The activities of adult life are divided into economic activity area and leisure activity area. Economic activity is composed of labor for the formation of life culture and is linked with the development of occupational competence and expert knowledge... The activities of adult life are divided into economic activity area and leisure activity area. Economic activity is composed of labor for the formation of life culture and is linked with the development of occupational competence and expert knowledge. Leisure activities consist of time for art culture and social culture, and appear as activities for individual hobbies and social activities. When all these cultural competencies are combined, adult learners enjoy life as a whole and reach high quality of life. Especially, in the flow of economic capital era to the era of cultural capital, society has demanded adult learners with emotional and cultural background through art culture formation and cultural capacity development. Among them, human resources development is focused on enhancing living culture capacity, and it is necessary to expand the viewpoint into art culture and social culture in the future. In order to realize this effectively, arts and culture education has emerged as a methodology in terms of human resources development from the viewpoint of lifelong education. In this study, this study explores the needs of arts and culture education of adult learners. The purpose of this study is to understand the cultural competencies formed through life and experience of adult learners and to search for the desired educational method and educational purpose in ‘arts and culture education’. In order to achieve this goal, we examined the relationship between adult education and cultural competencies, and examined the relationship between cultural competencies and experience in culture and arts. The meaning of arts and culture education in lifelong education was discussed based on the relationship analysis for each level. In order to achieve the purpose of this study, First, what are the cultural competency attributes of adult learners and experience in arts and culture education? Second, what is the relationship between the cultural competency of adult learners, culture and arts experience, and arts and culture education needs? In order to investigate the above research problems, literature research and Questionnaire Methodology were used. Based on the discussion of competency in terms of adult education and adult learners, we have confirmed the relationship between cultural competencies, culture and arts experience, and arts and culture education through literature review. Through this study, it was possible to link the relationship between cultural competencies, educational effectiveness of culture and arts experience, and arts and culture education by applying it to the viewpoint of personal development factors and learning journeys in human resource development in adult education. Among the adult learners, the reason for setting the employees as research subjects is as follows. In recent years, despite the changes to cultural arts-based education, workers have little practical opportunity to access arts and culture education. Even though the workers have the right to enjoy cultural arts and related education prescribed by the Culture and Arts Education Law as lifelong learners and citizens, they are being neglected in the subjects of culture and art education in terms of lifelong education. It is required to conduct a basic research on adult literacy to find the possibility of culture art education by grasping current cultural competence level. Questionnaires were used to investigate the ‘arts and culture education’ needs of adult learners according to their level of cultural competencies and experience of cultural arts. The survey used Internet questionnaires through recruitment documents for categories ranging from SMEs to large corporations with 10 or more regular workers with different occupations. 200 copies of self-made questionnaire were distributed and 186 copies were retrieved. 185 valid copies were used for final analysis. The results of the study are as follows. First, the status of ‘arts and culture education’ among adult learners showed a difference between the demand for education path and educational form. The learners who are receiving arts and cultural education have the highest ability to 'build up their practical skills' through 'attendance at related institutes', and those who do not receive arts and culture education want to ‘participate in cultural events’ through 'lifelong educational institutions' was the highest. Second, it has been shown that arts and culture education of adult learners has a positive effect on cultural competencies level. The higher the average level of cultural competencies level, the higher the necessity of arts and culture education and the higher the effect of formal education and irregular education. Cultural competency showed a statistically significant correlation with the female subordinate factors, cultural experience, and lifelong learning duration. Third, 31.9% of the respondents are currently receiving arts and culture education, and those who have received arts education after graduation from elementary, middle, and high schools have recognized that arts and cultural education is more necessary. In addition, the experience of participating in cultural arts within a year of the adult learners is positively perceived to participate in arts and cultural education in the future. Fourth, as the reason for the need for education and support in the workplace, the highest frequency of art culture capacity improvement such as management of work stress and elimination and improvement of quality of life. The desire for arts and culture education is to provide programs and places at various levels at practical times, to actively promote publicity to the workers, and to connect local institutions and businesses. Through these results, it is suggested that the future adult cultural learners should have opportunities to experience culture and arts and provide arts and culture education to improve the integrated cultural capacity. Actually, in the area of providing adult education, adult learner should be actively promoted to be exposed to culture and arts, diversify time zone to improve accessibility, and improve the quality of education program. In addition, the school education experience should be developed to have a positive attitude to future arts and culture education from the viewpoint of lifelong education, and the educational choice of adults who voluntarily learn arts and culture should be broadened. This research has focused on the arts and culture competencies in the field of cultural competence, so it is required to carry out deep research linking social and cultural competency. As a follow-up study, we will explore the content of culture and arts education that has added socio-cultural competence through qualitative research, and the study should be expanded to realize the social value through adult arts education of adult learners. In addition, I would like to actively utilize lifelong education institutions and local institutions to expand the experiences of adult learners in arts and culture education.
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