This study introduces the peer class consulting program at K-Institute of Technology aimed at improving class quality through the diagnosis of professors' teaching methods, analysis of the pros and cons, and assessment of their class management ability. To carry out the program, 641 students taking classes with the professors were surveyed on their satisfaction and learning motivation levels. The class composition was analyzed by monitoring the professor's class. The effect of the consulting was verified by comparing students' class satisfaction scores before and after consulting. Additionally, 29 professors subject to the consulting were surveyed on their satisfaction with the program. According to the results, professors subject to the consulting recognized that the teaching methods and class management strategies presented through the consulting effectively improved student satisfaction and motivation and provided an opportunity to gain confidence through the class. Furthermore, professors subject to the consulting were able to acquire knowledge, skills, and attitudes related to class management, and they perceived the program positively, stating that it allowed them to quickly adapt to the university education environment through cooperative communication with senior professors serving as consultants.

The purpose of this study is to develop the Artificial Intelligence thinking-based education program for improving AI literacy and verify its effectiveness for beginner. This program consists of 17 sessions, was designed according to the "ABCDE" model and is a project-based program. This program was conducted on 51 first-year middle school students and 36 respondents excluding missing values were analyzed in R language. The effect of this program on ethics, understanding, social competency, execution plan, data literacy, and problem solving of AI literacy is statistically significant and has very large practical significance. According to the result of this study, this program provided learners experiencing Artificial Intelligence education for the first time with Artificial Intelligence concepts and principles, collection and analysis of information, and problem-solving processes through application in real life, and served as an opportunity to enhance AI literacy. In addition, education program to enhance AI literacy should be designed based on AI thinking.

This research aims to explore the factors affecting engineering students' major persistence and career decision. To achieve this goal, the experiences and perceptions of engineering students and other stakeholders regarding the factors influencing engineering students' major persistence and career decision were analyzed through online focus group interviews (FGI). The analysis of the interviews resulted in the identification of seven categories, which include meeting with older alumni, team project experiences, and internship experiences as factors influencing major persistence. Additionally, engineering interest, engineering self-efficacy, employment rates, economic factors, and limitations in women engineers' career development were identified as factors affecting career decision. Based on these findings, it is expected that engineering education will develop plans that focus on supporting the major persistence and career development of engineering students, thereby contributing to the future direction of engineering education.

The study was conducted to develop two parallel short forms for the Convergent thinking and Problem solving questionnaires which are part of H University's core competency diagnostic tools, based on Multi-Item Response Theory. Item responses of 2,580 students were analyzed using Graded Response Model(GRM) to determine item difficulty and discrimination of each item. The research results are as follows. Two parrallel short tests were developed for the Convergent thinking questionnaire consisting of 12 items which were originally 17 items. Likewise, the Problem solving questionnaire, which originally consisted of 15 questions, was divided into two parallel short forms, each consisting of 9 items. The reliability of the shortened parallel tests was confirmed through internal consistency analysis, and their similarity to the original tests was established through correlation analysis. This study contributed to quality management of competency-based education and programs at H University by developing shortened tests. Based on the results, implications were presented as well as limitations and discussions.

We compare engineering students' learning performance in introductory Statistics classes of the two class types, traditional in-classroom classes with a few reports and real-time online classes with quizzes. Rates of missing classes and turning in homeworks are also included to explain learning attitude. Scores of quizzes, midterm test and final test are used to assess performance. Upto the midterm, the class type is not significant, but rates of missing classes and turning in homeworks are significant. Since the midterm, in-classroom class type reveals better final performance than real-time online class type, rate of turning in homeworks is significant, but rate of missing classes is not significant.

On July 6, 2021, the Ministry of Education revised and announced the operating regulations of the undergraduate co-op with the aim of protecting students rights and student-centered operation based on mutual benefits for students and institutions. Therefore, the purpose of this study is to analyze universities' perceptions against the amendment of regulation of the Ministry of Education's into universities/college, regions. According to a survey of 75 KACE, we found that colleges are more difficult than universities in terms of administrative work, company participation, reduced opportunities for co-op, and managing participating companies. Next, most of the regional differences in difficulties were not significant, and only the decline in company participation rate was more difficult in Daegyoung/Gangwon/Chungcheong/Jeju than in the metropolitan area. Finally, policy directions such as the differential application of practical support expenses according to the size of the company, tax benefits for institutions, and clarification of the concept of job training were presented.

This study examined the direction that desirable educational direction of science and engineering graduate schools. In order to achieve the purpose, in-depth interviews were conducted with faculty, staffs and students of 'A' science and engineering research-oriented university. As a result of the study, first, independent researchers with international competitiveness, second, intellectuals who fulfill social responsibilities, convergent leaders across various boundaries of knowledge, and fourth, passionate people with a sense of challenge. Conclusions were made on enhancing the competitiveness of higher education and innovating graduate education in South Korea based on research findings.

Recently, in terms of the future education, the need of the software education according to the 4th industrial revolution and the need of the ESG(environmental, social and governance) education according to social requests for sustainability are increasing at the same time. There may be a number of ways to satisfy the needs at the same time. In this paper, as an effort for meaningful implementation of the future education, a case study on the ESG engineering education based on the software education for community youth was analyzed and a future development direction was suggested. This ESG engineering education deals with the development and application of the program considering terms of target, method and implementation in order to enhance its systematicity and using physical computing and upcycling methods and a collaborative education support system. To verify the education program, a survey is performed and analyzed. Through this, the basis of an software education-based ESG engineering education model was established.