KJCKorea
Journal Central

This study aimed to empirically examine how e-portfolios reflect university students’ career design processes and self-directed learning competencies. To this end, a mixed-methods approach was employed, analyzing 50 e-portfolios submitted to an e-portfolio contest during the first semester of the 2025 academic year. Quantitative analysis was conducted using a five-level rubric across six evaluation criteria, while qualitative analysis focused on career narrative structures, expression strategies, and the linkage between learning experiences and activities. The quantitative results revealed that higher-rated portfolios in the areas of career goals and future planning were characterized by the specificity of goals, the logical coherence of action plans, and consistency in self-directed narration. The qualitative analysis identified four types of career narratives: job-oriented, value-oriented, practicality-oriented, and exploratory. Portfolios receiving higher ratings tended to integrate career goals with academic and co-curricular experiences within a coherent past–present–future temporal structure, and actively employed reflective narratives on failure as well as language expressing self-efficacy. These findings suggest that the structural organization of career goals and self-directed narrative expression are key factors distinguishing the qualitative level of e-portfolios and the maturity of students’ career design. Furthermore, by analyzing authentic student-written portfolio texts, this study demonstrates that e-portfolios function not merely as repositories of learning records but as narrative learning tools that promote career design and reflection-based learning.

This study investigates the learning experiences of AI Edutech students participating in a metaverse‐integrated AI courseware development project at a regional university. Drawing on literature related to Edutech-based instruction, existing course materials, questionnaires, reflective journals, and interviews, the study analyzes students’ learning processes across the course stages. Results indicate, first, that the project meaningfully supported students’ academic and personal growth. Second, students reported positive experiences such as novelty and engagement in using virtual tools, increased motivation when learning emerging technologies, collaborative problem-solving through team activities, iterative feedback during development, and a sense of accomplishment in designing instructional environments within the metaverse. Third, students experienced difficulties related to unfamiliar concepts, limited time for learning and development, challenges in defining problems and instructional strategies, and establishing effective teamwork. Fourth, enhancing instructional effectiveness requires scaffolded, learner-centered support systems aligned with students’ competency levels. Overall, this study provides empirical insights to inform instructional design and implementation strategies for higher education programs integrating AI Edutech and emerging digital technologies.

The purpose of this study was to examine the effects of a community-linked, project-based Problem-Based Learning(PBL) smoking cessation program on nursing students’ attitudes toward learning, satisfaction with major, problem-solving skill. A quasi-experimental design with a nonequivalent control group pretest–posttest structure was used. A total of 30 nursing students from D University in K City participated and were assigned to an experimental group (n=15) and a control group (n=15). The intervention consisted of a four-session extracurricular program. Data were analyzed using the IBM SPSS/Win 25.0 program with frequency, mean, standard deviation, Chi-square test, Mann–Whitney U test, and Wilcoxon signed-ranks test. After the intervention, the experimental group showed significant improvements compared to the control group in attitudes toward learning (Z=-3.04, p=.002), satisfaction with major (Z=-2.27, p=.023), and problem-solving skill (Z=-2.98, p=.003). Among the subscales of problem-solving skill, problem definition (Z=-3.08, p=.002), solution planning (Z=-2.24, p=.025), solution implementation (Z=-2.84, p=.005), and solution evaluation (Z=-2.98, p=.003) showed significant improvements, whereas problem identification (Z=-1.94, p=.053) did not show a significant difference. This program integrated academic learning with community field practice using project-based PBL. The results suggest that this approach effectively enhances nursing students’attitudes toward learning, satisfaction with major, and problem-solving skill, and can serve as a practical educational strategy to promote experiential, community-based learning in nursing education.