KJCKorea
Journal Central

The purpose of this study is to identify the influencing factors on the coaching activities of internal coaches and to explore the implications for the development and management of internal coaches. To achieve the purpose of this study, we utilized the Delphi method, which is a method for developing a collective consensus among experts on policies or issues that are difficult to measure using quantitative methods, and applied a modified Delphi method based on the extensive and systematic analysis of previous studies. The study participants were selected from company A's internal coaches with more than 10 years of total work experience and more than 1 year of internal coach experience. After analyzing the job performance influencing factors identified in previous studies, we developed a customized Delphi survey tool through the verification of advisors with experience as internal coaches at Company A, and the Delphi survey was conducted twice. As a result of the Delphi survey, 27 factors that significantly influenced the coaching activities of internal coaches out of a total of 39 factors were adopted by consensus among the study participants. In the organizational/environmental dimension, 14 out of 22 factors were selected, and in the individual dimension, 13 out of 17 factors were selected. Based on the results of this study, we discussed how to develop and manage internal coaches.

This study aimed to enhance university students’ career competency by designing and implementing a group coaching program based on the action research methodology. The program was structured around self-understanding, action planning, peer feedback, and reflection. Both quantitative and qualitative data were collected and analyzed using a mixed-methods approach. The quantitative analysis showed statistically significant improvements in career self-regulation, strength use, and self-leadership. The qualitative analysis revealed four main themes: deepened self-understanding, clarification of career goals, strengthened intention for action, and experiences of emotional support. By incorporating a cyclical structure of planning, action, reflection, and adjustment, this study empirically demonstrates the effectiveness of group coaching as an educational intervention to enhance students’ career competency. The findings also provide a practical foundation for future career education and co-curricular program development.

The purpose of this study was to propose implications for the effective utilization of AI education by analyzing university instructors’ perceptions and competency needs related to AI education. To this end, an online survey was conducted targeting professors at University A, focusing on their perceptions and needs regarding the use of AI in education. The collected data were analyzed using independent samples t-tests, one-way analysis of variance (ANOVA), and the Locus for Focus model. First, perceptions regarding the use of AI education in the public education sector were high across all items, including the need for AI-based education to help students prepare for university admission, improve learning outcomes, support career development, and promote the spread of AI-based technologies. Second, those with prior experience using AI tools showed the highest willingness to implement AI-based education in the future. However, support for resolving technical issues when using AI tools was found to be the lowest. Third, in terms of instructors' competency needs for utilizing AI education, the perceived future need exceeded the current performance across all competency areas. Among them, AI ethics practice competency and AI instructional design competency were identified as top-priority areas. This study is significant in that it provides field-oriented, practical implications for the effective implementation of AI education in the university setting. The findings are expected to serve as a foundation for developing specific strategies to support teaching and learning using AI in higher education.