This study was conducted to establish a theoretical foundation for the necessity of parent education based on the Korean social-emotional competencies proposed by the Ministry of Education. To this end, the concept and educational significance of Social-Emotional Learning (SEL) were examined. Next, CASEL's core competencies were compared with Korean social-emotional competencies to analyze the commonalities and differences between them in relation to educational direction and cultural specificity. As a result, the findings revealed that both frameworks emphasized ‘self’ and ‘relationship’competencies. Additionally, ‘community values’ and ‘mind health’competencies were identified as distinctive features reflecting Korea’s cultural and educational characteristics. For social-emotional learning to have an educational impact, a cooperative relationship between schools and families must be established. Therefore, to ensure the stable implementation and promotion of Korean social-emotional education, family engagement is essential. Based on each core competency, this study proposes a framework for a parent education program aligned with Korean social-emotional competencies.