무용교육이 청소년의 심리변화에 미치는 영향

조동진 ( Dong Jin Cho ),이수연 ( Su Yun Lee ) 한국무용과학회 2006 한국무용과학회지 Vol.13 No.-

Effect of the Dance Education on the Psychological Changes in Teenagers The purpose of this study is to provide basic materials which get rid of stress and induce and revitalize positive psychological changes in teenagers in the present time that puts stress on an entrance examination through dance education. To achieve this purpose, this study examined psychological changes associated experience in dance education, viewing dance performance, and a grade before and after dance education in 254 students who had dance education in 5 high schools in G city. The following results were obtained. 1. For psychological changes associated with a grade before and after dance education, physical, personal, home, social, and ability factors but a moral factor showed positive changes. 2. For psychological changes associated with experience in dance education before and after dance education, while physical, moral, personal, and home factors showed significantly positive changes, social and ability factors showed positive changes but had no statistically significant difference. 3. For psychological changes associated with viewing dance performance before and after dance education, physical, moral, personal, home, social, and ability factors all showed significantly positive changes, and all but the physical factor had statistically significant difference. Based on these results, it is suggested that dance education may give psychological stability to teenagers, increase in their physical development and sociality, and contribute to their positive thinking. Also, when teenagers had dance education in their early childhood, their effects increase more greatly. In the lack of the opportunity of dance education, viewing dance performance also had a positive effect on teenagers` psychological changes.

한국 무용교육의 변화

오레지나 ( Oh Regina ) 한국무용교육학회 2021 한국무용교육학회지 Vol.32 No.2

The remarkable changes in Dance Education in Korea show a progress shifting from “Dance Education as Technique-training” to “Dance Education as Social Welfare.” “Dance Education as Technique-training” was mainly pursued during the heydays of the dance departments on which higher education tried to provide dance education to train experts in the three big areas of Korean Dance, Classic Ballet, and Modern Dance. During these days, “Arts for Arts’ Sake” was emphasized in dance education. Arts education based on “Arts for Arts’ Sake” came to be criticized as it was no more than teaching technique itself. Therefore, school education began to find new contents or programs for dance education. This new phase of dance education can be called “pursuing new contents” stage. Korea Arts and Culture Education Serive (Arte) opened a new horizon for Arts Education in Korea as it provided studies and training programs for “arts instructor (yesul kangsa)” in dace field. These changes have brought about a new stage for dance education that can be called “Dance Education of Life (Life-centered Dance Education).” On this stage, various efforts to improve the quality of life through dance education and the social activities that new kind of dance education makes. These kind of result has been produced by the “arts instructor (yesul kangsa) support program” by Arte and its aftermaths. On this new stage of dance education, various new practices of dance has been apprearing as a form of social welfare. The changes in dance education examined in this article are the characteristics of the history of the Dance Education in Korea. Dance Education in Korea is progressing toward a sustainable humanistic education based on body(ness) in social life. To make this changes sustainable, systematic dance education pursuing movements understanding (functional and expressive) bodiness should be planned. Also, cultural welfare should be promoted on the level of locality.

학교 경제교육 환경 변화와 방향 모색

박형준,이소연,김태환 한국경제교육학회 2024 경제교육연구 Vol.31 No.3

Social environmental changes that affect school economic education are rapidly occurring and these changes are required in the direction of future economic education. Accordingly, this study attempted to find the direction of future economic education by analyzing the changes in the economic education environment and collecting opinions from experts. The results of the study are as follows. First, regarding the competencies that should be emphasized in future economic education, 10 items were finally derived, including consumption management competencies.. Next, 26 items were derived, including the various roles of economic entities according to changes, as topics that should be emphasized. Regarding teaching and learning methods, 8 items were suggested, including learners’ proactive participation. Finally, it was derived that the economic education-related institutions should clarify their respective roles more clearly than before. Based on the research, it was suggested that it is necessary to establish a foundation for the private sector to support economic education and that it is necessary to establish core concepts of economic education that reflect changes in the economic environment. In addition, sufficient time should be secured to activate economic education.

근대 서양 교육 전파가 중국 교육 패러다임 변화에 미친 영향

김덕삼,이경자 명지대학교(서울캠퍼스) 인문과학연구소 2014 인문과학연구논총 Vol.35 No.4

China’s educational system has gone through several big changes in a long time of history. What changed was not just an education. Society and education went through shifts responding to each other. The biggest and recent shift among the changes was educational paradigm shift caused by transfer of Western education. This research starts based on the assumptions that the changes of educational system in China which had been caused by accepting western educational system as a paradigm shift of educational system in China, and aims to examine what kinds of influences such changes gave in China society and education. In the respect of inner side of education, establishment of a new curriculum building and school system of Western-style are followed by switching of content and teaching methods associated with it. Academic exchange with foreign countries and Western Europe became wide-spread by an increase in international exchange. And as the private schools and missionary Universities in china was leading to the development of education, a variety of changes occurred in education internally. It's a change that was due to a change in the educational content and the education system eventually. In the respect of outer side of education, paradigm shift triggered changes such as inducting the emergence of new hierarchical by being a core factor of social development , introducing democratic political system by collapsing tyranny , activating commercial transactions and free activities by abolishing identification system, and stretching learning rights and authority of women. On the basis of those findings, I tried to analyze it by dividing the political, economic, cultural area. In 1900s or so, the introduction of the education system of the West changed society and culture of China severely. Especially Civil Examination System was abolished and traditional education paradigm was ceased. This kind of changes in the educational paradigm has several features. Paradigm shifts always occured along with the changes in society, especially when the divergence feeling between the social needs and education were large, following by little by little new attemptsof changes, and accompanied by strong propelling institutions.

‘변화’와 ‘장(場)’을 통한 중국 근대교육의 분석과 가치

김덕삼,이경자 인문예술학회 2021 인문과 예술 Vol.- No.11

Based on the change study, this study focused on the change in the field acting in it and analyzed modern Chinese education. And based on this, the meaning and present value of field research were considered. The ‘field’ referred to in this study is the situation, environment, time and space that change education. This ‘field’ interacts with the subject and changes. The reason for analyzing this study with tools such as change and field is not limited to a specific point in time of modernity, but to reconsider the problem of modern education in China in terms of its close nature. Amid the influence and change of modern Chinese Western education, the subject is Chinese education, and field is the expansion of modern Chinese Western education. In the subject and field, modern Western education in China maintains patterns of creation, development, decline, and replacement, but decline and replacement have not yet emerged, so we looked at them in four stages, focusing on the modern era. The first stage is the influence of Western education propagation before the Opium War, the second stage is the coercive propagation, the reaction that occurred inside China, the third stage is the process of being accepted and naturally settled inside China, and the fourth stage is the complete change in modern Chinese education. China’s modern education through these changes and fields has become more important in the nature of education through the transition to education given freedom and autonomy than in the past, the pursuit and recognition of diversity, the preparation of fields for the public to study and learn, and the fair and transparent selection system. Education changes according to changes in society while leading to changes in society. Therefore, we must understand the relationship between change and field and understand this correlation. 본 연구는 변화 연구를 기초로 그 속에 작용하는 장(場)의 변화에 집중하여 중국 근대교육을 분석하였다. 그리고 이를 토대로 장 연구가 갖는 의미와 현재적 가치를 고찰하였다. 본 연구에서 말하는 ‘장’이란 교육을 변화시키는 상황, 환경, 시간과 공간이다. 이러한 ‘장’은 주체와 상호 작용하며 변화한다. 본 연구에서 변화와 장이라는 도구로 분석하는 이유는 근대라는 특정 시점에 국한하지 않고, 중국이라는 특정 장소의 제한된 틀에서 벗어나 보다 본질에 가까운 측면에서 중국 근대교육의 문제를 재고해보고자 함에 있다. 중국 근대 서양교육의 영향과 변화 속에서 주체는 중국교육, 장은 중국 근대 서양교육을 확장시킨 것에 있다. 주체와 장 속에서 중국의 근대 서양교육은 생성, 발전, 쇠퇴, 대체의 패턴양상을 유지하지만 아직 쇠퇴와 대체는 나타나지 않았기에, 근대를 중심으로 서양교육의 도입과 발전에 국한하여 4단계로 구분하여 살펴보았다. 1단계는 아편 전쟁 이전에 일어난 서구교육 전파의 영향, 2단계는 강압적 전파로서 전쟁과 불평등 조약 등이 자행되며 중국 내부에서 발생한 반작용, 3단계는 중국 내부에 수용되어 자연스럽게 정착되는 과정, 4단계는 새로운 장으로 인해 발생한 근대 중국교육의 변화가 기존의 과거제도와 교육을 완전히 크게 변화시킨 것이다. 이러한 변화와 장을 통한 중국 근대교육은 과거보다 자유와 자율이 부여된 교육으로의 전환, 다양성을 추구하고 인정하는 방향으로의 전환, 대중이 공부하고 학습하는 여건 조성, 공평하고 투명한 선발 제도를 통해 교육의 본질을 중시하게 되었다. 교육은 사회의 변화를 이끌면서 사회의 변화에 따라 변한다. 따라서 우리는 변화와 장의 관계를 파악하고 이러한 상관관계를 보다 면밀히 고려해야 할 것이다.

평생학습 네 기둥에 근거한 S대학교 평생교육체제사업 성인대학 졸업생의 삶의 변화 탐색

김영옥 한국성인교육학회 2025 Andragogy Today : International Journal of Adult & Vol.28 No.2

본 연구는 S대학교 평생교육체제사업 성인대학 졸업생의 학습 경험을 통해 변화된 삶을 탐색하는데 목적을 두고 있다. 연구 목적을 달성하기 위해 교육부로부터 ‘대학의 평생교육체제지원사업(LIFE)’으로 선정되어 성인단과대학을 운영한 S대학교 사례를 선정하고 문헌 연구와 질적 연구를 병행하였다. 연구 참여자는 S대학교 평생교육체제사업 성인대학 졸업생 중 학부에서 평생교육사 자격 취득 또는 과목이수를 하고 동대학원에서 평생교육학 석사학위를 취득했거나 평생교육 박사과정에 입학 예정 및 과정 중에 있는 성인학습자 10명이다. 연구 참여자의 삶의 변화를 탐색하기 위해 둘로르의 평생학습 네 기둥에 근거하여 대학생활, 석사 및 박사과정의 학습 경험을 분석한 결과 다음과 같은 결론을 도출하였다. 첫째, 알기 위한 학습 열망이 대학 문턱으로 들어오게 한 것으로 탐색되었다. 둘째, 학부 평생교육사 과정의 의미는 지식창고를 만드는 알기위한 학습, 직업 세계를 확장하는 행동하기 위한 학습, 시민 의식을 높이는 함께 살기 위한 학습, 삶의 가치를 높이는 존재를 위한 학습으로 탐색되었다. 셋째, 평생교육 학문을 통한 삶의 변화는 자신의 삶 안에 평생학습 네 기둥이 세워진 것으로 탐색되었다. 넷째, 평생교육을 통한 미래 설계는 네 기둥을 세우는 리더를 희망하는 것으로 탐색되었다. 이는 학문 탐구, 사회적 변화, 지식과 경험 나누기, 삶의 가치와 의미를 추구하는 리더이다. 후속 연구로 평생교육체제대학 입학부터 졸업까지 기간 동안 성인대학생의 변화 과정을 탐색하는 연구를 제안하였다. The purpose of this study is to explore the changed lives of adult college graduates of S University's lifelong education system project through their learning experiences. In order to achieve the purpose, the case of S University, which was selected by the Ministry of Education as a ‘University Lifelong Education System Support Project (LIFE)’ and operated an adult college, was selected and literature research and qualitative research were conducted in parallel. The participants of the study were 10 adult learners who graduated from S University's Lifelong Education System Project adult college, acquired a life-long educator qualification or completed courses at the undergraduate level, obtained a master's degree in life-long education from the same graduate school, or are planning to enroll or are in the process of entering a doctoral program in life-long education. In order to explore changes in the lives of research participants, the following conclusions were drawn as a result of analyzing university life, life in master's and doctoral programs based on Delor's four pillars of lifelong learning.First, it was explored that the desire for learning was what brought students to the threshold of college. Among the four pillars of lifelong learning, the will to learn to know served as an important factor. Second, the meaning of participation in the undergraduate lifelong education history course was explored as being perceived as learning for existence. Third, changes in life through lifelong education studies were explored as the establishment of four pillars of lifelong learning in one's life. Fourth, future plans through lifelong education were explored with the hope of becoming a leader who establishes the four pillars of lifelong learning. The limitation of this study is that it was conducted 2 to 3 years after graduating from college, so there are limitations in exploring college life related to one's major. Accordingly, as a follow-up study, we propose a study to explore the change process of adult college students from admission to graduation from a lifelong education university. In order to explore changes in the lives of research participants, the following conclusions were drawn as a result of analyzing the learning experiences of university life, master's and doctoral programs based on Delor's four pillars of lifelong learning. First, it was explored that the desire to learn to know was what brought them to the threshold of college. Second, the meaning of the undergraduate lifelong education history course was explored as learning to know to create a knowledge warehouse, learning to act to expand the world of work, learning to live together to increase civic consciousness, and learning to exist to increase the value of life. Third, changes in life through lifelong education studies were explored as the establishment of four pillars of lifelong learning in one's life. Fourth, future planning through lifelong education was explored with the hope of becoming a leader who establishes the four pillars. This is a leader who pursues academic exploration, social change, sharing knowledge and experiences, and the value and meaning of life. As a follow-up study, we proposed a study exploring the change process of adult college students from admission to graduation from a lifelong education university.

디지털 시대와 축소사회 도래에 따른 고등교육법 개정방향 연구

이형석,장덕호,이덕난,황준성,김종규,손다운 대한교육법학회 2024 교육법학연구 Vol.36 No.2

The 21st century is an era where the digital revolution and rapid demographic changes significantly impact social structures and functions. These changes necessitate a reevaluation of the roles and responsibilities of higher education, highlighting the need for amendments to higher education laws. In the era of the digital revolution, advancements in information and communication technology (ICT), artificial intelligence (AI), big data, and the Internet of Things (IoT) have brought about revolutionary changes in the accessibility, methods, and content of education. The COVID-19 pandemic, in particular, has starkly demonstrated the necessity and potential of remote education. However, current higher education laws are predominantly structured around traditional educational methods, lacking the flexibility to adapt to the rapidly changing educational environment. To address this, it is essential to strengthen digital education infrastructure, ensure the quality of online education, and establish legal grounds for enhancing privacy protection and cybersecurity. The challenges posed by demographic decline and aging, leading to regional extinction, present new issues for higher education. Many universities are struggling with reduced student numbers, and the situation is particularly dire for regional universities. There is a need for developing customized educational programs tailored to regional characteristics, strengthening regional cooperative education, and implementing lifelong education programs considering aging populations. Additionally, ensuring the autonomy of universities and promoting industry-academia cooperation are crucial for universities to contribute to regional economies and societies. This paper proposes directions for amending higher education laws in response to the digital revolution and demographic changes. It suggests strategies such as enhancing university autonomy, promoting lifelong education, and fostering industry-academia cooperation. By doing so, it aims to establish the legal and institutional foundations necessary for higher education to meet societal demands and achieve sustainable development.

현대 가정의 변화가 가정에서의 청소년 기독교교육에 미치는 영향과 그 대안

이정관 한국실천신학회 2011 신학과 실천 Vol.0 No.27

오늘 가정을 둘러싸고 있는 사회 환경의 빠른 변화와 함께 기독교 가정에서의 청소년 기독교교육은 여러 가지 면에서 위기에 직면해 있으며 그 위기를 해결함에 있어서 도움을 필요로 한다. 이 시점에서 오늘의 기독교교육에 대한 실질적인 몇 가지 문제를 집어볼 필요가 있다. 현대사회는 산업화를 기초로 한 전문화로 세분되면서 현대의 가정 구조 역시 빠른 변화의 결과를 가져왔다. 이러한 빠른 변화는 사회구조의 직간접으로 많은 영역에 영향을 미쳐서 기독교 가정교육에 효과적이지 못한 모습을 나타내고 있다. 특히 가정은 사회 집단의 기초구조로 가정의 기능과 구성원의 가치관 등 인간관계 있어서 많은 변화를 가져왔으며 계속해서 변화를 하고 있다. 이런 가정의 변화들이 기독교 청소년 가정교육에 많은 영향을 가져 왔다. 그러나 시대가 변화고 사회가 변하고 그리고 가정이 변화를 가져 왔어도 가정은 지금도 존재하고 있으며, 모든 개인적인 체험에 있어서 주된 훈련소인 교육의 장으로 남아 있다. 그리고 부모들은 여전히 첫 번째 가정에서의 교사로 남아 있으며, 자녀가 가정에서 이미 많은 기독교 교육을 받게 됨으로 한 자녀에 대한 모든 이야기는 그의 가정적 배경을 가지게 될 것이다. 이는 과거에도 존재 했으며, 미래에도 문화적 변천에 적응하면서 존재해 나갈 것이다. 그러므로 본 연구는 이러한 기독교 가정에서의 청소년 교육에 대한 시대적인 요청과 시대적인 상황의 변화를 수용하면서 청소년 기독교교육의 올바른 방법론적인 이론을 형성하고 새로운 방향을 찾는데 목적이 있다. 이 목적을 위하여 가정은 기독교교육의 시작점이기 때문에, 먼저 교육의 장인 기독교 가정에서의 청소년교육의 중요성과 문제점들을 집어보면서 현대 가정의 변화가 청소년 교육에 미치는 영향을 살피고, 두 번째로 기독교교육의 장으로서의 가정과 교사로서의 부모의 역할을 살펴볼 것이다. 그리고 세 번째로 현대 가정의 변화들이 청소년 교육에 미치는 영향과 문제점들을 찾아봄으로써 청소년 기독교 교육과 가정에서의 교육의 현실을 살펴보고 끝으로 부모교육과 기독교 가정의 청소년 교육을 위한 교회와의 협력을 살펴봄으로 현대 가정의 청소년교육에 대한 대안을 제시 하고자 한다. With a rapid change in the social environment surrounding families, Juvenile Christian education in Christian families is faced with a crisis in many aspects, and it requires many forms of help to ascertain what is needed to address this crisis. It is necessary to study some practical questions on today's Christian education at the time of this writing. Based on industrialization, modern society was subdivided into various fields, which led the structure of the modern family to be rapidly changed as well. This kind of rapid shift had a considerable impact on social structure directly and indirectly so that it appears to have had a negative effect in Christian family education. Particularly, family, the basic structure of the social group, brought many changes in human relationships such as the function of the family and value system of the members of each family which still changing. These changes in the family brought upon an enormous effect on Juvenile Christian family education. However, even though times have changed, societies have changed, and families have changed, family still exists, and it remains as a place for education for all the individual experiences. In addition, parents remain as the first teachers in their family, and by getting a lot of Christian education in the family, every story about a child in a family can have his or her family background. That is what existed in the past, and it will exist in the future, adjusting to cultural changes. Therefore, this study aims to form appropriate methodological theories on Juvenile Christian education and find a new way by accepting the needs of the times and the changes of context on Juvenile education in a Christian family. To fulfill this task, firstly, as a family is the starting point for Christian education, this study deals with Juvenile education in a Christian family and the effect that changes in families have on education. Secondly, families as places for Christian education and parents' role as teachers in the families will be studied. And thirdly, by finding some problems that changes in modern families have on Juvenile education, the reality of Juvenile Christian education and family education will be studied. Finally, by studying the cooperation with churches for parents' education and Juvenile education in modern families, the alternative in modern families will be suggested.

일반경비원 신임교육의 만족도 및 경비업무의식 변화에 영향을 미치는 요인 연구

유준석 ( Yoo Jun Seok ),정승민 ( Jeong Seung Min ) 한국경찰학회 2019 한국경찰학회보 Vol.21 No.3

This study set out to investigate what factors would influence satisfaction with education and changes to the perceptions of the security job after education among general security guards in a recruit education course. It also aimed to test if satisfaction with education would have positive effects on their changing perceptions of the security job. The analysis results show first that satisfaction with education was under the influence of instruction, curriculum, and individual characteristics. That is, more positive perceptions of the instructional aspect, greater perceptions of good curriculum management, and stronger voluntary participation and enthusiasm for recruit education led to higher satisfaction with education. Secondly, instruction, curriculum, and individual characteristics had impacts on changes to the perceptions of the security job. That is, greater satisfaction with the instructional aspect, more positive perceptions of the curriculum, and higher participation rate and enthusiasm for the recruit education course resulted in more positive impacts on the changing perceptions of the security job. Finally, the study examined the effects of satisfaction with recruit education among general security guards on their changing perceptions of the security job and found that higher satisfaction with recruit education led to more positive changes to the perceptions of the security job, which confirms significant relations between the two factors. In short, these findings supported the research hypotheses: The instruction, curriculum, and individual characteristic factors will have positive effects on satisfaction with recruit education and changing perceptions of the security job among general security guards and Satisfaction with recruit education will have positive effects on the changing perceptions of the security job among general security guards. Based on the analysis results, the study puts an emphasis on the maintenance of quality excellence in recruit education for general security guards and raises a need to work on the reinforced professionalism of teachers and instructors by checking and revising the curriculum regularly, evaluating lectures by professors on a regular basis, and developing a teaching method.

교양 마이크로디그리와 복수 학위제도의 효용성

강연임(Gang, Yeon-im) 다빈치미래교양연구소 2022 교양학연구 Vol.- No.18

급변하는 사회는 대학 교육에서도 변화를 요구하고 있다. 사회에서 요구하는 역량을 파악하고, 그것을 학생들에게 교육하기 위해서는 다양한 교육 콘텐츠와 교육 방법이 필요하다. 대학 교육이 시대 변화에 민감하게 대응하는 것이 적절한지에 대해서는 이견이 없지 않지만, 중요한 점은 교양교육의 경우 사회의 요구를 무시할 수 없다는 점이다. 그러한 요구에 대응하면서 학생들의 능력을 키우고자 운영하는 것이 바로 마이크로디그리와 교양 학위제도이다. 교양 마이크로디그리는 지정된 교양 교과를 집중 이수함으로써 단기간에 미니학위를 취득하거나, 역량별 미니학위를 교양 학위로 연계하여 복수학위를 취득케 하는 데 목표를 둔다. 이를 위해 총 다섯 개 역량, 즉 이타적 인성 역량, 자기애적 감성 역량, 주체적 자립 역량, 창의적 문제해결 역량, 융화적 소통 역량을 설정하고 각 역량별로 5~8개의 교과를 배치하여 운영한다. 교양 마이크로디그리의 이수를 통해 학위를 취득하는 제도가 교양 복수 학위제도이다. 교양 복수 학위는 해당 마이크로디그리에서 각 12학점씩, 총 36학점을 이수하면 취득할 수 있다. 교양 교육과정 개편의 가장 큰 의미는 학생 중심 교육이 가능하다는 점이다. 학생 스스로 학위를 취득하기 위하여 긴 안목에서 교양 교과를 선택적으로 학습할 수 있다. 뿐만 아니라 교양 마이크로디그리와 전공 교육을 연계하기도 하여 학문의 다양성과 확장성을 경험할 수도 있다. 교양 마이크로디그리와 교양 복수학위를 이수하는 과정에서 학생들은 자연스럽게 융복합적인 사고능력도 기를 수 있다. 교양 마이크로디그리와 복수 학위제도는 급변하는 사회에서 요구되는 전문성을 교양 학위를 통해 해결할 수 있는 방법이다. 또한 전공학과의 변화를 효과적으로 모색하기 어려울 때 교양교육 과정을 통해 변화하는 시대상에 탄력적으로 대응하면서 전문성 제고도 강구할 수 있다. The changes in education according to the changed social changes were examined through the Liberal Arts Micro Degree and Bachelor of Liberal Arts system. There are many disagreements as to whether it is positive for education to respond sensitively to changes in the times, but the important point is that Liberal Arts education that meets the needs of society is necessary. It can be said that Liberal Arts Micro Degree and Bachelor of Liberal Arts system in Liberal Arts education are actively converging these. The above discussion is summarized as it is. First, changes in the educational environment and the necessity of redesigning Liberal Arts education were investigated. In modern society, knowledge and information required by society are rapidly changed regardless of time. Therefore, it is necessary to seek changes in the Liberal Arts education of the Universities in order to meet such demands. Now, it is necessary to move away from the perception that Liberal Arts are simply credits to be completed for graduation, and to seek a horizontal link between Liberal Arts subjects, and furthermore, it must change to the direction of educating the newly required professionalism. To achieve this, the need for a redesign of the Liberal Arts education is emerging because it is only possible to improve the existing Liberal Arts education system. Second, the operational status and educational performance of the Liberal Arts Micro Degree were reviewed. The Liberal Arts Micro Degree aims to acquire additional degrees in a short period of time by intensively completing designated Liberal Arts subjects, or to obtain Dual Degrees by linking mini-degrees by competency to Liberal Arts Degrees. To this end, a total of five competencies, namely, altruistic personality competency, narcissistic emotional competency, independent self-reliance capacity, creative problem-solving capacity, and integrative communication capacity were established, and a Micro Degree course was provided for each competency. International Society and Human Rights Expert Course for altruistic personality competency, Art Culture Planning Course, Creative Musical Production Practice Course, Festival Play Culture Planning Expert Course for narcissistic emotional competency, ICT Utilization Master Course, Korean Language Proficiency Crtification Course, Cultural Content Creator Specialist Course for independent competency, Software Coding Course, Convergence Cultural Knowledge Cultivation Course, Content Convergence Startup Course for solving competency the creative problem, and In the integrative communication competency, the Liberal Arts English Course, Humanities Counseling and Healer Course, and Communication Master Course were included. Third, the effectiveness of the Liberal Arts Micro Degree System and the Dual Degree System was examined. In order to meet the social needs, it is the Micro Degree and the Double-Degree Liberal Arts system that have expanded the Liberal Arts education to seek changes. Through this reform of the Liberal Arts curriculum, student-centered education can be made possible. This is because students can selectively study Liberal Arts subjects from a long-term perspective in order to obtain a degree on their own. It can also lay the foundation for convergence education. This is because the diversity of disciplines can be recognized by linking the Liberal Arts Micro Degree with major education. In the process of completing the Liberal Arts Micro Degree and Double Liberal Arts Degree, students can naturally develop convergence thinking skills. In addition, the professionalism required in a rapidly changing society can be solved through a Liberal Arts Degree. In general, the problem of rigidity to changes in majors can be actively resolved in Liberal Arts education.