Metacognition and Core Competencies of Beauty Major College Students: Analysis by General and Academic Characteristics

Purpose: To analyze whether there were differences in metacognition and core competencies among college students majoring in beauty who were grouped according to their general and academic characteristics and to derive educational implications based on the results.Methods: A survey was conducted from March 13 to April 26, 2024, and 342 copies were collected. Data were analyzed through frequency, factor, and reliability (Cronbach’s α) analyses, <i>t</i>-test, one-way analysis of variance, and Scheffe’s post-test.Results: Significant differences were found in both metacognition and core competencies among patients stratified according to grade, age, major satisfaction rating, class satisfaction rating, and academic performance. Particularly, academic achievement and major and class satisfactions were confirmed to be key factors in improving metacognition and core competencies.Conclusion: By empirically demonstrating that metacognition is a key factor in promoting core competencies, we propose an educational direction for fostering talents who will lead the future beauty industry. Particularly, in order to strengthen the creative thinking, problem-solving, and self-leadership skills of beauty majors, systematic metacognitive education and the design of practical classes based on problem-based learning are essential. This integrated approach is expected to substantially contribute to the cultivation of core competencies of beauty majors.