Through a narrative research method that studies individual lives and experiences, this study confirms whether mental power education in the actual educational field is functioning as intended and suggests a direction for development. Existing studies...
Through a narrative research method that studies individual lives and experiences, this study confirms whether mental power education in the actual educational field is functioning as intended and suggests a direction for development. Existing studies were often based on surveys of learners by researchers outside the educational field, and these studies were difficult to capture actual opinions of the educational field due to the nature of the military organization. It seemed that there was a need for additional research on this. As a result of the study, the study participants pointed out the lack of purpose and justification of the unit schedule as difficulties in barracks life in the narrative process. Mental power education plays an important role in giving legitimacy and a sense of mission in barracks life, but research participants were not fully aware of the purpose of mental power education. Also, they could not feel such purpose in their actual education system. In order to improve these problems, it is proposed to implement mental power education linked to the unit schedule and to revitalize mental power education in the field, such as training, work, and daily life. It is hoped that this study will inform the necessity of qualitative research on military organization and mental power education and contribute to the selection of research methods for subsequent studies.