융합교육 경험을 위한 대학 다학기제 및 학습경험 학점인정제 적용 방안 연구

초록

University education faces challenges from the 4th Industrial Revolution, digital transformation, and AI, shortening knowledge half-lives and limiting traditional major-based structures for solving complex societal problems. Paradigm shifts toward CBE, PBL, learner-centered, personalized, and flexible systems are essential, with fusion education emphasizing interdisciplinary and real-world experiences integrated into regular curricula. In Korea, government policies like the "University Academic System plan for Creative Innovators" promote fusion majors, double majors, student-designed majors, and flexible scheduling to foster fusion talents. However, rigid academic systems, departmental silos, and faculty incentive gaps limit recognition of non-classroom fusion experiences, necessitating RPL for experiential credits. Convergence education integrates disciplines to develop 21st-century skills through PBL, project-based learning, and design thinking. Multi-semester systems enable flexible paths for internships and projects, which are best linked to RPL. Overseas cases use portfolios for up to 30 credits from work, volunteering, and community projects; domestic examples recognize extracurriculars via mileage or challenges up to 6-18 credits. For the ICC project, a pilot model integrates RPL with seasonal intensive semesters: 4-6 teams tackle regional issues, earning 1 credit via portfolios, and manage. This links fusion experiences to official transcripts, enhancing motivation and employability. Policy implications urge the adoption of national RPL standards, the expansion of multi-semester systems, and industry ties for sustainable fusion ecosystems.

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