This study aims to explore the professional competencies and identity transformation process of pre-service nutrition teachers as key agents in supporting students with complex difficulties, ahead of the full implementation of the ‘Student-Customized Integrated Support Act’ in March 2026. To this end, a ‘customized education design project for students with complex difficulties’ was conducted with five pre-service nutrition teachers using the ADDIE model, and the process was analyzed using a qualitative case study method. The results of the study are as follows: First, participants demonstrated multi-dimensional diagnostic competencies by categorizing students with complex difficulties into ‘emotional deficiency type’, ‘body image distortion type’, and ‘environmental nutrition illiteracy type’. Second, through the cyclical structure of the ADDIE model, participants secured systematic design competencies ranging from data-based analysis to feedback-oriented evaluation. Third, participants moved beyond concerns about initial administrative workload and redefined their identity as ‘data-based educational experts’ who collaborate based on dietary data. This study provides a specific role model for nutrition teachers to establish the student-customized integrated support system and can serve as foundational data for reforming teacher training curricula based on multi-professional collaboration.
SunMi Park (Sun,) studied this question.