Academics
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Academics
College of Fine Arts Hosts 'First Step Exhibition'
The College of Fine Arts commemorates its 60th anniversary with an exhibition at the KUMA Museum First-year students showcase their initial creations, and organizers hold a special opening ceremony for parents and members This exhibition marks the beginning of artistic education on campus To celebrate its 60th anniversary, the College of Fine Arts launched the "2026 College of Fine Arts First Step Exhibition" and organized a special event for university members and parents. The exhibition provided a platform to share the freshmen's initial artistic creations with the university community. The exhibition unveiled the initial artworks created by the newly admitted freshmen of the College of Fine Arts. The students prepared space designs featuring the first-year student character "Mirangi" and interactive installation art to enhance the visitor experience. The college held the exhibition on the first through fourth floors of the KUMA Museum building from Monday, June 8, to Sunday, June 14. (Left) Dean Hyoung-min Na delivers welcoming remarks at an opening ceremony on Monday, June 8. (Right) Dean Na and students participate in the ribbon-cutting ceremony. Opening Ceremony Welcomes Parents and Outlines Curriculum On the afternoon of June 8, organizers held an opening ceremony on the first floor of the museum. Faculty members, parents, students, and other university personnel attended the ceremony to celebrate the students' artistic debut. The college also introduced a parent invitation program to directly showcase its curriculum and creative environment. The College of Fine Arts linked this exhibition with educational programs designed to help first-year students adjust to their studies and expand their creative pursuits. Through consultations on the art-making process and advisory feedback programs, the college helped students enhance their practical creative capabilities. Dean Hyoung-min Na of the College of Fine Arts stated: "The First Step Exhibition supports our first-year students as they embark on their journey as professional artists. This exhibition is especially meaningful because it invites both the university community and parents of our students to join us in celebrating the 60th anniversary of the college." He added, "Presenting their artworks to the public for the first time is a vital experience for students. We must view this as an extension of their education, supporting their creative drive and artistic growth." The College of Fine Arts operates various student support initiatives. In addition to exhibitions, its signature program is the overseas training program. Each year, the college selects over 30 undergraduate students to participate in a seven-day overseas program. This program enables students to host exhibitions locally and experience diverse cultures. The college maintains collaborative relationships with institutions worldwide, including those in China, Germany, Hong Kong, Taiwan, and Singapore. Earlier this year, a training program took place in Rome and Florence, Italy, the primary creative base for Chair Professor Eun-sun Park.
2026.07.21 -
Global Eminence , Academics
Expanding AI Fashion Education at the 46th Graduation Exhibition
The Department of Clothing and Textiles hosts the “AI × Fashion Innovation Partnership Meet-Up” and the 46th Graduation Fashion Show Expands academic-industrial cooperation with AI and 3D fashion-tech enterprises to lead future fashion education Kyung Hee University’s Department of Clothing and Textiles in the College of Human Ecology hosted the "AI × Fashion Innovation Partnership Meet-Up" and the 46th Graduation Fashion Show "Beyond Human" at Grand Peace Hall. The event gathered representatives from partner AI and fashion-tech companies, the Seoul RISE Project Group, and alumni-founded fashion startups. Attendees shared the achievements of digital fashion education and discussed the future direction of academic-industrial cooperation. During the academic-industrial networking session, participants shared the current status of education and industry-academia cooperation within the department. This was followed by congratulatory remarks from key attendees, a commemorative photo session for the academic-industrial network, and networking among participating businesses and institutions. The day culminated in the 46th Graduation Fashion Show "Beyond Human." Yeu Jun Yoon, Dean of Academic Affairs (Seoul), emphasized the importance of collaboration between academia and industry in his congratulatory remarks. Yoon stated, "With rapid technological changes such as AI, it is difficult for universities to achieve success alone. We must cross the boundaries of academic disciplines and organizations to find pathways for shared growth." He added, "It is impressive to see the Department of Clothing and Textiles keeping pace with these changes and driving educational innovation." Tae-Kyung Kim, Director of the AI Education Support Center for the RISE (Regional Innovation-led University Support System) Project Group (Seoul), explained the necessity of AI convergence education. Kim predicted, "Artificial intelligence is not the exclusive domain of computer science or technical specialists. In the future, the convergence of AI with diverse fields will become increasingly critical." He emphasized the need to cultivate talent who can bridge expertise in their respective fields with technology through AI convergence education. The event featured key partner companies in the AI and fashion-tech sectors, including Studiolab (AI photography, content generation, and product detail page automation), MeTown (3D digitization and AI rendering), Code-Create (AI-human collaborative fashion design), Metabank (AI-driven virtual fitting solutions), Faddit (digital tech pack and manufacturing collaboration solutions), and Youth Hitech (CLO 3D-based virtual garment production). Representatives from AM Company (an eco-friendly, sustainable textile manufacturer), alumni-founded fashion brands ERTR and All in Complete, and fashion media outlets also participated to network and share insights. Participants of the “AI × Fashion Innovation Partnership Meet-Up” share directions for academic-industrial cooperation and discuss future collaboration. An Educational Environment Built Hand-in-Hand with AI and Fashion-Tech Enterprises Through industry-academic cooperation with AI and fashion-tech companies, the Department of Clothing and Textiles is actively cultivating future fashion leaders by establishing an educational environment where students can gain hands-on experience with cutting-edge industrial technologies. In their coursework, students develop practical competencies by directly utilizing various digital fashion technologies, including AI-based fashion design, 3D virtual garment production, 3D scanning, AI rendering, virtual fitting, and digital content creation. Through the University Innovation Support Project (Nexus Project), the department partnered with Studiolab to deliver training in AI-based fashion content production, and hosted the "Digital Fashion Tech Creation Contest" to assess students' digital fashion capabilities. In the "Technical 3D Pattern Design" course, they collaborated with Youth Hitech to provide education on 3D virtual garment creation utilizing CLO 3D software. Additionally, in the "Fashion Creation Studio 1 & 2" courses, students explored digital archiving methods in partnership with MeTown through hands-on practice in 3D scanning of fashion products, AI rendering, and utilizing the EVOVA 3D Showroom. They also practiced virtual fitting service planning with Metabank using its AI-based virtual fitting solution, "BOGOFIT." Furthermore, they held human-AI collaborative design practice using "AiDA," a generative AI fashion design program developed by Code-Create. Collaboration with sustainable fashion enterprises also continued. AM Company generously donated 700 yards of eco-friendly fabric used in the 2026 graduation fashion show. This allowed students to complete their collections by utilizing sustainable materials alongside AI and digital technologies. Professor Seonju Kam, who led the "Fashion Creation Studio 1 & 2" classes, emphasized the importance of AI-convergent fashion education, saying: "AI tech is a new creative language that designers must master. It is crucial for students to directly experience various AI tools, learn not to fear technology, and expand their designs through hands-on practice." She added, "The capability to look beyond simple tool usage and merge technology with creative ideas to generate new value will become increasingly vital in future fashion education.” Entrepreneurship education has also been linked with industry-academia cooperation. In cooperation with the RISE Project Group, the department operated the "Kyung Hee Fashion Creator" project, which enabled participants to experience the entire startup cycle, ranging from brand planning and product manufacturing to marketing and distribution. Moreover, in collaboration with Faddit, which offers AI-based fashion design and garment production collaboration solutions, and the Dongdaemun-gu Sewing Association, students gained hands-on experience in actual manufacturing processes, such as writing tech packs and creating samples. The department is also restructuring its curriculum through its participation in the 2026 RISE "AI-Related Department Support Project." It plans to run and refine 10 AI-convergent courses to enhance digital fashion and AI-based design competencies. Professor Hwa Kyung Song, Chair of the Department of Clothing and Textiles, stated: "Through educational innovation and academic-industrial cooperation leveraging AI and digital technologies, our department is dedicated to helping students develop competencies to proactively respond to future industrial transformations. We will continue to expand diverse educational programs and industry-linked opportunities to support our students' growth and development." Showcasing Advancements in AI Fashion at the Graduation Fashion Show Graduating students of the department showcased the achievements of their AI fashion education on the stage of the 46th Graduation Fashion Show "Beyond Human." Sixty-three students participated in eight teams, presenting a total of 126 garments. Rooted in posthumanism, "Beyond Human" conveys a message of shifting away from human-centric perspectives to explore boundaries and existences beyond the human. Students actively utilized various technologies during design development, such as generative AI design tools, 3D virtual garment creation, AI rendering, and virtual fitting. Rather than simply using AI-generated outputs, they selected and refined them to align with their unique concepts and design directions, culminating in highly creative collections. The runway stage videos were also planned and produced by the students themselves. Utilizing generative AI-based image and video editing technologies, they visually expanded each team's concept and structured the presentation so that the garments and video formed a single, cohesive narrative. The event served as a platform to demonstrate how AI and digital technologies are integrated into fashion education and creative processes, while validating a new educational model where academia and industry collaborate to nurture future fashion leaders. The finale of the 46th Graduation Fashion Show “Beyond Human.”
2026.07.13- SDG 4 - Quality Education
- SDG 9 - Industry, Innovation and Infrastructure
- SDG 10 - Reduced Inequalities
- SDG 12 - Responsible Consumption and Production
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Academics
Professor Jong-Do Park on Helping Students Graduate Without Hating Mathematics
Professor Jong-Do Park found the meaning of his Fellow selection in the enabling environment of his department which “strives to teach well.” He believes that all the faculty members continuously pursue the development of their students, and this selection is the result of representing those accumulated efforts. He stated, "I am grateful that the selection committee seems to have recognized the educational practices of the entire Department of Mathematics." Composing Lectures to Understand the Flow of Mathematics as an Academic Field Professor Park views major mathematics as a flow of academic study accumulated over a long period. Most of the content learned during the semester is the result of refinement for over more than a century. He believes that students should understand the connections and developments rather than memorizing individual concepts. Therefore, he emphasizes “academic connectivity” in every lecture. In the first class of a lecture, he explains the big picture of his course by organically binding the content to be learned during the semester. While the lecture progresses, he points out where they are now, what important and difficult concepts they will face soon, and what they need to prepare to understand them. This is out of his desire for students to not just accept organized results, but to follow the flow of thought of mathematicians like Gauss or Euler and see under what problem awareness they created new concepts and methods. Lectures Enabling Students to Actively Intervene as 'Protagonists' What Professor Park considers most important in class is that students do not remain “spectators” of the lecture but actively intervene to become “protagonists.” He believes that the classical method of explaining while writing on the blackboard with students directly taking notes and reviewing, is still the most effective. This is because students can only truly internalize the content when they follow definitions, theorems, and proof processes with their own hands, rather than just listening. However, he felt that the teaching methods must also change in accordance with the reality that students' learning styles and academic capacities have diversified. The turning point was the pandemic period. Prior to the pandemic, lectures centered on writing on the board and providing PDF materials afterward, but students accustomed to online classes showed different patterns after returning to face-to-face classes. Professor Park said, "Seeing students struggle with face-to-face classes, I felt the need to prepare online learning resources separately from offline lectures." In line with these changes, Professor Park began composing all lectures in PPT form and recording the lecture content in advance to provide them as videos for preparation and review. The “Kyung Hee Math” YouTube channel (see related link)is also a pillar of class expansion. However, he does not provide completed materials as a whole to students. Prior to the lecture, he provides a fill-in-the-blank document containing only the overall structure, and makes students write in important definitions, theorems, proofs, and calculations during the class. This means that students must think and record on their own while following the flow of the class. The fact that it is difficult to satisfy all students of various levels within limited lecture times also became the background for video production. Professor Park supplemented content that could not be covered in class with videos, allowing students to selectively utilize them according to their levels and needs. This was based on the judgment that easier explanations could help students with insufficient foundations, while expanded content could benefit those who wish to delve deeper. This approach led to actual changes in learning attitudes. An increasing number of students utilized the video materials, which were expected to be used for review, for preparation instead, and asked questions on points they were curious about during class. He stated, "When I see students continuing their math studies even during vacations or military leave, I feel rewarded as an educator." The innovation of the digital environment at the university level was also helpful. Professor Park utilizes “ChatKHU,” a generative AI provided on campus, in his classes. He also conducted a class comparing the methods of his students with the methods used by AI. Even if the AI reached the same conclusion, it sometimes showed more complex solution processes or new approaches. This is also an example where the university-wide learning environment opened a new perspective for students to critically review their own mathematical solving processes. Turning Assessment into Learning A good assessment in Professor Park's view is not simply a procedure for grading. He states, "It must be a process through which students confirm their deficiencies through exams and can start learning anew." For this purpose, he discloses solutions, grading criteria, and averages for each question after mid-term exams. Students gain the strength to follow subsequent classes through the process of writing incorrect-answer notes and organizing them again. The fairness of assessments is also a principle he values importantly. There are past exam questions commonly referred to as jokbo (exam genealogy), and he believed that students obtaining these past papers caused inequality in learning. Professor Park distributes recent past exam questions and solutions in advance before exams. After the exams, he provides opportunities to read the exam papers. This time is not simply for checking grades. It allows students to find where their logic was broken in their solutions and close the semester by discussing the solution processes with the professor. Professor Park's assessment of college mathematics is a method that examines the correct answer and the entire solution process. Even if the answer is correct, points can be deducted if the intermediate process is insufficient; conversely, even if the final answer is incorrect, points can be received if the core process is correct. He states, "This method of assessment fosters students' abilities to advance their thought processes without giving up." He emphasizes incorrect-answer notes for the same reason, since it is difficult to follow subsequent content while leaving previous content insufficiently understood. In math exams, some students give up halfway. However, in the midterm exam of the first semester of academic year 2026, all 45 students who took the exam solved it in its entirety. It was a rare case, to the point that the teaching assistant said it was the first time seeing it, and Professor Park picked it as the most rewarding experience in recent years. Exams Solved Alone, Growth Built Together There are also educational practices that continue outside the classroom. Since 2017, Professor Park has led a group of students preparing for the university student mathematics competition. It began when he felt, during counseling with students dreaming of entering graduate school or wishing to tackle more difficult problems, that a higher goal was needed where they could compete with outstanding students nationwide. The group solves and discusses problems every week. Students present their assigned questions and become facilitators to find solutions. Professor Park tells students, "Do not hide what you do not know." It is natural not to know the answer for everything and true discussions can begin only when students have questions. Going through this process, students grasp each other's strengths and weaknesses and grow together. As a result, since 2017, more than 10 students have won a total of 20 awards in the Korean Mathematical Society’s University Mathematics Competition, and in 2024, this group produced a gold prize winner, given to the top 5%, for the first time. Professor Park reminds students, "Exams are always an 'individual event' for students, but the process of discussing together and helping each other is a 'team event.'" This is because the experience of discussing the same goal and sharing the joy of problem-solving is more important than winning awards. As a result, the Kyung Hee delegation won the Outstanding Club Award, newly established in 2024, for two consecutive years. Loving Mathematics to the Very End Professor Park often delivers the same words to first-year students: "You probably came to the Department of Mathematics because you liked math, and I hope you still love math at the moment of graduation." Mathematics is not simply a skill for solving calculation problems but a discipline for learning logical ways of thinking. While attempting to understand the process of proving important problems from new definitions, students develop the strength to overcome any obstacle. He points to learning experiences accustomed to “finding answers quickly” as one of the reasons students become afraid of math. College mathematics is not study for quickly finding established answers, but is a process of understanding why such theories were made and through what trials and errors they reached their current form. Therefore, rather than all students aiming for perfect grades, he recommends that each student set a goal of what they want to learn in his course and follow it through to the end. He wants to teach students the value of utilizing math as a tool in each student’s individual journey. This strength remains even if career paths change. Students deeply captivated by the charm of math can enter graduate school to cultivate their dreams as scholars, and students heading to other fields such as finance and engineering can challenge new domains based on the cognitive power raised through math. Professor Park explained, "After graduation, math students advance into various paths such as actuarial science, banking, graduate schools of engineering and economics, and the field of education." Professor Park is also envisioning a “University Mathematics Competition Homecoming Day” connecting graduate students from the competition group with current undergraduate students. This is because he believes that the voices of those who walked the same path first can serve as realistic guides. Furthermore, he is planning to open lectures that gather and introduce mathematics used in the fields of economics or engineering. Professor Park stated, "In the future, I will continue to help students not to fear math and to discover the vast possibilities of math within their respective career paths." The university student mathematics competition club “Math Love” received the “Outstanding Club Award” from the Korean Mathematical Society in 2024.
2026.07.13 -
Academics
Guiding First-Year Students in Exploring Their Academic Paths
Major exploration fairs feature tailored counseling, mini-lectures, and program guidance to guide undecided students in major selection Kyung Hee University’s recent major exploration fairs assisted undecided students in navigating their academic futures. At the Global Campus, the School of Liberal Studies hosted the “2026 Major Fair: In Search of My Dream Major” at the Seonseung Building from April 28 to April 30. Meanwhile, the Seoul Campus School of Global Eminence held its own event, titled “Major Exploration Fair—Do It Freely!”, on May 8 at the Cheongwoon Building. Tailored specifically for undecided students, the fairs offered a comprehensive suite of support services. These included one-on-one academic counseling, specialized guest lectures by various colleges, detailed tracking of university major regulations, and introductions to career and employment support programs. Through these interactive consultations and lectures, students were able to clarify department requirements and actively explore paths that align with their interests. Building Foundations for Major Selection The incoming class of 2026 officially declares their majors at the end of their second semester. To become eligible, students must complete required core courses and participate in at least three major counseling sessions. Rather than treating this as a mere process just to pick a major, the university designs it as a holistic journey—weaving together coursework, tailored advising, mentorship, and campus fairs to help students uncover fields that truly align with their personal interests and aptitudes. Jung Hee Lee, Dean of the School of Global Eminence on the Seoul Campus, emphasized the profound impact of this exploratory period. “Following matriculation in March and April, Academic Advisors (AA) conduct foundational consultations covering student life, academics, and career planning,” Dean Lee explained. “Through our required core course, ‘Major Exploration 1,’ students attend departmental introductions and alumni lectures. In the second semester, ‘Major Exploration 2’ allows them to physically sit in on introductory classes across various disciplines to test the waters.” The School of Liberal Studies on the Global Campus operates an equally rigorous exploratory framework. “Our required foundational courses solidify academic basics, while personalized major counseling sessions help students crystallize their unique talents and goals,” stated Dean Jae-Hyeong Bae. He added, “By running future-education courses, department exploration initiatives, and major fairs side by side, we empower students to discover how different fields intersect and naturally find their own unique connections.” Bridging the Gap Through Faculty Lectures and Peer Mentorship The fairs on both campuses centered around customized major consultations, interactive mini-lectures, and alumni panel talks. At the Global Campus, students explored a massive array of 47 individual major and interdisciplinary minor booths, alongside specialized lectures featuring faculty members, current sophomores, and prominent alumni who are currently active in their respective fields. Meanwhile, the Seoul Campus showcased 30 departmental advising booths and offered 20 unique mini-lectures hosted by various schools and colleges. These multi-faceted sessions allowed first year students to preview actual coursework, clarify departmental curricula, and gather practical career insights. Dean Jung Hee Lee described the fair as “the absolute crown jewel of the open-major exploratory curriculum.” She noted, “No matter how excellent an advising system is on paper, it is never easy for a first year to cold-contact a professor and schedule an interview. At the fair, however, faculty members are explicitly waiting to greet them; all a student has to do is sit down at the table of their choice. The mini-lectures similarly give students a taste of what specialized departmental classes actually look and feel like.” Hee-geon Jeong, a first-year student who is currently eyeing Global Leadership as his primary choice, used the fair to look beyond a single path. “The fair really expanded my view of different major options, and it was incredibly beneficial to communicate directly with professors from so many different departments,” he shared. Another student, Sabin Jang, found herself weighing her options between the sciences and the humanities. “I started out interested in Chemistry and Pharmaceutical Science, and the professors gave me some fantastic advice to guide my selection,” she said. “But the History mini-lecture was also so fascinating that it has made my choice even harder!” She added optimistically, “Fortunately, Kyung Hee has a robust double-major system, so if I’m willing to put in the work, I realize I could potentially pursue both Chemistry and History.” Professor Jungkun Seo of the Department of Political Science and International Relations discusses the departmental curriculum and career pathways with a student during a personalized counseling session. Looking Beyond “Trending” Majors Last year’s major declaration results for undecided students revealed a clear concentration of interest in specific departments. The School of Management dominated on the Seoul Campus, while the College of Electronics and Information saw the highest demand on the Global Campus. Rather than dismissing this purely as a symptom of a herd mentality, both deans interpret these trends as a natural byproduct of a robust exploratory process that allowed students to actively solidify their personal interests and career paths. “The core philosophy behind introducing an open-major system is to tear down the institutional barriers that previously restricted student choice,” explained Dean Lee. “A certain level of concentration is simply the logical result of letting students freely pursue what they want.” On the Seoul Campus last year, the number of students declaring a Management major actually increased significantly during the exploratory period. While post-graduation employment undoubtedly played a role, Dean Lee noted that the advising and guidance provided by faculty advisors from the School of Management heavily influenced student decisions. On the Global Campus, demand for Electronics Engineering started even before matriculation and only intensified after the exploration process. Dean Bae viewed this as “a direct reflection of students navigating their career paths in response to structural shifts in industry, particularly the rise of AI and semiconductors.” He emphasized that the percentage of completely undecided students plummeted following the department tours and major fairs, proving that the exploratory curriculum actively succeeded in helping students establish a clear sense of direction. This year’s first-year students are already introducing new dynamics to these trends. With a noticeably higher proportion of STEM-focused students in the current cohort, interest in Chemistry and Pharmacy has spiked, alongside a growing interest in AI and cutting-edge technology. This has triggered a rise in Global Campus students planning to pursue double majors. While Electronics Engineering remains highly popular, student interest is diversifying across the broader engineering spectrum—including Mechanical Engineering, Genetic Engineering, Semiconductor Engineering, Artificial Intelligence, and Software Convergence. Furthermore, students are beginning to discover fields they hadn’t even considered prior to entering university, such as Environmental Science, Smart Farm Science, and Nuclear Engineering. Declaring a Major: A Journey of Self-Discovery Both deans identified “self-understanding” as the single most critical benchmark for students navigating major selection. “The absolute priority is uncovering a field that genuinely sparks your interest and curiosity,” Dean Lee emphasized. “That intrinsic motivation is what keeps you from burning out and allows you to excel over the long haul.” She explained that because many first years enter university without a clear sense of their own preferences, the structural exploration period is vital. Dean Bae framed this concept as “the sustainability of intellectual curiosity.” He remarked, “It is crucial for students to ask themselves whether their fascination with a discipline will endure—not just during their college years, but long after graduation.” He cautioned against leaning too heavily on external metrics like market outlooks. “Instead of focusing strictly on career prospects, think about the specific real-world problems you want to solve within that domain,” Dean Bae advised. “Please consider major selection not as a test where you must choose the ‘right answer,’ but as an integral part of your ongoing journey of self-discovery.” Admittedly, when student demand clusters heavily around specific fields, it can create logistical hurdles for course registration and classroom operations. Rather than restricting student choice to manage these resources, both departments are addressing the challenge by expanding the horizons of student exploration. The School of Global Eminence uses advising sessions to map out interdisciplinary career pathways tailored to specific departmental traits, while actively promoting customized degrees through student-designed major pitch competitions. Similarly, the School of Liberal Studies introduces integrated track systems like h-STEM, empowering students to seamlessly bridge their technical STEM interests with other domains like the humanities, social sciences, and the arts. A Final Message for Students and Parents An open major track is far from a temporary holding pattern for undecided students; rather, it is a deliberate, highly structured curriculum designed to empower individuals to thoroughly investigate their interests, discover their potential, and build their own benchmarks for decision-making. For parents, this period is an opportunity to observe, trust, and support their children on this independent journey. Dean Lee described the open-major system as “a safe harbor for discovering one’s true calling.” Offering advice to families, she noted, “It is absolutely vital for parents to extend their full confidence and encouragement to the conclusions their children reach through this period of deep reflection and exploration.” Dean Bae beautifully reframed the program’s core identity, stating, “The School of Liberal Studies is not a place for students who ‘can’t make up their minds.’ It is a destination for students to ‘refuse to limit their thinking.’” For any student eager to keep their options open and embark on a genuine journey of self-discovery, an open-major curriculum serves as the ultimate launching pad to expand their academic horizons. Students examine a live robotics demonstration at the Mechanical Engineering booth. The Department of Mechanical Engineering has recently bolstered its cutting-edge robotics curriculum by establishing a brand-new major track in Intelligent Robotics Engineering.
2026.06.22 -
Academics
Designing a Sustainable Tomorrow Through Interdisciplinary Education
Sustainability: Moving Beyond Slogans to Action Sustainability has become a familiar term, but translating it into actual lifestyles and structural societal shifts remains an ongoing challenge. The Sustainable Future Studies convergence major was created to help students understand sustainability not as an abstract value, but as a real-world issue, empowering them to solve these challenges through the lens of the humanities and social sciences. Professor Jibin Park of the Department of History, who spearheaded the creation of this major, focused intensely on this exact point. “Everyone agrees that sustainability is important, but few actually take action to build such a world,” Professor Park diagnosed. Complex global dilemmas like the climate crisis and deep-seated social conflicts can rarely be resolved through technological fixes or economic solutions alone. “Without a fundamental shift in human thought systems and behaviors, lasting solutions are impossible,” she explained. “That is why we designed a curriculum that encourages students to analyze our current crises through a humanistic framework and actively chart the future.” During the conceptual stage, the major was discussed using the working title, “Your Future and Mine.” The name reflected the philosophy that a sustainable future is not merely an individual concern, but a matter of shared coexistence. Professor Park emphasized that sustainability should never be viewed as a problem for someone else to solve. “We cannot afford to think that one person doesn’t matter, “ she urged. “If we all do not start to change now, nothing ever will.” Anticipating Change, Designing Solutions The future society will see complex, interconnected shifts across climate, technology, population, resources, cities, and the international order. These changes are difficult to predict linearly. What students truly need is not the ability to find a single correct answer, but the cognitive agility to evaluate multiple possibilities and design creative alternatives. Professor Kwang-koo Kim of the Department of Public Administration defines future studies as a “discipline that goes beyond merely forecasting what lies ahead; it contemplates how to respond to change and strategically chooses our desired future.” Recognizing that students will navigate an era defined by instability and ambiguity, Professor Kim emphasized the need for a specific mindset: “Rather than harboring vague anxieties about tomorrow, students need ‘future literacy’—the capacity to read the currents of change and identify their own options.” The Sustainable Future Studies convergence major is designed to help students view the future not as an object of fear, but as a manageable process of transformation that they can actively prepare for. This strategic perspective takes concrete shape in the fourth-year course, “Future Scenario Planning.” In this class, students project plausible models of future society based on past and present trajectories. Together, they map out potential future landscapes, grappling with long-term direction setting, resource allocation, and conflict resolution. “My goal is for students to spend the semester analyzing these shifts, building their own scenarios, and examining how those pathways might actually play out in the real world,” Professor Kim shared. Professors Jibin Park and Kwang-koo Kim describe the new Sustainable Future Studies major as a dynamic curriculum designed to cultivate versatile leaders who can actively practice sustainability and navigate future societal shifts. Bridging Classrooms and Communities Through Hands-On Learning The Sustainable Future Studies convergence major places real-world experience and project-based learning at the very heart of its curriculum, weaving field trips, guest lectures, practical labs, and capstone design courses throughout the student journey. The foundational first-year course, An Invitation to Your Future and Mine, breaks away from traditional lectures, taking students out of the classroom to visit sites impacted by environmental, climate, and social conflicts, where they engage directly with experts. Complementing this is the Futures Studies Seminar, a course that brings in a diverse lineup of guest speakers—ranging from scholars and corporate executives to tech developers and environmental activists—to share firsthand insights from the front lines of change. Professor Park emphasized that this entire academic track is intentionally engineered for action. The program is currently building partnerships with external eco-friendly organizations and institutions to give students a direct sandbox for testing ideas. Rather than just analyzing case studies, students will identify a real-world problem they are passionate about, develop a solution, and refine their concepts through feedback from an advisory panel of both internal faculty and industry experts. The program culminates in a mandatory Capstone Design project. In this final stretch, students pitch their own sustainability initiatives and bring them to life through various tangible mediums—whether that means designing poster exhibitions, building physical prototypes, developing social venture models, or launching community sustainability programs. The university is also planning a year-end ESG competition where students can showcase their creations, allowing them to experience firsthand how sustainability translates from concept into concrete, real-world impact. Tomorrow’s Problem Solvers: Agility, Action, and Collaboration The Sustainable Future Studies major prepares students for diverse, impactful career paths—ranging from environmental specialists and corporate ESG strategists to green entrepreneurs and conflict resolution experts. To make these insights accessible to even more students, the university also offers a specialized micro-degree program. Through this tailored track, students from any discipline can build a solid foundation in the humanities and social sciences, developing the unique ability to connect the dots between environmental, social, and governance issues to pitch holistic solutions. Professor Park hopes that graduates of this program will drive meaningful change wherever life takes them. Whether they are embedding sustainability into corporate boardrooms or simply reshaping their own daily habits, everyone has a role to play in building a sustainable tomorrow. “I want our students to know that no matter where they end up, they have the power and the responsibility to make a difference in their respective positions,” she expressed. Professor Kim looks forward to cultivating graduates who are highly attuned to shifting trends and capable of delivering results amid uncertainty. “No matter your major or your future workplace, change is inevitable,” he noted. “Instead of letting vague anxieties paralyze you, I encourage students to design the strategies to navigate that change. Since no one can predict the challenges of tomorrow, true strength lies in being flexible enough to adapt to any situation.” Ultimately, both professors agree that the most vital takeaway from this major is the power of collaboration. Professor Park emphasized that the future demands a mindset rooted in coexistence and inclusivity rather than cutthroat competition. Professor Kim echoed this sentiment, adding a final hope for the program: “I want our students to realize that we can’t solve these massive crises alone—we have to tackle them together. My hope is for our classrooms to become a space where students can truly experience the strength of bringing together diverse perspectives to achieve a common goal.”
2026.06.08 -
Academics
Empowering New Faculty for Teaching Excellence
‘KHU-PREP’ program strengthens new faculty teaching capabilities through standardized pedagogical methods to elevate overall educational quality The KHU-PREP program, designed to strengthen the essential teaching competencies of new faculty, was held on both campuses over two days, Tuesday, April 21, and Wednesday, April 22. Kyung Hee University implements KHU-PREP (Professional Readiness & Enhancement Program), a mandatory pedagogical initiative designed to strengthen the teaching competencies of new faculty members.Targeting newly appointed faculty members with limited full-time teaching experience at a four-year institution, the program helps educators master Kyung Hee’s unique, standardized pedagogical methods to elevate the overall quality of student education. Completion is required within the first two semesters of appointment, serving as a prerequisite for reappointment. While the Offices of Academic Affairs on both campuses established the institutional foundation for the program, the Center for Teaching and Learning (CTL) spearheaded its design and operational execution. The Transition from Researcher to EducatorThe KHU-PREP program took place across both campuses over two days, Tuesday, April 21, to Wednesday, April 22. Designed to boost the “teaching self-efficacy” of new faculty members, the initiative aims to institutionalize a high level ofl standardized educational quality. A primary focus was ensuring that new educators internalize Kyung Hee’s core educational philosophy and its proprietary innovation model, “QUEST,” at the very start of their tenure to maintain institutional consistency. The curriculum featured practical sessions focused on essential teaching capabilities, including understanding learner characteristics, effective instructional design, and leveraging educational technology (edtech). Sang-Hyun Chi, Director of the CTL, introduced Kyung Hee’s educational vision while candidly addressing the real-world challenges new faculty face when leading their first courses. Having dedicated years primarily to research , many newly appointed professors step up to the podium with limited experience in syllabus design, learner engagement, and assessment methods. Furthermore, the higher education landscape is rapidly evolving with the integration of AI and the expansion of flexible major systems, resulting in a more diverse student body. Highlighting Kyung Hee’s core values—excellence, creativity, empathy, and communication—Director Chi urged the attendees, “I hope you will cultivate your own teaching philosophy within the framework of Kyung Hee’s educational vision.” · Identifying personal teaching styles and establishing a stable classroom environment. · Designing effective, comprehensive, and engaging syllabi. · Understanding student demographics and developing target academic counseling strategies. · Setting clear instructional policies regarding attendance, assessments, and AI utilization. · Navigating available CTL support services, including individual consulting, seminars, and edtech assistance. The sessions also introduced QUEST, Kyung Hee’s signature educational innovation model, which was developed to address challenges in student engagement. QUEST is designed to be easily implemented by instructors and expanded in stages. Establishing Teaching Standards with the QUEST ModelThe sessions concluded with a detailed introduction to QUEST, Kyung Hee’s signature educational innovation model. An acronym for “Quantum Leap: Understand, Engage, Share, reThink,” QUEST is a teaching model designed with a four-stage circular structure: 1. Understand: Internalizing educational content. 2. Engage: Applying knowledge and expanding experience through active participation and immersion. 3. Share: Presenting and communicating findings to facilitate mutual learning. 4. reThink: Reflecting on and reconstructing the overall learning experience. Developed to address common classroom challenges such as declining student engagement and a lack of interaction, QUEST is designed to be easily implemented by instructors and expanded in phases. It features specific sub-models for four types of instruction: Theory, Task/Problem, Experiment, and Capstone. During a pilot run across six courses in the second semester of 2025, the model led to significant improvements in students’ problem-solving skills and edtech competencies. For faculty, it provided a clear benchmark for systematically reflecting on and improving their teaching methodologies. Professor Sangkeun Park (Department of Software Convergence) shared insights from his Web/Python Programming course, a mandatory major requirement for first year students. He used Slido quizzes to check comprehension in every session and encouraged students to apply concepts through practical projects like data analysis and website creation. While he encouraged the use of generative AI as a tool for project execution, he emphasized the importance of students setting their own directions and critically reviewing AI-generated results. The program also featured case studies from faculty members currently utilizing the QUEST model. Professor Seungjun Baek (Department of International Business and Trade) applied the model to his Global Financial Policy course. He used AI to convert complex financial research papers into audio and summary formats, allowing students to grasp the core concepts before class. This shifted valuable classroom time toward high-level questions, debates, and real-world applications. In his classroom, AI served not as a source of “answers,” but as a learning catalyst to elevate the quality of discussion.
2026.05.18 -
Academics
Designing the Researcher’s Path
The Smart Tourism Research Center empowers researchers by providing knowledge, academic networks, and the support needed to sustain their work, resulting in successful faculty appointments both in Korea and abroad. The Smart Tourism Research Center as an Academic Hub for Future Scholars Rising as a Global Leader in Smart Tourism via National Projects and International Academic Ecosystems The Smart Tourism Research Center (STRC) at the College of Hotel and Tourism Management is establishing itself as a vital outpost for the next generation of scholars. In today’s academic landscape, the years following a doctoral degree are no longer viewed as a mere transitional phase. Instead, this period is recognized as the definitive time for a researcher to establish their scholarly vision and depth, as well as to build the core competencies required of an independent academic. The STRC serves as a robust foundation, providing rising researchers with the momentum to sustain their inquiries, the collaborative environments that expand knowledge, and the global networks necessary to connect with the international academic community. Driving Research Excellence and Innovation in Tourism StudiesSince its inception in 2013, the Smart Tourism Research Center (STRC) has spearheaded massive research projects that have reshaped the landscape of tourism studies. The center successfully executed the National Research Foundation’s Social Science Korea (SSK) project over a ten-year period—progressing through small, medium, and large-scale phases—and has continuously managed major national initiatives, including the seven-year BK21 (Brain Korea 21) Four Education Research Team project. By realizing a long-term, systematic academic vision, the STRC has consistently proven its institutional caliber. The center’s achievements extend beyond internal milestones, fostering a broader academic ecosystem. The STRC founded the Korean Academic Society of Smart Tourism, providing a vital platform for domestic scholarly discourse. Furthermore, it launched the international English-language journal, Journal of Smart Tourism (JST), which reached a significant milestone this year by being indexed in Scopus, the world’s largest abstract and citation database. By hosting the World Conference on Smart Tourism (WCST), which marks its fourth year in 2026, the STRC has solidified Kyung Hee University’s College of Hotel and Tourism Management as the undisputed global hub of smart tourism research. (From left) Professors Sung-eun Kang, Jung-hyun Kim, Ju-kyung Kwon, Ju-yeon Ham, and Tae-hwi Eom—researchers from the Smart Tourism Research Center who have secured faculty appointments at domestic and international universities. Multidimensional Academic Experience and the Leap to Independent ResearchThe world-class academic ecosystem established by the center has become a premier incubator for nurturing outstanding scholars. Assistant Professor Sung-eun Kang (Hanyang University ERICA) and Assistant Professor Jung-hyun Kim (University of Central Florida) internalized the core competencies of independent scholars through their experience managing center-led projects, international journals, and academic symposiums. Professor Kang noted, “In an era where an overseas degree alone no longer guarantees a faculty appointment, I was able to build global competitiveness by applying diverse research methodologies to real-world challenges.” Professor Kim described the center as “a practical space that allowed me to define my scholarly role through collaboration with experts in other fields during periods of uncertainty.” The center’s research horizons have expanded through long-term projects that integrate technology and tourism. Assistant Professor Ju-kyung Kwon (Kyungpook National University) and Assistant Professor Ju-yeon Ham (Chosun University) have broadened the scope of the field through their respective work on Metaverse/AI-based tourism and convergence research utilizing Qualitative Comparative Analysis (QCA). Professor Kwon remarked, “Engaging in research closely linked to actual industry shifts allowed me to map out a long-term academic direction.” Professor Ham emphasized that “the exposure to global networks and the exchange of diverse methodologies became the driving force in establishing my unique research identity.” Recently, Dr. Tae-hwi Eom, who was appointed to the Macau University of Science and Technology, demonstrated the strength of the center’s systematic growth model—rising from a BK21 scholar to a research professor. He successfully leveraged his extensive experience presenting at international conferences as a key competitive advantage in securing his global faculty position. A Global Network of Academic ExcellenceThe center’s influence extends far beyond Korea, with its alumni securing prestigious faculty positions at leading universities worldwide. Notable appointments include: Professor Sunyoung HLee (Beijing Institute of Technology), Professor Kyoungmin Lee (Shandong University), Professor Hanna Lee (University of New Hampshire), Professor Oh Jeong (Hainan University), and Professor Seunghun Shin (The Hong Kong Polytechnic University). The international impact is further evidenced by researchers such as Joo Young Kim (Copenhagen Business School), Yerin Sarja Lee (American University), and Research Professor Eunji Lee (The Hong Kong Polytechnic University), who are all advancing the frontiers of tourism research on the global stage. Professors Namho Chung and Chulmo Koo, the architects of this academic ecosystem, reflected on the center’s mission: “In an environment where competition intensifies immediately following a doctoral degree, we aim to provide a structured platform for researchers. Our goal is to help them cultivate the qualities of an independent scholar—from publishing in top-tier journals to building global networks and leading large-scale projects.” They added, “The Smart Tourism Research Center is more than just a space for accumulating performance metrics; it is a forward base where scholars establish their academic identities and contribute meaningfully to the global knowledge society.”
2026.05.04 -
Academics
Kyung Hee University Portal System Obtains Web Accessibility Quality Certification for All Users
The Kyung Hee University Portal System has obtained the Web Accessibility Quality Certification from “WebWatch” for providing quality services to all university members. The First 4-Year Private University to Achieve Comprehensive Web Accessibility for its Portal System Ensuring Barrier-Free Access for Users with Disabilities and the Elderly The Kyung Hee University portal system has been awarded the Web Accessibility Quality Certification by “WebWatch” for its services provided to all university members. This achievement is particularly significant as it marks the first time a four-year private university has obtained comprehensive web accessibility certification for its entire portal system. Expanding Accessibility and Enhancing User ExperienceThe Web Accessibility Quality Certification is awarded to websites that strictly adhere to accessibility standards, ensuring that users with disabilities and the elderly can navigate digital platforms without barriers. While higher education institutions are legally mandated to comply with these standards, obtaining certification for academic information or portal systems is exceptionally difficult. Unlike simple information-sharing homepages, these systems possess complex structures and multi-functional interfaces that require high-level technical optimization. Currently, only a few domestic universities have successfully secured web accessibility certification for their portal and academic systems. To date, Kyung Hee University has earned certifications for three of its core sites: the Graduate School Homepage and the Center for Students with Disabilities homepages at both the Seoul and Global campuses. Following the Student Portal’s initial certification in March 2025, the Faculty and Staff Portal recently obtained its own certification this March. This completes a digital ecosystem where every member of the university community can enjoy equal and convenient access. The Academic Information Team within the Office of Information Service and Strategy, which led the certification process, explained that this achievement transcends mere regulatory compliance; it represents a significant upgrade in digital service quality. By securing these standards, the university enhances usability and satisfaction for all users—regardless of disability—while providing a universal and stable online environment. Sung-Won Lee, Head of the Office of Information Service and Strategy, stated, “This milestone is the result of our proactive approach to web accessibility. We remain committed to providing continuous support to ensure a pleasant and inclusive web experience for all our members.”
2026.05.04 -
Academics
Kyung Hee University Inaugurates Pangyo VI Campus
Offering diverse support programs to ensure the successful growth of resident companiesA new industry-academic cooperation platform where university research, education, and industrial sites meet The opening ceremony for the Kyung Hee Pangyo VI (Venture Incubating) Campus was held on Thursday, March 19. This campus is a networking space for startup support and regional innovation, established through a partnership between Kyung Hee University and SoulBrain, a company specializing in semiconductors. The ceremony was attended by key figures including President Jinsang Kim; Eun Yeol Lee Provost (Global) and Director of the RISE Project Group; Een-Kee Hong, Head of the University-Industry Cooperation Team and Dean of Research; Young-Soo Park, CEO of SoulBrain; and Weon-kyung Kim, CEO of the Gyeonggi Center for Creative Economy & Innovation. Participants gathered for the opening ceremony of the Kyung Hee Pangyo VI Campus. The campus serves as a new industry-academic cooperation platform where university research, education, and industry converge. “A Stepping Stone for Future Industry Talent and Technological Innovation” Located within the SoulBrain headquarters in Pangyo 2nd Techno Valley, the Kyung Hee Pangyo VI Campus is set to establish itself as a hub for the regional economy by encouraging startups among university members and local residents. With support from the Gyeonggi RISE (Regional Innovation System & Education) project, Kyung Hee has developed its own specialized startup support ecosystem. Building on this foundation, the university will select resident companies—primarily those designated as “G7” (Gyeonggi Province Focused Growth Startups)—and operate a variety of support programs to ensure their successful growth. Together with Kyung Hee, SoulBrain plans to pursue joint industry-academic research projects and invigorate technology-based entrepreneurship. In particular, both institutions look forward to fostering a startup ecosystem in fields where they share significant strengths, such as advanced materials, semiconductors, and AI. President Jinsang Kim remarked, “The convergence of university and industry capabilities will serve as a stepping stone for innovation in future industries.” At the opening ceremony, President Kim proclaimed the vision for the Kyung Hee Pangyo VI Campus, noting, “Advancements in science and technology are transforming human society at an unprecedented pace. In this period of ‘Great Transformation,’ Kyung Hee is striving to develop its own unique innovation model.” He emphasized the campus as a key part of this innovation “where university research, education, and the industrial field converge to create a new value for the future.” He added, “By combining the strengths of the university and the industrial sector, this campus will serve as a stepping stone for cultivating talent and driving technological breakthroughs in future industries like AI and semiconductors, positioning itself at the very center of change and innovation.” In his congratulatory remarks, Park, CEO of SoulBrain stated, “As the pace of technological innovation accelerates, the importance of securing top-tier talent and research collaboration is greater than ever. Now that Kyung Hee University’s research prowess has met the innovation ecosystem of Pangyo, I hope this campus becomes a central hub for future industrial sectors.” Kim, CEO of the Gyeonggi Center for Creative Economy & Innovation added, “I hope this space allows startups, corporations, researchers, and students to connect and grow together, serving as the starting point for leading South Korea’s future industrial competitiveness.”
2026.04.20 -
Academics
Bringing Science Museums to Life with Immersive Media
Team “In-cureactive” won the Minister of Education Award at the WE-Meet Project Competition for developing XR-based educational content specifically designed for science museums. Immersive Media Team Wins Minister of Education Award in WE-Meet Project Creating Synergy Through Interdisciplinary Collaboration for XR Science Museum Exhibits The “In-cureactive” team—composed of Sungmin Yoon (Electronic Engineering, ’21), Kihyun Park (Digital Contents, ’21), Yeoni Seo (Theater and Film, ’23) and Sara Lee (Taekwondo, ’23)—has been awarded the Minister of Education Award at the WE-Meet Project Competition. This nationwide industry-academic event is co-hosted by the Ministry of Education and the National Research Foundation of Korea and serves as a flagship program for the College of Immersive Media Innovation Convergence, a part of the Convergence and Open Sharing System (COSS). The team developed “XR-based Education Content for Science Museums,” a competitive game where visitors create molecules by touching chemical symbols displayed on the walls. The content supports up to six simultaneous participants and features an adaptive interface that recognizes the height of the user’s touch, ensuring a seamless experience for both children and adults. By utilizing an XR CAVE (Cave Automatic Virtual Environment) system—which integrates the side walls, center screen, and floor—the project offers a fully immersive experience. This innovation effectively transforms static exhibition spaces into dynamic, multi-user edutainment hubs. Q. How does it feel to receive the Minister of Education Award? Sungmin Yoon (hereafter Yoon): We didn’t start this project with the specific goal of winning an award. Instead, we focused entirely on identifying user needs and pain points and then finding ways to solve them. Following that logical flow of problem-solving was a deeply rewarding experience, and I think that focus is what ultimately led to this great result. Kihyun Park (hereafter Park): This was my first time experiencing the full, sequential process of a project—from initial use research to problem definition and final design. Receiving this award is especially meaningful because it feels like a validation of that entire journey. Q. What was the core problem or insight that sparked this project? Yoon: Since the competition theme was XR-based content development, our discussions led us to focus on science museum exhibition systems. We noticed that while many museums are equipped with high-tech hardware like LiDAR sensors for large-scale displays, visitors often remain passive observers, simply looking at the screens. Sara Lee (hereafter Lee): To address this, we planned interactive content that leverages existing systems while maximizing educational impact. This led us to our final direction: a chemical bonding experience where visitors actively participate to grasp scientific concepts. Q. What specific problems did you uncover during the user research phase? Lee: We visited museums in person to conduct surveys and interviews. Through this process, we confirmed that long wait times for experiential content and displays that focused purely on visual effects resulted in low participation. Furthermore, because the primary users are children with varying heights, the existing systems often struggled to accurately recognize their interactions. Yeoni Seo (hereafter Seo): To solve these issues, we designed gamification content that allows users to learn educational material through gameplay. We put a lot of thought into an interface that even young children—our main target audience—could use easily. We also designed the experience to accommodate more participants within a set time limit to significantly reduce the wait times noted during our research. Q. What challenges did you face during the implementation phase? Yoon: Since it was everyone’s first time actually developing content using an XR CAVE system, there were definitely hurdles. We received assistance from partner companies for the initial display calibration and touch system setup, and then we built the actual content on top of that foundation. Park: We put a lot of thought into the UX (user experience) design so it would be accessible to all ages, from children to adults. We designed the interface so that element symbols would appear only near the area where a player touches the wall. This allowed interaction to happen naturally regardless of the user’s height. Lee: We focused on making the content as user-friendly as possible. This involved careful level design to ensure the game wasn’t too difficult. We also worked on the “world-building” aspects—creating a laboratory atmosphere with specific background music, sound effects, and props—to help users feel fully immersed in the experience. Seo: While the team members didn’t have extensive development experience and all came from different majors, that diversity actually created a greater synergy. We divided roles based on our individual interests and academic backgrounds. Sungmin Yoon handled content development, Kihyun Park managed UX design, Sara Lee took charge of planning, and I used my background in Theater and Film to develop the scenario and narrative. Though each team member pursued the Immersive Media Convergence major for different reasons, they divided their responsibilities to align with their individuals interests. Q. What sparked your interest in the Immersive Media Convergence major? Seo: I used to think that theater/film and immersive media were entirely separate fields. However, after taking Professor Tack Woo’s “Introduction to Computer Games” course, I realized there are deep connections between immersive media and cinematic visuals. This naturally led to an interest in XR and AI technologies, prompting me to choose this major. My goal is to combine my Theater and Film major with immersive media to create entirely new types of content. Lee: My interest in game planning grew through my activities in the game development club, “Ludens.” Seeing the process of a plan being transformed into actual content made me think more specifically about my career path. I applied for the Immersive Media Convergence major because it allows me to learn planning, development, and design all at once. Yoon: I’ve always believed that XR and VR are fields with immense future potential. As hardware and communication technologies rapidly evolve, I wanted to contribute to realizing truly immersive media that transcends current technical barriers, such as limited immersion and low interaction levels. Park: While studying UX design, I found it fascinating that there are no standardized user experience patterns in XR and AR environments yet. I wanted to take on the challenge of defining how users interact within these new technological landscapes. Q. What are your goals for the future? Seo: I want to grow into a convergence-oriented talent who understands planning, development, and design alike. My ultimate goal is to create entirely new forms of content by merging my theater and film background with immersive media. Park: I’ve realized how vital it is to have a broad understanding of technology, design, and even business strategy. I plan to study these fields abroad in the future to gain a wider range of international experience. Yoon: My goal is work in the R&D of VR and XR devices. I want to develop technologies that enable highly immersive interactions. Lee: Through this project, I’ve gained certainty in my goal of becoming a game planner. I want to create content that delivers fresh, innovative experiences to users all around the world. Q. Any words of advice for students considering the Immersive Media Convergence major? Park: The Convergence and Open Sharing System (COSS) offers an excellent curriculum and a diverse array of practical training content. Through project-centered classes, you can build your real-world content development capabilities. On top of that, there are various programs like credit exchanges with other universities and overseas training opportunities, so you can truly gain as much as you are willing to pursue.
2026.04.06