An Exploration of Curriculum Development Directions Through an Analysis of University Students’ Awareness of Core Competence

To realize competence-based education in the university, the goals of the curriculum should be described according to competence, while measurement and performance should be managed using appropriate core competence diagnostic tools. The purpose of this study is therefore to identify and explore the improvement directions of curriculum through core competence diagnosis. To achieve this, preliminary and follow-up surveys were conducted using offline questionnaires with students in the Department of Library and Information Science. According to the results of the analysis of this core competence diagnosis, the weakest competence was glocal competence, which was found to be statistically significant (t = 9.095, p < .000). Among the four sub-factors of glocal competence, the ability to use foreign languages was the least developed (t = − 25.286, p < .0001). There is a need to promote a variety of experiences and organize a program that develops confidence in students to converse with foreigners or to write what they wish in a foreign language. The result of the analysis of differences in the individual core competencies of Library and Information Science students showed that 33 (82.5%) of 40 students had a statistically significant difference in student competence, indicating that student learning core competence had somewhat improved. This study analyzed the difference in awareness of core competence through pre- and post-diagnosis using the self-core-competence measurement tool. By exploring, developing, and providing customized curriculum according to student needs based on this tool, it is expected that self-directed student participation and core competence can be increased.