This study aims to analyze the demands of teachers regarding AI-based career and admission guidance services and to provide implications for developing support systems for middle and high school students. In-depth interviews were conducted with 12 teachers and career education center officials who operate career-related programs. Based on these interviews, a survey was developed and administered to a total of 76 teachers. To analyze the demands, the differences between importance and performance were verified using t-tests, Borich’s needs assessment, and the Locus for Focus model were also utilized to identify urgent needs. For service-related needs, basic statistical analysis was performed. The results showed that both Borich analysis and the Locus for Focus model identified “interpretation of academic performance changes” as the most urgent need. Other highly important factors included students’ career goals, desired occupations, academic activities, and communication between schools and homes. Teachers expressed strong needs for services related to academic performance trends, desired career information, and college admission information. Based on the findings, the study suggests that AI-based systems should be linked with NEIS for efficient data collection and management, expand the range of data to include qualitative information such as reasons for academic changes, and manage both students’ and parents’ career and admission preferences to enable comprehensive support.
Huh et al. (Thu,) studied this question.