Analysis and Exploration of Strategies to Improve the Operation of Convergence Courses in Graduate Schools

Objectives This study aims to analyze the current status and issues of six convergence courses offered in 2023 within three interdisciplinary programs (Innovative Medical Science, Global Smart Farm, and Smart City Global Convergence) at S University’s graduate schools. Based on the data analysis, the study seeks to propose improvement strategies and directions for designing convergence courses. Methods The research methods included analyzing the course operation records of six convergence courses, conducting written surveys with student focus groups, administering questionnaires to students enrolled in the convergence courses, and gathering opinions from experts in interdisciplinary education at the university levels. Results The findings indicate that the convergence courses helped expand students' multidisciplinary knowledge and improve their practical skills. Specifically, project-based learning, which allowed collaboration among students with diverse academic backgrounds, along with lectures by field experts and hands-on projects, positively influenced students' convergence thinking and problem-solving abilities. However, several areas for improvement were identified in the course design, management, and evaluation. Key issues included fairness in performance evaluation in team projects, lack of interaction between faculty and students, insufficient systematic feedback from instructors, and a lack of financial support for field practice. Conclusions To enhance the quality of convergence courses, this study suggests improvements such as developing tailored content based on learner needs analysis, establishing common course guidelines, introducing effective team formation methods, strengthening interaction-focused teaching and learning methods, building a systematic mentoring system, improving the quality of field practice programs, and incorporating mid-term and process evaluations. For the graduate schools of S University to operate convergence courses in a more structured and effective manner, there is a need for a new teaching and learning model and evaluation system that considers the unique characteristics of convergence curricula, as well as comprehensive support and improvement efforts at the university level.