Analysis of college students' perceptions and needs of convergence education practice methods: Focusing on the case of S University

Objectives The purpose of this study is to categorize convergence education practice methods into six types and analyze the perceptions and needs of undergraduate students at S University regarding these methods. Methods To achieve the research purpose, the researcher classified convergence education practice methods in-to six types through literature review. Based on them, the needs analysis was conducted through the ques-tionnaire targeting the undergraduate students at S University. For the analysis, the t-test, Borich need assess-ment model, and Hershkowitz's criticality function were used. Results Among the methods of implementing convergence education, the methods that S University under-graduate students recognize as most important were identified in the order of AI liberal arts curriculum expansion, teaching and learning innovation, and student-designed majors. Among these, regarding the operation of the stu-dent-designed major system, the current implementation level of S University was recognized as higher than the level of importance. As a result of calculating the Borich demand value, it was confirmed that the following order was innovation in teaching and learning, system for allowing major changes without division, and innovation in major curriculum content. By synthesizing the results of Hershkowitz's critical function analysis, the practice of convergence education through innovation in the teaching-learning area had the highest level of demand from S University undergraduate students. Conclusions Based on the results of this study, first, in order to practice convergence education in university set-tings, it is important to introduce educational content and curriculum that break down the boundaries between majors, but it is also necessary to discuss educational methods to put this into practice. Second, It was suggested that strengthening the capacity of instructors to practice convergence education is also important, and thirdly, that an administrative and financial support system suitable for each university's situation to practice convergence ed-ucation should be established.