Perspectives of Parents and Teachers in Regional Areas on Academic Factors Required for University Pathways - Using Language network analysis -

Students' pathways to universities are influenced by regional factors and various environmental variables. In particular, parents and teachers directly and indirectly influence students' learning processes and academic achievements, which ultimately play a significant role in the university pathways. Therefore, investigating the perspectives of parents and teachers in regional areas on academic factors is crucial for identifying background factors related to students' academic achievement and pathways. The current study aims to clarify the perceptions of parents and teachers in different regions regarding the academic factors (university/career pathways, study habits, and academic performance) that could provide insights based on these perceptions. The study adopted focus group interviews with teachers and parents residing in urban and suburban areas, and analyzed the responses using language network analysis. The findings indicated that while both teachers and parents recognized the importance of academic factors related to university/career paths, study habits, and academic achievement, there were differences in the sub-factors considered important between urban and suburban Areas. This study provides valuable insights into understanding the perspectives of parents and teachers in regional areas on academic factors and identifying factors that can support academic achievement according to regional characteristics.