Universities are constantly changing, sometimes adapting to environmental changes in line with changes in society and industry. These changes also have a distinct impact on the field of education, and software education, in particular, is one of the leaders of these changes.
Traditionally, universities have been recognized as places to convey knowledge and conduct academic research. However, modern universities do not stop at this role, but play a pivotal role in promoting social problem solving, industrial development, and innovation.
The change in the role of universities appears in various aspects. First, it is to strengthen industry-academia cooperation. Universities make efforts to strengthen cooperation with industrial sites, deliver practical skills and knowledge required by industry to students, and solve problems in industrial sites. Second, it is to foster entrepreneurship and entrepreneurship. The university operates a startup education program and a startup support center to create an environment in which students can realize their start-ups or innovative ideas. Third, it is to strengthen social responsibility. Universities emphasize social responsibility and actively promote research and activities for solving social problems and sustainable development. Fourth, it is internationalization and global networking. Students are equipped with global perspectives and capabilities through international exchanges and cooperation. Fifth, it is to strengthen diversity and inclusion. It accommodates students from various backgrounds and experiences, and creates a culture of respecting and cooperating with various perspectives and ideas.
Changes in the role of universities are also actively reflected in education within universities. In particular, 51 universities nationwide are conducting SW-AI education for all students through the software-oriented university project, which is a project to support the Information and Communication Planning and Evaluation Institute (IITP). These attempts themselves are reform, change, and preparation for the future.
Existing software education was generally theory-oriented, carried out projects as individual tasks, and lacked connections with industrial sites.
Software education must also change in line with the change in the university's role. First, practical-oriented learning is required. In the modern software industry, practical skills and experience are important, so practical-oriented learning should be emphasized. It is necessary to develop the ability to solve real problems by strengthening project-oriented learning and cooperation with industrial sites. Next, it is necessary to strengthen various capabilities. Existing software education focused mainly on coding skills. However, the modern software industry requires not only coding skills but also various capabilities such as problem-solving skills, teamwork, and communication. Finally, it is necessary to cultivate creativity and innovation capabilities. Creativity and innovation are being emphasized to enhance competitiveness in the rapidly changing software industry, and an environment to support them should be created, and project-based learning and autonomous learning of students should be promoted.
These changes play an important role in supporting students to successfully enter the industry in the future in response to the needs of the modern software industry. Universities should actively respond to these changes, innovate software education, and create an environment in which students can maximize their abilities and capabilities.
I would like to hear successful examples of the university I am working in. It is expected to give implications for preemptively predicting and preparing for the future amid these various waves of change. In order to strengthen the graduation requirements, internships, industry-academia cooperation projects, and 10,000-line projects were made to be carried out in addition to the existing requirements. All of them are to become field-based and competitive SW engineers. In order to strengthen the technology and collaboration infrastructure, a 400 pyeong software complex was newly established to provide various software development, collaboration, and test spaces. The realization of handicrafts (己治) is also noteworthy. In order to ensure that the knowledge that members of the university have learned and learned does not stay only within the university's walls, it is implementing SW-based social roles such as SW mentoring systems for elementary, middle, and high school students and overseas IT volunteer activities. In terms of global networking and capacity building, related programs are also regularized. In addition to existing international academic exchange programs and exchange student programs, efforts are continuing to strengthen the global capabilities of members in connection with Silicon Valley developers such as IT video lectures, Global Challenges, Global Society Exploration, and Global Startup Programs.
Change is sometimes frightening. The sooner and the bigger it is, the more so. There is no future for a university that is complacent about some aspect of the past, and education there can mean a break from the world. Leadership that can predict and explain the future and good will and special efforts of members who are willing to participate will paint changes in universities and education, and welcome new protagonists in the changing future.
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