교육방송의 다양성에 관한 한국⋅러시아⋅우즈베키스탄 비교 연구 - 우즈베키스탄 교육방송 개선을 위한 함의 도출을 중심으로

초록

This study applies Napoli’s (2001) media diversity theory to comparatively analyze educational broadcasting programs in South Korea (EBS1, EBS2), Russia (PTCH, ZTV), and Uzbekistan (MVM, FLTV) in terms of source, content, and exposure diversity. The purpose is to identify specific directions for improving Uzbekistan’s educational broadcasting. For this purpose, a total of 2,631 broadcast programs aired over a 14-day period from November 1 to 30, 2024 were coded, and among them, 839 educational programs were selected for frequency and cross-tabulation analysis using SPSS 27.0. The results show that FLTV accounted for the highest proportion of educational content (62.6%), while MVM had the lowest (11.2%). In terms of subject matter, South Korean and Russian channels offered a relatively balanced range of topics, whereas Uzbek channels were heavily skewed toward arts and foreign language education. Viewer age targeting was also limited. Participation-based learning models were predominant in South Korea and Russia, whereas tool-based instructional models dominated in Uzbekistan. Most programs were hosted by professional educators, with ZTV showing a relatively higher proportion of guest experts. Based on these findings, this study suggests the need for Uzbekistan’s educational broadcasters to expand content diversity, adopt various instructional models, diversify expert participation, broaden target age groups, and enhance infrastructure and policy support. Future research should incorporate longitudinal design and empirical studies including interviews with policymakers to ensure more practical academic and policy contributions toward the development of educational broadcasting in Uzbekistan.

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