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Sports activities play a role in relieving the social intimidation and acculturation stress of multicultural students, resolving the heterogeneity of language and culture, and serving the function of social integration. Accordingly, this study analyzed and reviewed previous research on the impact of the positive role of sports activities on the contribution of multicultural students to social integration by using subject-related techniques and statistical data from academic journals as main data through data analysis through literature research. I tried. As a result, three points are presented. First, it is necessary to develop organic and continuous linkage programs between the central and regional areas to support the sports activities of multicultural students. Second, the support and policies for sporadic sports activities of each government department must be unified. Third, policies and support for sports activities that take into account the region and characteristics of each multicultural student must be presented.

This study aims to analyze the multicultural education policies of the Busan Metropolitan City Office of Education(MCOE) from 2021 to 2023 according to Sleeter and Grant’s multicultural education approaches in order to diagnose the policy direction and derive implications. To this end, the multicultural education policies of the Busan MCOE for the 2021∼2023 academic years were analyzed. The results are as follows. First, the majority of the multicultural education policies of the Busan MOCE are dominated by the ‘exceptional and culturally different students approach’ and the ‘human relations approach’. Therefore, educational policies based on ‘single-group studies’, ‘multicultural education’, and ‘multicultural social justice education approaches’ should also be balanced and considered. Second, there is a need for continuous programs targeting all students. Third, it is important to consider Sleeter & Grant’s approach to multicultural societal justice education. In order to address the educational issues faced by multicultural students and ensure equitable education for all students, it is required that educational policies should be based on the approach of multicultural societal justice education.

This study aims to examine cases of Korean speaking classes using the intercultural approach and verify the effectiveness of classes. Korean speaking classes using the intercultural approach were conducted for learners taking a “Basic Korean Speaking” course at H university in South Korea during the spring semester of 2023. As a result, it was found that the learners’ Korean speaking efficacy increased from 2.87 points before to 3.46 points after the course, indicating a statistically significant improvement. Through satisfaction survey, it was evident that this class enhanced learners’ understanding of Korean culture, provided ample opportunities to voluntarily speak about Korean and their own culture, and stimulated learners’ interest.