Development of Interactive Teaching Strategies Based on the Korean Experience

Abstract

This article develops an evidence-informed model of interactive teaching from recent South Korean experience in digital education, collaborative learning, flipped instruction, gamification and formative assessment. A structured integrative review of twelve mainly 2023-2025 sources shows that technology alone does not create interactivity. Learning improves when students work purposefully with content, peers, teachers and feedback, while teachers retain responsibility for task design, inclusion and ethical data use. The synthesis supports short pre-class resources, structured group roles, mobile-supported language practice, aligned gamification and adaptive materials. It also identifies risks of teacher-centred digital use and excessive screen exposure. A six-stage cycle - diagnose, design, engage, feedback, reflect and redesign - is proposed as a transferable framework.