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Abstract
The purpose of this study is to develop a teaching-learning support system for competency-based curriculum design. To this end, the educational needs of students at A-University were analyzed, and a comprehensive teaching-learning support system was developed by incorporating the teaching-learning requirements derived from the experiences and perceptions of high-competency students. Specifically, the study applied the T-test, Borich needs analysis method, and The Locus for Focus model to analyze educational needs for the entire student and specific divisions. Additionally, FGI (Focus Group Interview) content analysis on the teaching-learning needs of high-competency students was incorporated, and the final research results were validated through a content validity verification procedure. This study is significant in that it contributes to the design of a practical competency-based curriculum by systematically analyzing learners' needs and performance based on both internal and external competency assessment tools and teaching-learning levels. By proposing support measures that reflect the teaching-learning experiences and perceptions of learners, this study offers a consumer-centered approach. The results are expected to serve as essential foundational data in the future process of establishing and applying a teaching-learning support system for competency-based curriculum design.
Published Version
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