한국 대학생들의 역량은 교육과정을 통해 어떻게 개발되고 있는가

초록

[Purpose] The purpose of this study was to analyze how competency-based curricula in Korean higher education contribute to students' core competency development, critically examine associated problems, and propose improvements. [Methods] To achieve this goal, the study employed a combination of systematic literature review and multiple case studies. Specifically, Four universities—two national and two private—that systematically operate competency-based curricula were selected and analyzed in terms of their curriculum systems. [Results] The main findings are as follows. First, the ambiguous definition and classification of the concept of competency lead to confusion for both faculty and students. Second, many universities remain at a formal design stage, merely aligning with evaluation indicators. Third, competency diagnosis relies on self-report methods, which limits feedback and substantive changes in classes. Fourth, the autonomy and proactivity of professors are weakened due to institutional constraints, making it difficult to translate competency-based education into practice. [Conclusion] To overcome these issues and enable competency-based curricula to truly act as a catalyst for educational innovation in Korean higher education, it is necessary to move beyond formalistic practices. This includes clearly defining competencies based on each university’s unique educational vision, designing curricula aligned with those competencies. Additionally, the introduction of backward design and achievement-based assessment, systematic support for enhancing faculty awareness and professionalism, and a sophisticated feedback system for evaluation results are required to ensure continuous quality management of education.

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