult to close the pop-up window in ‘Korean for All.’” | Expand the “Korean for All” typing-game functions, including real-time rankings and rank lookup (~’26.12.) / Improve the location and display of the pop-up close button (~’26.12.) |
| Hey.Thirty | “It would be helpful to show the number of questions, estimated time, and difficulty level before the quiz begins.” | Improve Korean-quiz functions, including the number of questions and difficulty selection by the first quarter of twenty twenty-seven (~’27.1) |
Student Advisory Group Teams' Feedback on Using “Korean for All”
- A student advisor on the Korean Master Team said, “I used to feel frustrated because it was difficult to assess my Korean proficiency objectively. With ‘Korean for All,’ I checked my level and used the data to see that my speaking and writing needed improvement. I liked that it gave me an opportunity to set goals for the areas I should work on.”
- A student advisor on the Dodam Dodam Study Group said, “It is reassuring to have our own tool and time to study the difficult Korean words in our textbooks easily and systematically.”
- An advisor for the “Hangul Growing, Hearts Growing” Team said, “Recently arrived students learned basic vocabulary and expressions, while students who had been here longer expanded their grammar. Because they could study the same topic together, we were able to provide individualized lessons suited to each student's Korean proficiency.”
- An advisor for the Ura! Bongmyeong Korean Team said, “I liked the process of having students repeatedly record, write, and speak after the grammar explanation. Being able to play questions in the students' native languages also made explanations much easier.”
Noh Jin-young, Director General of the Student Support Bureau at the Ministry of Education, said, “Based on the firsthand feedback of students with migrant backgrounds who actually use ‘Korean for All,’ we will carefully refine the system and strengthen support so that they can learn Korean more easily and enjoyably.”
Attachment 1: Overview of “Korean for All”
Background
- In response to the increase in students with migrant backgrounds (’25: 202,208 students), create an environment in which they can receive Korean-language education easily, anytime and anywhere, through AI-based online services
Key Features
- Assessment and Achievement: Provides diagnostic tests by Korean-language domain (reading, listening, speaking, and writing), along with achievement and scale tests
- Korean-Language Learning: Recommends personalized Korean-learning content based on diagnostic results and learner data
- Artificial Intelligence: Provides interactive learning functions (listening, speaking, reading, and writing) based on topics in Korean-language textbooks
- Learning Management System: Provides online learning-management functions that support online and offline Korean-language classes and self-directed learning
- Class and assignment management, Korean dictionary, multilingual translation of school newsletters, etc.
- Designs interaction-based learning by integrating AI speech- and handwriting-recognition technology
| Content Categories | School Level | Current Status | Notes |
|---|---|---|---|
| Korean for All (Everyday Korean) | Elementary | Main textbook: 4 levels, 394 lessons / Workbook: 256 lessons | Teaching guide, supplementary learning materials, assessment answer key, vocabulary cards, textbook |
| Korean for All (Everyday Korean) | Secondary | Main textbook: 4 levels, 394 lessons / Workbook: 256 lessons | |
| Grammar Boost | Elementary | 4 levels, 32 units, 128 lessons | Textbook |
| Grammar Boost | Secondary | 4 levels, 32 units, 128 lessons | |
| Vocabulary Boost | Elementary Integrated Curriculum | 48 lessons | Supplementary learning materials |
| Vocabulary Boost | Elementary Korean Language (Grades 1~6) | 216 lessons | |
| Vocabulary Boost | Elementary Math (Grades 1~2) | 80 lessons | |
| Korean-Language Preparatory Course | Elementary | 50 lessons | Textbook |
| Total | 1,950 lessons |
Attachment 2: Overview of the “Korean for All” Student Advisory Group
Operational Background
- To make substantive improvements to the “Korean for All” system and content based on firsthand user experience, while improving usability and service quality
Operational Overview
- Activity period: during 2026, from June (month 6) through December (month 12), for 6 months
- Participants: 22 teams (22 advisors and 60 students)
- Each team consists of 1 advisor and 1~4 students with migrant backgrounds
| School Level | Seoul | Incheon | Gyeonggi | North Chungcheong Province | South Jeolla Province | South Gyeongsang Province | Total Number of Teams (Number of Students) |
|---|---|---|---|---|---|---|---|
| Elementary | 2(5) | 1(2) | 5(17) | 1(4) | 1(4) | 1(4) | 11(36) |
| Middle School | 5(8) | - | - | - | - | 2(4) | 7(12) |
| High School | 1(1) | - | - | 1(3) | 1(4) | 1(4) | 4(12) |
| Total | 8(14) | 1(2) | 5(17) | 2(7) | 2(8) | 4(12) | 22(60) |
| Parents' Nationality | Languages Used |
|---|---|
| The Gambia | English |
| Nigeria | English |
| Nepal | Nepali |
| Russia | Russian |
| Mongolia | Mongolian |
| Bangladesh | Bengali |
| Vietnam | Vietnamese |
| Brazil | Portuguese |
| Uzbekistan | Uzbek |
| Indonesia | Indonesian |
| China | Chinese |
| Kazakhstan | Kazakh, Russian |
| Ivory Coast | French |
| Pakistan | Urdu, English |
| Philippines | Filipino, English |
Role
- After advisors and students conduct educational activities using “Korean for All,” propose examples of system use and improvements from the learner's perspective
- Log in to the Student Advisory Group, explore Korean-language content, participate in learning through “Korean for All,” gather student feedback (difficulty, interest, etc.), identify inconveniences, and propose improvements
- Participate in outreach, including identifying exemplary “Korean for All” learning cases and filming promotional videos
- Select advisors who actively encouraged student participation, along with outstanding teams and students, and award certificates and prizes
The previous K-Study Times article published in May 2026 (month 5) covered the launch of the “Korean for All” service; this source is a follow-up signal on the Student Advisory Group's operation and improvement plan in July (month 7). Student photographs, learning screens, QR codes, and institutional marks embedded in the HWPX are not used; a separate AI-edited cover is applied.