Hyejeong Choi
Ewha Womans University
研究室紹介
Professor Hyejeong Choi's research lab focuses on interdisciplinary studies at the intersection of education, environmental science, and sustainable materials. The lab explores the development of effective safety education programs in school settings, investigates the application of natural dyes—particularly Caesalpinia sappan—for textile coloring with a focus on pH-dependent color outcomes, and examines the integration of information and communication technology (ICT) in education, especially in developing contexts like Cambodia. These research directions reflect a strong commitment to improving educational quality and sustainability through innovative, evidence-based approaches.
Research Overview
Research Output Trend
Figures are computed from collected data and may differ slightly.
Selected Papers
3This study aimed to provide the fundamental resources for developing an effective safety education program. We analyzed the condition of school accidents and safety awareness, and the condition of school safety education and the factors related to safety education. Ultimately, this study can lead the following studies to develop the safety education program realistically, which can effectively change the safety behaviors of Korean students. Methods: We carried out a questionnaire survey that was
In the dyeing of cotton and silk fibres using Caesalpinia sappan, the effects of pH changes of the Caesalpinia sappan dye liquor on the color were examined. In order to adjust the pH of the Caesalpinia sappan dye liquor, Schisandra chinensis extract and carboxylic acid were used for acidic condition, lye and the NaOH aqueous solution were used for alkaline condition. By introducing the dyeing method of pH adjustment, firstly, the effect on the reddish color inherent to the Caesalpinia sappan was
The integration of ICT in education can be an effective method of improving the quality of education in developing countries. This paper aims to examine the role that teachers play in enhancing ICT-integrated education by analyzing the perception, belief and behavior of secondary school teachers in Cambodia (N = 121). Its findings suggest that although the teachers have positive perception and belief towards ICT-integrated education, their usage of ICT in the classroom is notably limited. A numb