[475 Interview] Bridging Divides Through Spatial Thinking:

   As the first and only major of its kind in Korea, the North Korean Studies program at Dongguk University offers an academic foundation for understanding the Korean Peninsula through peace and coexistence. In doing so, it moves beyond viewing North Korea as a mere research subject, encouraging students to approach it critically and empathetically while fostering new perspectives among younger generations. By combining academic inquiry with dialogue, the program invites students to reflect on the meaning of division and the possibilities of reconciliation. This interview highlights Professor Hwang Jin-tae’s course, “What does North Korea mean to the MZ Generation?” to explore how MZ and international students understand North Korea today and how the major cultivates critical thinking and global literacy through dialogue and interpretation.

Q. Could you introduce yourself?

   Hello. I am Hwang Jin-tae, a professor in the Major of North Korean studies at Dongguk University. My original major was Geography. I completed my bachelor’s, master’s, and doctoral degrees all in geography. Initially, I researched the economic development of South Korea, not North Korea.

Q. Although you majored in Geography, you are now a professor in the major of North Korean studies. Is there a particular turning point you remember?

   Well, I originally majored in geography, so I naturally think about things spatially. In North Korean studies, most research focuses on Kim Jong-un or the political elite, but I felt there was a need to look at North Korea from the perspective of everyday spaces—where ordinary people live, eat, and work. 

   A key turning point for me was when President Moon Jae-in met Kim Jong-un. That moment really encouraged me and made me feel a strong social responsibility to study North Korea more seriously. I gained valuable research experience while working at Korea Institute for National Unification (KINU), and later a position opened in the Major of North Korean studies at Dongguk University. I never expected my career to go in this direction.

Q. What career paths do graduates of North Korean studies pursue?

   Not all students secure jobs directly related to their major, but the goal is for their careers to connect to what they studied. Students are encouraged to maintain a healthy work-life balance, consider pursuing double majors, and prepare early, particularly in fields such as economics or business administration. Graduates follow diverse career paths: some join public enterprises, others work at institutions like KINU, and some enter government agencies such as the National Intelligence Service, reflecting the ongoing demand for North Korea experts. With small class sizes of around 14 students per grade, roughly two-thirds go on to careers or graduate studies related to North Korean studies.

Q. What courses are you teaching, and what do you emphasize in them?

   I cover the major themes of North Korean studies, including Juche ideology and research on North Korean leaders. Since my academic background is in geography, I also integrate satellite image analysis into my teaching, using tools like Google Earth to observe North Korea. Next year, I plan to offer a new course titled “North Korean Satellite Image Analysis Methodology,” which will teach students how to extract and interpret information from satellite images. This skill can be highly valuable for those who may work in government agencies.

   Another course I teach is “Introduction to Unification Studies.” While it is important to analyze North Korea from the perspective of the younger generation, I emphasize that unification remains a crucial goal. The traditional idea of unification based on ethnic unity no longer resonates with many students, who identify more strongly as citizens of the Republic of Korea. In my lectures, I encourage students to explore new, realistic reasons for unification that are meaningful to their generation, rather than relying solely on textbook narratives.

Q. In your Unification Studies course for the MZ generation, what perspectives beyond ethnic identity do you cover?

   During the first half of the semester, I invite experts on North Korean politics, economy, military, society, and culture so that students gain a solid foundation. Afterward, I tell them, “Now, it is your turn to talk.” I encourage students to present their own views on why unification matters and to think critically about how it connects to their lives and generation.

   One major topic is the economy. Although surveys show declining support for unification among people in their 20s, I see this as a temporary reaction to current difficulties rather than a lasting trend. I ask students to consider practical benefits, such as replacing conscription with a volunteer military, redirecting defense budgets to education, or resolving the “Korea Discount” to boost economic growth. I also highlight ecological and health concerns, like joint South-North efforts in disease control, which could prevent major losses and reduce tax burdens. Students often bring creative and insightful ideas, and I view the classroom as a space where we co-produce knowledge together. That collaborative process is what makes teaching this subject so meaningful to me.

Q. With the younger generation seeming less cautious about North Korea, how should we approach the issue? 

   I believe that North Koreans are the same people as us and ultimately a partner with whom we must achieve unification. At the same time, North Korea is clearly an adversary in terms of security and should be regarded as a principal enemy. This relationship is inherently ambivalent and difficult to reconcile. In recent years, I have grown concerned about the weakening sense of security awareness among the younger generation. I recently watched the Netflix film House of Dynamite, which depicts a scenario where a suspected North Korean ICBM heads toward the United States. Although it is, of course, a work of fiction, it made me reflect on how seriously such threats should be taken. While we should not exaggerate the danger, these issues are directly connected to our lives and must be approached with caution and a balanced perspective.

   My current focus is on raising awareness among young people about security risks. For instance, online nuclear explosion simulations show population damage, heat effects, and radioactive contamination from weapons such as those developed by North Korea or historically used in Hiroshima and Nagasaki. These tools could be used more actively in education. North Korea’s nuclear capabilities have advanced significantly, and it now openly demands recognition as a nuclear-weapon state. It is therefore essential that the younger generation develop a realistic understanding of both the dialogue and the threat dimensions, recognizing the complex and ambivalent nature of the situation.

Q. Political polarization on the North Korean issue is severe. How can this situation be improved?

   It is now my biggest concern. Honestly, I feel that the current generation, including my own, offers little hope, so I place my hopes in the next generation, even though surveys show a declining interest in unification. That is why I teach the MZ generation in Unification and North Korean studies. I believe they have a bigger role to play in resolving these issues. South Korea is currently divided almost 50-50 along ideological lines, but unification cannot be reduced to ideology. Take the Kaesong Industrial Complex, for example. Its closure is not just a matter of liberal or conservative preference; the situation is much more complex, and even researchers across the political spectrum understand that. However, the polarization in society makes middle ground discussions almost impossible.

   Therefore, I emphasize the importance of creating a “middle ground” covering roughly 70% of the issues, a consensus that can remain consistent regardless of which administration is in power. Liberal and conservative leaders need to communicate to reach this social consensus. North Korea itself has criticized the constant policy shifts whenever governments change, and this inconsistency fuels a vicious cycle. In my classes, I teach students to approach North Korea in ways that balance economic self-interest with conservative stances on security, focusing on common denominators that can be maintained over time. This is the direction I hope the future generation can carry forward.

Q. Do many international students take courses related to North Korean studies? Are there any points for international students to note when studying North Korean studies?

   Yes, some international students take my first-semester class. This year we have students from France, the United States, the United Kingdom, Hungary, Germany, Austria, and Italy, which brings diverse perspectives and lively discussions to the classroom.

   When studying North Korea, I emphasize that it should not be understood solely through foreign media reports about the Kim family, which often portray the country as a strange, isolated dynasty. Instead, I encourage students to see North Korea as a state with its own system and to explore why it functions the way it does. I often frame this in a comparative context—for example, Hungary’s past as a socialist country can provide a useful lens for understanding North Korea today. I also approach North Korea through cities, since urban geography is my specialty. Just as cities have wealthier and poorer areas, North Korea exhibits uneven development, such as Chung-guyok in Pyongyang, which I call its “Gangnam.” Comparing cities across countries allows students to connect their own experiences to North Korea, and sharing these observations makes the class both stimulating and engaging.

Q. Do you have a message for readers interested in the Korean Peninsula issue?

   Today’s generation must consider for themselves why unification is necessary and what it truly means. This question directly affects the future of the Korean Peninsula and the world you will live in. Even if you do not major in North Korean studies, as a member of our university, the first in Korea to establish a Major of North Korean studies, I encourage you to reflect on this question at least once.