Abstract
This study examined self-directed interdisciplinary curriculum trends in higher education by delving into the self-directed interdisciplinary curricula (SDIC) of Korean universities, compared to those of U.S. universities. Data sources included SDIC information from the individualized studies program websites and hyperlinked documents. The analysis centered on (1) whether a student should include interdisciplinary independent study and experiential learning courses and (2) whether a student was given support in curriculum design and course study. Results revealed that U.S. and Korean universities enacted SDIC under different names to make the traditional curriculum diverse and flexible. The former required students to develop course plans, including interdisciplinary independent study and experiential learning courses. The latter encouraged students to design course plans to improve their multidisciplinary expertise and skills. Both SDIC were oriented toward the shared object: to foster individuals equipped with creativity and interdisciplinary competencies to meet the needs of society and industry. U.S. universities provided diverse aids to students who planned to take the SDIC. Korean universities gradually secured professionals to help students design and complete the SDIC. Based on the results, I suggested management systems of SDIC in higher education.
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