Development of an Integrated Design Model for Teacher Education Programs in Graduate Schools of Education Based on Holistic Educational Philosophy

This study aims to analyze the structure of graduate-level teacher education programs through the lens of Miller’s Holistic Educational Philosophy, focusing on the core concept of “connectedness.” By quantitatively examining curriculum documents, the study explores three sub-variables: intra-disciplinary coherence, interdisciplinary integration, and the degree of philosophical articulation. The analysis revealed that while intra-disciplinary connectedness was relatively strong, interdisciplinary linkage and the internalization of educational philosophy were weak. This suggests a fragmented and function-oriented structure within current teacher education curricula.Toaddress these limitations, the study developed a prototype curriculum model comprising five core modules and conducted a three-round Delphi survey with 14 in-service elementary and secondary school teachers to validate its feasibility. The expert panel showed high consensus, exceeding the CVR (Content Validity Ratio) threshold, on the importance and feasibility of elements such as reflective teaching practices, interdisciplinary team-teaching modules, and philosophically grounded goal-setting.Furthermore,this study examines the potential of integrating philosophical design principles with AI-based instructional design tools in the context of expanding futuredigital learning environments. While AI supports the automation of educational designthroughadaptive learning pathways, personalized feedback, and data-driven goalsetting,italso poses risks of neglecting educational purpose and humanistic values. Thus, this research highlights the need for future studies that harmonize philosophical integrity with technological innovation.In conclusion, the study offers both theoretical and practical implications by proposing a structurally integrated teacher education framework. It emphasizes a shift from a fragmented, functionalist model to a holistic one that fosters intra- and interdisciplinary curriculum coherence, collaboration-based lesson design, and a framework for evaluating whole-person education.