This study reexamines the course allocation problem, a core challenge in the operation of the high school credit system, from the perspective of curriculum operation decision-making, and examines the effectiveness and scalability of an optimization algorithm–based course allocation system developed and operated using internal school capacity. Analysis of curriculum operation at a case school (A School) showed that course allocation functioned as a mediating mechanism for curriculum-related decisions, including class section determination, moving-class placement, teacher workload assignment, and timetable construction. Changes in the system between 2021 and 2025 further indicated that course allocation systems are shaped by schools’ perceptions and staff competency. Comparison with the course registration system provided by the Korea Institute for Curriculum and Evaluation for the High School Credit System showed that the optimization system reduced unassigned course selections by up to 6.25% and, in some semesters, achieved complete assignment of all student selections, while also improving administrative efficiency. Application to two schools of different sizes demonstrated scalability: in a small-scale school, unassigned selections were reduced from 6.67% to 1.67%, and in a large-scale school, all selections were assigned while more faithfully reflecting school-specific allocation priorities. These findings suggest that course allocation should be reconceptualized as a curriculum operation decision-making issue and that optimization models offer a practical approach for supporting the stable implementation of the high school credit system.
Kim et al. (Sun,) studied this question.