미용교육에서 학습자의 메이크업 국가자격증 교육인식과 스마트러닝 자기주도학습 및 학습만족도 관계

Abstract

Our study analyzed the impact on learning satisfaction of learners for the national makeup certification and their perceptions of self-directed learning in a smart learning environment. We conducted a survey of 286 learners with experience in national makeup certification education. Perceptions of education were categorized into four dimensions: instructors, curriculum, content, and teaching methods. Self-directed learning was classified into openness, autonomy, learning motivation, and problem-solving ability. Learning satisfaction was treated as a single factor. Learners in their 30s and 40s, those with a university degree or higher, beauty professionals, educators, and lecturers demonstrated high levels of educational perception, self-directed learning, and learning satisfaction. In contrast, learners in their 20s showed low levels in these areas. Furthermore, educational content and learning motivation had the greatest influence on learning satisfaction. Self-directed learning exhibited a partial mediating effect between educational perception and learning satisfaction. Our study results suggest that enhancing self- directed learning in a smart learning environment increases learning satisfaction. Our findings highlight the necessity of introducing smart learning programs to improve the quality of national makeup certification education and to strengthen self-directed learning competencies.