National Institute for International Education

International students enrolled in the long term are considered habitual residents. They act as hosts to their friends and relatives, generating word-of-mouth recommendations and revisiting the host country. In order to facilitate inbound tourism in post-COVID-19 tourism, it is necessary to understand their risk perception, place image, and loyalty and provide meaningful insights for tourism markets. This study explores how social and personal risk perception of COVID-19 and cognitive and affective place image explain place loyalty. International students for degree programs comprised the sample population for this study. Findings revealed that social risk perception negatively shapes cognitive and affective place image, while personal risk perception only explains affective place image. Both cognitive and affective place image significantly affects place loyalty and mediates between social risk perception and place loyalty. The research provides new evidence on the risk perception of COVID-19, showing that internal factors such as social and personal risk perception may cause somewhat different results contrary to previous studies. Although gender moderates the relationship between cognitive place image and loyalty, the influence of gender on the theoretical and empirical relationships between risk perception, place image, and loyalty is not significant for international students. Implications for theory and practice, limitations, and future studies are discussed.

This article discusses the process of overcoming the cultural periphery and restoring the feeling of national dignity in the contemporary visual art of South Korea. The research subject is the visual art history of the Republic of Korea in the period of 1950s-2000s. Since the late 1950s to the present day, in different movements of the South Korean modern art, the intention has been constantly observed not only to raise their creative expression to the international level, but also to form the national identity. According to the author, the overcoming of the cultural periphery in the contemporary South Korean art has become possible due to the transformation of the concept of contemporaneity in a series of events in the recent history of the Republic of Korea. The author rests on the numerous scientific materials by South Korean art historians, who explore various trends in the contemporary art history of South Korea. As a result, the author was able to show the existence of a plan for the restoration of national identity in the South Korean art. The author’s special contribution in the study is a generic description and representation of the history of South Korean contemporary art, which is still poorly known in Russia. Results of the research can be used for further scientific development in the fields of Korean studies and art history.

Abstract This article explores the role of language socialization in ethnic identity development among young U.S.-born Korean American children aged 4 and 5. The study design utilized an ethnographic approach to contextualize children’s overall language socialization at a community-based Korean heritage language school in California. The study examines how these children develop their ethnic identity while collectively learning Korean as a heritage language. Drawing on discourse analysis focused on social practices, the study analyzed classroom conversations between teacher and children, and between children. Findings show that learning Korean as a heritage language at a Korean heritage language school plays an important role in fostering the ethnic identity of young Korean American children. Moreover, they negotiate their ethnic identity as Korean American while using their Korean names and Korean honorifics in social interaction with others in the community. Theoretical perspectives and implications of these results are discussed.

During the Japanese imperialism, and attempt for colonial education in the Korean peninsula was to put operation of a medical education movement. This plan was set up by the Tong-in club in 1907 and the foundations were laid in Pyong-yang and Tae-gu Tong-in hospitals. This report is a review acheiving the approach that was underplotted with the intention of the colonial education policy. Also, this report centralizes on the objectives of the Tong-in club establishment and the details of the medical education movement in the Korean paninsula. On June 16th, 1902, the Tong-a Don-mun club, Tong-a-mun club, Tong-mun medical club were established under the management of Mr. Irizawa Tatchkiji. The objectives of these clubs were to spread and popularize medical science into the Qing-Dynasty, Choson Dynasty and other countries. Tong-in club practiced modern medicine in the Korean peninsula. ...

University students face increased stress and potential school burnout amid rapid digital transformation and competitive academic environments, yet little is known about how socioemotional processes explain the link between burnout and life satisfaction. This study examined how school burnout affects life satisfaction, mediated by loneliness and fear of alienation. A cross-sectional survey of 1783 students was conducted to measure school burnout, loneliness, fear of alienation, and life satisfaction. Structural equation modeling showed that school burnout had a significant negative direct effect on life satisfaction, mediated by loneliness. Higher burnout predicted greater loneliness, which in turn lowered life satisfaction. Although school burnout positively predicted fear of alienation, fear of alienation showed a complex association, with a positive direct path to life satisfaction. However, when loneliness was considered in the full mediation model, the overall indirect effect remained significantly negative. The sequential mediation pathway (school burnout → loneliness → fear of alienation → life satisfaction) highlighted how students' social disconnection can intensify concerns about exclusion, ultimately affecting their well-being. These findings extend the literature by clarifying the socioemotional mechanisms linking school burnout and life satisfaction. Interventions should address academic demands and bolster emotional support, including resilience training, social skills development, and community-building programs, to mitigate loneliness and manage alienation concerns, thereby promoting students' life satisfaction and psychological wellness.