Reviewerly/exHarmony huggingface dataset:
An Study on Curriculum Operation Strategies for the Introduction of University Career Developing Credit Systems

This study was conducted to develop and institutionalize a university career education program called the ‘Career Developing Credit System.’ To achieve this, the research engaged in discussions with members of the academic community at University C, resulting in the derivation of an initial career education curriculum model. To validate the feasibility of this derived career education curriculum roadmap and its organization and operation strategies, two rounds of surveys were conducted with five educational experts. The findings are as follows: Firstly, this study established four core objectives, namely ‘career assessment,’ ‘career planning,’ ‘employment competency development,’ and ‘preparation for social integration.’ It presented a career education curriculum roadmap that combines general and major coursework, student-designed and executed career activities for credit recognition, and co-curricular programs to support these objectives. Secondly, the study provided concrete operational strategies for implementing and running the proposed career education curriculum roadmap. The results of this research aim to offer practical guidance to universities considering the Career Developing Credit System, as well as to provide foundational data and insights for career education research to promote the spread of university career education programs.
An Analysis of Relationships among Preliminary Childhood Teacher’s Anxiety in Teaching Practice, Teacher Efficacy and Major Satisfaction

본 연구는 예비유아교사의 교사효능감 및 전공만족도가 교육실습불안에 미치는 영향을 분석하는데 목적이 있다. 이를 위해 경기 소재 3년제 유아교육과의 실습을 앞둔 3학년 재학생 256명을 대상으로 교사효능감, 전공만족도, 교육실습불안에 대한 자기보고식 설문조사를 실시하였다. 수집된 자료는 SPSS WIN 24.0을 활용하여 빈도, 백분율, Cronbach"s α 계수를 산출하고 Pearson 적률상관과 단계적 중다회귀분석을 실시하였다. 그 결과 첫째, 예비유아교사의 교사효능감과 전공만족도는 교육실습 불안과 부적 상관이 있는 것으로 나타났다. 둘째, 전공만족도는 교육실습불안에 가장 크게 영향을 미치는 예측변인으로 나타났으며, 교사효능감은 추가적 예측변인으로 나타났다. 하위 영역별로는 전공만족도의 일반만족, 교과만족, 인식만족, 관계만족과 교사효능감의 일반효능감 순으로 영향을 미치는 예측변인으로 나타났다. 이러한 결과를 토대로 예비유아교사의 교육실습불안을 사전에 예방하기 위한 개인적 노력과 교육적 지원에 대한 구체적인 자료마련의 기초를 제공하고자 한다. The purpose of this study was to analyze the effect of pre-service early childhood teachers’ teacher efficacy and major satisfaction on anxiety in teaching practice. To this end, we conducted a self-reported questionnaire survey of 256 third-year students in early childhood education in Gyeonggido to investigate their teacher efficacy, major satisfaction, and anxiety in teaching practice. The frequency, percentage, and Cronbach"s α coefficients were calculated using SPSS win 24.0, and Pearson correlation and step-wise multi-regression were carried out. First, the results showed a negative correlation between anxiety in teaching practice, teacher efficacy, and major satisfaction. Second, the results indicate that major satisfaction was the predicted variable that has the most significant relative effect on anxiety in teaching practice, and teacher efficacy was an additional predictor of anxiety in teaching practice. Moreover, the results of this study indicate that the general satisfaction of major satisfaction is the most significant predictor of anxiety in teaching practice. Additionally, the following predictive factors were found: recognition satisfaction,’ ‘curriculum satisfaction,’ ‘relational satisfaction,’ and ‘general efficacy.’ This result is expected to be a basic study to identify the need for personal effort and educational support to solve the anxiety of anxiety in teaching practice.
Using the Fables of Zhuangzi to Design Classical General Education : Blended Learning

In the era of the Fourth Industrial Revolution, classical education has become more important, and the direction of classical education in universities is changing. Therefore, I designed a college classical course to develop the necessary capabilities among students in this rapidly changing era. Among the Chinese classics, &lt;i&gt;Zhuangzi&lt;/i&gt; was selected as a recommended book by many universities. The fables contained in &lt;i&gt;Zhuangzi&lt;/i&gt; lower the threshold for the study of the classics and enable philosophical thinking. Therefore, I designed a program based on the Zhao San Mu Si (朝三暮四) and Paoding Jie Niu (庖丁解牛) fables in &lt;i&gt;Zhuangzi&lt;/i&gt; as a blended learning class. The two fables are well known as idioms, but the meaning of the two idioms in &lt;i&gt;Zhuangzi&lt;/i&gt; is different from the content of the idioms. Therefore, if the two fables are used for teaching purposes, from the perspective of viewing classics to approaching classical texts, new directions can be proposed for classical education. Thus, the first part of the fable of Zhao San Mu Si (朝三暮四) is conducted as an online class, and the last part as a face-to-face class, allowing learners to think about the meaning of “Liangxing (兩行)” through the foolish monkey stories. Paoding Jie Niu (庖丁解牛)'s fable teaches content in face-to-face classes and allows students to talk about the meaning of “Yangsheng (養生)” in online classes rather than Paoding's skills.
Exploration of Factors Influencing the Satisfaction of Liberal Arts Education in the Organizing and Operating of Liberal Arts Education in a Junior College

This study aims to determine how the college-authorities level variables such as the development, organization, operation, and facilities of liberal arts education affect students' satisfaction of liberal arts education courses through their class participation attitude and the degree of their competency improvement. For this purpose, a survey was conducted among students at a vocational college. The questionnaire covered of demand reflection, curriculum organization, course composition, teaching and learning and evaluation methods, support facilities, class participation attitude, perception of competency improvement, and satisfaction. To check the relationship between these variables, we examined the fitting and validity of the measurement model and structural model, and then analyzed them using the structural equation model. The results showed that teaching and learning and evaluation methods, support facilities, and perception of competency improvement were variables that directly affected student satisfaction of liberal arts education. At the same time, the results also showed that demand reflection, curriculum organization, course composition, and instructional attitude were indirectly affected. Teaching and learning, and assessment methods and support facilities, which are directly related to students, seem to have a relatively large impact on student satisfaction with liberal arts education. Nevertheless, in order to improve liberal arts education, more attention to its overall operation practices at the college-authorities level is necessary.
A Case Analysis of Competency-Based Personality General Education : Focused on the D College’s Required Course

This study analyzes the educational outcomes of the &lt;HiT Personality&gt; subject developed by D College and derives the implications for personality education in junior colleges. Reflecting society's demand for personality education, &lt;HiT Personality&gt; was designed based on the competency-based curriculum approach to achieve learning objectives derived from behavioral indicators of three competencies (communication, collaboration, and citizenship), which have been regarded as highly related to personality among the core competencies of the institute. This curriculum was implemented based on the corresponding learning topics and instructional strategies to the competencies. By analyzing the results of the competency self-diagnosis (pre-post) evaluation, lecture evaluation, and the satisfaction surveys of students, we confirmed that the educational outcomes of this subject have been consistently and meaningfully achieved. Considering these consequences, junior colleges need to systematically run personality education so that graduates can develop their adaptability to human relationships in society and nurture the talents of good citizens. In addition, personality education should be implemented with a long-term perspective in mind, and it is necessary to systematize personality education from admission through graduation so that the results obtained through personality education can lead to changes in actual behavior. To this end, we recommend the creation of a common joint evaluation rubric so that the learning outcomes achieved through the personality subject can be used for team assignments or team projects such as capstone design subjects during major courses. Also, we recommend that an educational culture needs to be established to encourage student-led social service activities or support programs that can lead to extracurricular activities.
Research on the Development of a Rubric for Competency-based Assessment of an Introductory Academic Discourse Text

The aim of this study was to develop a rubric for evaluating beginning academic discourse texts produced in a writing class at a university. Given the recent emphasis on competency-based education and the need to introduce the concept of competence into writing education, this study proposed the development and untilzation of a writing assessment tool that enables the measurement of competence. To this end, a rubric was developed to identify competency elements that can be internalized through the performance of assignments in advanced writing courses in the liberal arts curriculum of K university and to specify achievement levels.The rubric followed the four-step model Stevens and Levi (2013), a representative rubric development model. It was designed to identify the link between task performance and university core competencies, detailed competencies that can be measured through the assessment elements of the task, and performance characteristics by achievement level. The rubric was reviewed by experts and revised to ensure its effectiveness through preliminary evaluation. We expect that the rubric can be further improved by introducing it into actual classrooms while considering the implications drawn from the preliminary evaluation results. The significance of this study is that it presents a rubric as an assessment tool that enables the consistent and efficient assessment of academic discourse texts covered in the required liberal arts courses in a university and one that identifies the specific content of the performance required to improve achievement and competence.
Transformation and Expansion of Liberal Education in Japanese Universities : With the Activities of the Japan Association for College and University Education

The generalization of the Standards for the Establishment of Universities in 1991 was an important turning point in transformation process for general education of Japanese Universities. Following the 1991 introduction of the general standards for the establishment of universities and the 2012 qualitative shift in university education (especially the spread of active learning), Japanese university education is currently facing the third wave of the education that integrates humanities and sciences, and STEAM education. As this approach to human resource development is about to undergo a major shift, Japanese opinion leaders have presented the basic liberal arts in the new era.The Liberal and General Education Society of Japan, founded in 1979, changed its name to the current Japan Association for College and University Education in 1997. It has been active for more than 40 years while increasing its membership. The Association’s history has been influenced by major changes in Japanese university education since the 1990s.As good examples of undergraduate and graduate education reforms emphasizing Liberal Education, Kanazawa University has been reforming its educational system based on the concept of interdisciplinary integration and collaboration among different fields. The key point of Kanazawa University’s efforts to reorganize the curriculum for liberal and common education is that, in undergraduate courses, opportunities to cultivate a broad range of cultures and diverse perspectives has been established in the liberal arts and common education courses to develop the learning strength for specialized education.Liberal education is an important theme related to the raison d’etre of the university. In this borderless era, we believe that it is time to objectively look at the current state of liberal education in our countries and improve it through further enhancing comparative research in South Korea, Taiwan, and Japan on the theme of liberal education.
The Effects of Basic Psychological Needs on Career-Aspiration of University Students by Mediating Career Decision-Making Self-Efficacy

This study was conducted to confirm the effect of basic psychological needs of university students on career aspirations through career decision-making self-efficacy. To this end, 165 male and female university students in Seoul and the metropolitan area were tested for basic psychological needs, career decision-making self-efficacy, and career aspirations.In order to verify the mediating effect of this study, descriptive statistics were confirmed using the SPSS 18.0 program, and the mediating model was verified through the AMOS 18.0 structural equation.As a result of the study, basic psychological needs had a positively significant effect on career decision-making self-efficacy, and career decision-making self-efficacy also had a positively significant effect on career aspiration. In addition, as a result of verifying the mediating effect, basic psychological needs had a significant indirect effect on career aspirations through career decision-making self-efficacy. Thus, this study provides a theoretical basis for developing various career development programs for university students so that they can have positive and active career aspirations by promoting career decision-making self-efficacy based on basic psychological needs.
Development of Basic Chemistry Course Based on Blended Learning to Cultivate Scientific Competencies

Basic science education in university serves as both a basic education and general education, responding to social demands for the teaching of content knowledge and the cultivation of scientific competencies. This study aimed to design and implement a competency-based blended learning approach (the experimental group) and a face-to-face lecture-centered approach (the control group) for the course “General Chemistry” to develop both content knowledge and scientific competencies, comparing changes and differences in scientific competencies, academic achievement, and course satisfaction. The experimental group acquired content knowledge through video lectures in a distance setting and developed scientific competencies through face-to-face activities emphasizing scientific problem-solving and writing. On the other hand, the control group received lecture-based instruction focusing on content knowledge. Finally, all classes were conducted face-to-face in a classroom. Both experimental and control group classes were led by the same instructor during the same semester for students of &lt;General Chemistry&gt; at A University, with 23 participants in the experimental group and 24 participants in the control group. Results revealed positive improvements in scientific competencies, specifically in “scientific inquiry” and “scientific communication skills,” for the experimental group, while the control group experienced a decline in “scientific participation and lifelong learning” competencies. Although there was no statistically significant difference in academic achievement, the control group's average was generally higher than that of the experimental group. Conversely, course satisfaction was generally higher for the experimental group compared to the control group. Finally, some implications are suggested for instructors aiming to design blended competency-based courses.
The Nature and Criteria of Liberal Arts Education Courses

This article explores the criteria of general education courses to clarify and solidify the identity of these courses. The study aims to derive the nature of general education courses by examining their formation and historical development, identifying distorting factors, and establishing criteria for them. General education courses have evolved from the liberal arts traditions of ancient Greece and Rome, forming a complex multilayered structure with four intertwining layers: liberal subjects, humanities subjects, general subjects, and core subjects. Originating from the comprehensive development of the liberal arts and shared experiences, general education courses, have possessed distinctive characteristics such as truth-seeking, personality development, universality, and core orientation since their inception.To preserve and enhance the essential nature of general education courses, it is crucial to eliminate distortions such as narrow specialization, superficial practicality, frivolous convenience, and overall irresponsibility. Overcoming persistent distortions and restoring the fundamental nature of general education courses requires establishing criteria. The starting point for this is acknowledging the premise that there are certain courses suitable for general education. General education courses demonstrate their suitability through educational, purposive, civilizational, academic, and objective criteria. These courses serve as dynamic complexes that internalize universal human values while shaping one's unique personality. In the era of digital transformation, the authenticity of education must strive to create genuinely characteristic general education courses.
Humanity Education as Liberal Arts Education Through the Operation of University Students Overseas Volunteer Activities

In the 21st century era of science and technology, the importance of humanity education is becoming more prominent. Humanity education is mainly conducted by the person in charge of liberal arts education at any given university. Among humanity education as liberal arts education, this thesis focused on subjects related to university student volunteer activities and non-subject activities. Volunteer work often stems from spontaneity. However, the reality is that in the Korean educational field, volunteer work is regarded as either an anti-arbitrary and compulsory activity allowing for the attainment of favorable scores for university entrance exams, or to meet university graduation requirements. However, it should not be overlooked that service can be strengthened through education and training, and spontaneity can be established. In this respect, overseas volunteer activities for university students can be said to be a very important extracurricular endeavors when it comes to training the basic training of services, such as sharing and serving and cultivating the leadership of serving. In this paper, the actual operation of overseas volunteer activities through Dongduk Womens University and a university council called the &lt;i&gt;Korean University Council For Social Service&lt;/i&gt; were examined as humanity education for university students. In addition, in this study we examined how volunteer work has a positive effect on individual character growth and humanity education of university student volunteers. We also confirmed that university students overseas volunteer activities are very useful educational tools for the development of humanity education, which functions as one of the pillars of liberal arts education.
A Study on the Potential of Site-Specific Theatre as Content for Liberal Arts Education

This study proposes a teaching model for liberal arts education utilizing site-specific theater and examines its implications. By exploring various theoretical backgrounds and practical examples related to place-specific theater, the course covers a variety of concepts and deepens students' knowledge of theater. Theoretical explorations are followed by practical activities that encourage creative and critical thinking and provide opportunities to exercise the theatrical imagination. Practical activities provide learners with important experiences that allow them to see everyday spaces in a new light and to extend theater to personal and social meanings. There are also opportunities for students to watch and critique the work of other learners and to reflect on their own work in order to consolidate their knowledge and experience and to acquire new questions. The whole process is an educational one that leads to embodied knowledge. This study argues that theater, especially place-specific theater, is suitable content for liberal arts education, promoting learners' creativity and critical thinking skills, and offering another model of practice.
The KAGEDU : Its History, Structure, and Domestic and International Academic Exchange Activities

This paper first examines the history and development of the Korean Association of General Education (hereafter KAGEDU, 2006), which represents the Korean liberal/general education community, in the context of its close relationship with the Korean Council for University General Education (hereafter KCUGE, 2001) and the Korea National Institute for General Education (hereafter KONIGE, 2011). It then examines in detail the number and characteristics of the KAGEDU's members as well as its constituent organizations, operating principles, and the interrelationships among them. Next, this paper finds that the KAGEDU’s &lt;i&gt;The Korean Journal of General Education&lt;/i&gt; (hereafter KJrGE, 2007), a first-class academic journal recognized by the NRF (National Research Foundation) of Korea, is a unique national academic journal in Korea that encompasses all aspects of liberal/general education. It is an outstanding leader in terms of publication frequency, number of published articles, and influence index, dominating its field. As a result, the Journal serves as the best public platform for liberal/general education in Korea. This paper also deals with the main features of the KAGEDU's domestic academic activities (Spring and Fall National Conferences, LACs, Seminar 21, Publication of ‘Collected Works of Liberal Education Classics,’ and Selection of Excellent Books) and its activities for international academic exchange (holding international forums and conferences, Blue Waves Lectures, and Libeducols). In particular, it explains that the KAGEDU initiated the establishment of the Asian Liberal Education Network (ALEN) and the holding of the first Asian Liberal Education Conference (ALEC) in late 2023. According to this paper, the two academic events symbolize a very significant outcome of the joint Asian international academic exchange efforts that the KAGEDU, as the hub for liberal education in East Asia, has been leading since 2018. Finally, this article examines the challenges facing the KAGEDU in terms of the ambivalent effects of its relationship with the KCUGE and the KONIGE, its financial independence, modernization of its administration, its under-researched areas, and its need to nurture the next younger generation of scholars. Then, it proposes measures to promote international academic exchange including the establishment of a common Asian liberal education university/college.