The question of whether the restoration movement for true education, to reclaim the identity of the Korean Teachers and Education Workers' Union (KTU), is possible, goes beyond internal issues or ideological debates within the KTU and emerges as a fundamental challenge that will shape the future of education in Korea.

Since its establishment in 1989, the Korean Teachers and Education Workers' Union (KTU) has advocated "true education" as its core principle. However, in recent years, the true education movement within the KTU has been shaken due to changes in the power dynamics within the organization. Particularly, with the increasing influence of specific factions represented by the Gyeonggi-Eastern Region Federation, the philosophy of true education has gradually receded, giving way to hierarchical organization management and factional logic taking precedence.

Jeollabuk Province is a significant case demonstrating these changes. During Kim Seung-hwan's 12-year tenure as the Superintendent of Education in Jeollabuk Province, the KTU Jeollabuk Branch, as a key partner in educational policy, promoted democratic school management, teacher autonomy, and student-centered policies, partially realizing the ideals of progressive education. During this period, supported by parents and students, the KTU in Jeollabuk Province achieved significant results in embodying the values of true education in local education.

However, as Kim's term approached its end, the organizational strength of the Gyeonggi-Eastern Region Federation within the KTU Jeollabuk Branch increased, leading to a wavering of the true education movement. With the Gyeonggi-Eastern Region Federation taking the lead, the Jeollabuk Branch engaged in activities that undermined progressive values, such as petitioning activities against teachers accused of child abuse and demanding the dismissal of the education office's special audit in the case of a student's death at a special school.

This trend is not limited to Jeollabuk Province alone. The Gyeonggi-Eastern Region Federation has dominated key decision-making structures within the KTU, such as internal elections and executive operations, based on strong organizational power and a power-centered strategy. On the other hand, the founding generation of the KTU, while adhering to the philosophy of true education even at the cost of dismissal, is facing challenges in the face of the depoliticization trend among current teachers and the breakdown of communication between generations.

In particular, teachers from the Millennial and Z generations often do not resonate with the KTU's traditional operating methods or hold aversions to political affiliations, leading to a reluctance to join teacher organizations. In fact, nearly half of all teachers do not belong to any union or organization, not only because they do not feel the need, but also because they have not found points of agreement in the existing organizations.

Nevertheless, movements within the KTU to revive the principles and values of true education still exist. Some young teachers empathize with the philosophy of true education but demand a more horizontal and open decision-making structure. This trend, while conflicting with the existing hierarchical operating methods, also indicates the potential for internal reform within the KTU.

For the restoration movement of true education to succeed, several conditions are essential. Firstly, an organizational culture that respects the autonomy and expertise of individual teachers must be established. Secondly, the democratic nature of union operations must be restored. When free expression of opinions and debates is guaranteed, a KTU where various factions and generations coexist is possible. Actions that seek to identify and criticize those who voice dissent within the KTU are a stark departure from the familiar image of the KTU we knew during our school days. Thirdly, solidarity with parents and local communities must be strengthened. True education is not just a movement that can be realized within schools but a value that thrives in relationships with society as a whole.

Ultimately, the success or failure of the restoration movement of true education will not be determined solely by the legitimacy of a specific philosophy or ideology. Only when the participation of teachers on the ground, democratic organizational operations, and communication and solidarity with external parties are combined, can the KTU once again establish itself as a central force in the educational movement.