Objectives This study scrutinizes the teaching of patent specification writing through the general intellectual property course, draws implications, and suggests ways to improve the 2022 curriculum. Methods This study was conducted in the following ways First, we compared and analyzed the documents of the general intellectual property curriculum of the 2015 and 2022 curricula to identify changes in the achievement standards related to patent specification writing education. Second, we systematically reviewed textbooks, teacher guides, and teaching and learning materials to investigate the content and methods of patent specification writing education in actual educational settings. Third, we analyzed the requirements of patent specification writing education and the differences between domestic and foreign countries by reviewing relevant laws and regulations such as the Patent Act and the Patent Act Enforcement Rules, and identifying international trends through overseas cases. Fourth, we verified the feasibility and effectiveness of patent specification writing education through generative AI by utilizing actual patent specification and Chet Giffity. Through this multifaceted analysis, we identified problems in the current patent specification writing education through general intellectual property courses and proposed improvement measures. Results The implications of patent specification writing education through general intellectual property courses are, first, that it does not fulfill both relevant performance standards and legal requirements. Second, there is a lack of consideration on the selection of invention ideas that are the subject of patent specification writing education. Third, the number of class hours required to teach patent specification writing through general intellectual property courses and the number of teachers to implement the program are insufficient. Conclusions To improve, first, all of the components of a patent specification should be available for writing. Second, it should be possible to protect student-generated invention ideas while broadening the scope of the patent specification. Third, generative AI can be utilized as an assistant teacher to solve the problem of lack of educational content, time, and teacher resources in patent specification writing education. If these improvements are applied and expanded, it is expected that the patent specification writing education through the general intellectual property curriculum in the 2022 curriculum will be more applicable in schools and have a significant educational effect on problem-solving and computational thinking skills.