교회의 교육사역자들은 커뮤니케이션 미디어 기술의 발달로 인해 변화된 교육환경과 다음세대의 사고방식 및 행동문화를 이해할 필요가 있다. 점점 스마트해지는 환경은 학습자가 학습의 주체가 되고 교육사역자가 공동학습자가 되는 관계의 혁명을 초래하고 있다. 결국, 스마트 환경에서의 교회교육은 교육사역자와 학생 간의 수평적 파트너십을 토대로 한 새로운 역량 개발에 대한 논의로 귀결된다. 따라서 연구의 목적은 스마트 환경에서의 교회교육을 위해 교육사역자에게 필요한 역량을 도출·검증하는 것이다. 이를 위해 스마트 환경에서 자란 다음세대 및 교육의 변화에 대한 이해를 토대로 스마트 교육사역에 대해 기술하였다. 또한 일반교육 및 기독교교육에서 논의되어 온 교사 역량과 스마트 미디어 문화 리터러시 대한 선행연구 분석을 통해 역량 모델을 제시하였다. 역량 모델의 타당성을 검증하기 위하여 교육사역전문가 집단을 대상으로 한 초점집단면담과 교사 및 교역자를 대상으로 설문조사를 실시하였다. 최종적으로 도출된 스마트 교육사역 역량은 ‘영적 영역’(7개 역량), ‘교육적 영역’(10개 역량), ‘관계적 영역’(12개 역량)이며, 각 영역은 인식 차원의 ‘기초 역량’과 행동 차원의 ‘실천 역량’으로 구분하였다. 이 연구는 변화하고 있는 시대 흐름을 주도하고 다음 세대와 수평적 파트너십을 이루는 미래지향적인 교육사역자의 역량을 도출하였다는 점에서 의의가 있다. 도출된 역량 모델은 교사 및 교역자의 역량을 진단하고, 필요한 교육과정을 구성하기 위한 기초자료로 활용할 수 있을 것으로 전망한다.

Educational ministers of a church need to understand the educational environment changed with the development of communication media technology and the different thought process and behavioural culture of our next generation. A smart environment requires a relationship revolution where learners become subjects of the learning and educational ministers become co-learners. It also helps realization of the education that we have pursued for Christian education in that it provides an environment where life and learning seamlessly mingle together. In net, church education in a smart environment is deducted to a discussion on a development of new competencies based on non-hierarchical partnership between educational ministers and students. The purpose of this study is, therefore, to suggest competencies for educational ministers in a smart environment. The study describes educational ministry based on understanding of next generation and education in a smart environment. It also suggests competence models through teaching skills that have been discussed in general and Christian education and analysis of preceding researches about smart media culture literacy. For an evaluation of the relevance of the competence model, it contains results from focus group interviews with educational ministry experts’ group and questionnaire survey for teachers and ministers. The final outputs of the educational ministry competencies are “spiritual category(7 competencies),” “educational category(10 competencies)” and “relational category(12 competencies).” Each category has groups of "basic competencies" for cognitive dimension and "practical competencies" for behavioural dimension. This study is meaningful in that it defines the competencies of a future-oriented educational minister who can lead the changing flow of this era and develop non-hierarchical partnership with next generation. Suggested competence models can be used as a basis to diagnose the competencies of educational ministers and construct required curriculum.

Educational ministers of a church need to understand the educational environment changed with the development of communication media technology and the different thought process and behavioural culture of our next generation. A smart environment requires a relationship revolution where learners become subjects of the learning and educational ministers become co-learners. It also helps realization of the education that we have pursued for Christian education in that it provides an environment where life and learning seamlessly mingle together. In net, church education in a smart environment is deducted to a discussion on a development of new competencies based on non-hierarchical partnership between educational ministers and students. The purpose of this study is, therefore, to suggest competencies for educational ministers in a smart environment. The study describes educational ministry based on understanding of next generation and education in a smart environment. It also suggests competence models through teaching skills that have been discussed in general and Christian education and analysis of preceding researches about smart media culture literacy. For an evaluation of the relevance of the competence model, it contains results from focus group interviews with educational ministry experts’ group and questionnaire survey for teachers and ministers. The final outputs of the educational ministry competencies are “spiritual category(7 competencies),” “educational category(10 competencies)” and “relational category(12 competencies).” Each category has groups of "basic competencies" for cognitive dimension and "practical competencies" for behavioural dimension. This study is meaningful in that it defines the competencies of a future-oriented educational minister who can lead the changing flow of this era and develop non-hierarchical partnership with next generation. Suggested competence models can be used as a basis to diagnose the competencies of educational ministers and construct required curriculum.

Smart environment, Educational ministry, Competence, Next generation