Abstract
This study aims to provide a practical direction for continuing online education for beauty majors by examining the development and oversight of online education based on a review of online education from 2020 to the present, which was implemented after the COVID-19 pandemic. For this purpose, only published academic journals, which were published from 2020 to 2022, targeting the educational background and age of high school students or above, listed in KCI and RISS, are used. The conclusions of this study are as follows.
 First, there were significantly fewer studies on online education for beauty majors after COVID-19 compared to other majors. Second, various factors affecting the achievement and satisfaction of online education were compared and analyzed by dividing them into learner, instructor, and technical aspects. Third, analyzing research related to online instruction in other majors that provided practical education, such as beauty majors, the communication between learners, the instructor's class quality, and learners' self-directed learning were noted as necessary elements for effective online practical education. Fourth, based on the studies considered, periodic feedback from instructors, changes in the attitude of instructors toward high-quality online education, active support from schools and institutions, and the introduction of strategic teaching methods for learners' self-directed learning must be considered in the development plans for online education in beauty majors. Finally, this study compared and analyzed studies in similar fields as a starting point for the development of beauty majors and is thought to help establish a strategy for online education for beauty majors in the future.
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