This study aims to develop a Korean language education program grounded in local cultural literacy, specifically targeting international students residing in Daejeon. Through a literature review, the study clarifies the theoretical concept of local cultural literacy, followed by a survey-based empirical analysis to investigate learners’ understanding, experience, interpretation, and demand regarding regional culture. The findings reveal that while international students have limited access to local cultural information and opportunities for direct experience, they show strong interest in educational programs incorporating regional culture. In response, this study proposes an instructional model composed of four domains: information comprehension, cultural experience, discourse production, and intercultural comparison and reflection. The program is designed with level-specific applications and task-based learning activities tailored to actual learner environments. This study highlights the pedagogical value of integrating regional identity with language instruction and provides a practical model to enhance cultural literacy, communication competence, and local integration of international learners.
Joseph Kim (2025) studied this question.