earticle

영어

This study compared importance and satisfaction of disability awareness education performance factors between groups with and without disability welfare work experience using revised IPA. Analysis of 316 participants revealed both groups identified instructor expertise and educational equipment as maintenance-reinforcement areas, education time as focus-improvement area, and schedule, prior notification, and evaluation reflection as gradual-improvement areas. Significant differences emerged in perceptions of educational content, methods, and participant numbers. Inexperienced participants viewed educational methods as focus-improvement area, while experienced participants considered it continuous-maintenance area. The experienced group prioritized instructor factors, while the inexperienced group emphasized educational environment and methodology. Findings suggest developing customized education programs according to work experience, differentiating educational content based on participant characteristics, and strengthening evaluation and feedback systems. This study contributes to evidence-based approaches for enhancing disability awareness education effectiveness and ultimately improving social perceptions of people with disabilities.