대학생의 전공 전환 경험 탐색

초록

With the recent expansion of educational choices in higher education, there is an increasing demand for a system that ensures flexible learning pathways. This study aims to examine college students’ experiences of major transition, approaching it not merely as an administrative change but as a dynamic process in which learning experiences, career decisions, and learner identities are formed through personal narratives. To this end, in-depth interviews were conducted with 30 undergraduate students who had experienced a major transition. The colleted data were analyzed using thematic analysis. The findings reveal that students’ decisions to undergo a major transition were driven by a re-evaluation of their majors and career goals, as well as by strategic choices to meet graduation requirements. Despite challenges including complex administrative procedures, limited information, and a weakened sense of belonging, they engaged in informal learning grounded in formal education with reflection through adaptation, convergence, and perspective expansion, positioned themselves as learning agents. This study conceptualizes major transition as a process of “becoming” and provides practical implications for creating learning environments that support students’ growth as learning agents and convergence talents.

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