Secondary teachers’ perceptions on the introduction of the high school credit system

The introduction of the High School Credit System (HSCS) marks a milestone in secondary education in Korea, as it aligns with the 2022 Revised English National Curriculum (2022 RENC) and fosters a learner-centered approach and competency development in students. This study explores teachers’ perceptions of the HSCS, focusing on its role in enhancing students’ core competencies as stated in the 2022 RENC, and the anticipated challenges in its implementation. Data were collected from both middle and high school teachers through surveys and in-depth interviews. Descriptive statistics and independent t-tests revealed that teachers with more experience expressed greater skepticism toward the system as participants cited concerns over increased administrative workload, the need for additional training, and the pressure to teach outside their areas of expertise. Despite these drawbacks, many participants acknowledged benefits such as offering students greater autonomy and course flexibility, which could foster motivation and better align with future career aspirations. Though HSCS may offer opportunities for students to exercise autonomy and flexibility in choosing courses, participants noted that students may need structured guidance in course selection to better align with their career goals. This study highlights the advantage of HSCS in fostering autonomous learning, yet also points out the need for comprehensive teacher training and support for the successful implementation of HSCS in the field. The findings of this study contribute to the current discussions about educational reform in Korea. For HSCS to succeed, a proper balance should be found in preparing teachers and achieving the educational goals promoted by the 2022 RENC.