Teachers’ Perception of Course Innovation and Teachers’ Job Commitment: Measuring Success of the College English Innovation Program

Higher education is undergoing transformation, with South Korea's Ministry of Education leading efforts to integrate technology in learning.In 2023, A University responded by innovating its College English courses to prepare students for global communication, digital fluency, and professional success.The course enhancements focus on using digital tools, interactive environments, studentcentered teaching, and problem-based learning.This study investigates the relationship between teachers' perception of course innovation, their job commitment, and the success of the College English Innovation Program.The findings reveal a neutral teachers' perception of course innovation, indicating a view that neither supports nor opposes it.Teachers' job commitment showed moderate levels, where teachers are not fully engaged.The success of the program was moderate, suggesting that progress was made, but not all goals were achieved at the time of research.A non significant positive relationship was found between teachers' perception and their job commitment.Moreover, the mentioned variables have no significant influence on the program's success.This outcome not only reflects the typical neutral phenomena observed in the early stages of innovation but also indicates a tendency toward openness, caution, and the potential for critical improvement.The study's limited sample size may have restricted its ability to detect significant effects, signaling the need for future research with more participants and exploration of other factors affecting program success.This outcome does not invalidate the research questions but points to areas for further investigation.