Implications for Convergence Curriculum Development and Operation through Analysis of Students' Perception of Convergence Education: A Case Study of A University

This study aimed to explore how university students perceive the meaning and methods of convergence, in order to derive implications for the development and operation of university convergence curriculum. The analysis targeted responses from 142 undergraduate students at A University. The research questions addressed: first, what is the perception and experience of students regarding the need for convergence education, how students perceive convergence and what convergence methods they consider appropriate; and third, what obstacles to convergence education students perceive. These were analyzed using SPSS 27 through frequency analysis, mean comparison analysis, and cross-tabulation. The results showed that A University students recognized the need for convergence education but lacked experience in it. They perceived a convergentism meaning as appropriate and considered education that integrates similar academic disciplines and various departmental curricula as suitable. Many students perceived the traditional university structure divided by departments as a major obstacle to convergence education. there were generally no significant differences based on major or year of study. Based on these findings, the study proposed implications for the development and operation of convergence education programs at A University.