외국인 유학생의 AI 활용 학습·진로코칭 요구에 대한 혼합연구 분석
A Mixed-Methods Analysis of International Students’ AI-Supported Learning and Career Coaching Needs
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This study employed a mixed-methods approach to examine how international students’ AI-assisted academic and career coaching needs vary according to their levels of academic and career competencies. Quantitative and qualitative analyses revealed a three-stage pattern of coaching needs, that is to say, introductory, intermediate, and implementation, across both competencies, and identified four competency-combination types: latent-vulnerable, direction-seeking, implementation-gap, and self-development. These types differed not only in the intensity of their coaching needs but also in their attitudes toward AI use, modes of expressing needs, and levels of emotional anxiety. Notably, the same AI tool functioned as a developmental resource for some groups, while for others it appeared to heighten anxiety and avoidance. The study underscores the need to view international students as adult and lifelong learners at different developmental stages and highlights the importance of competency-based, tailored AI coaching systems for effective support.
Abstract
This study employed a mixed-methods approach to examine how international students’ AI-assisted academic and career coaching needs vary according to their levels of academic and career competencies. Quantitative and qualitative analyses revealed a three-stage pattern of coaching needs, that is to say, introductory, intermediate, and implementation, across both competencies, and identified four competency-combination types: latent-vulnerable, direction-seeking, implementation-gap, and self-development. These types differed not only in the intensity of their coaching needs but also in their attitudes toward AI use, modes of expressing needs, and levels of emotional anxiety. Notably, the same AI tool functioned as a developmental resource for some groups, while for others it appeared to heighten anxiety and avoidance. The study underscores the need to view international students as adult and lifelong learners at different developmental stages and highlights the importance of competency-based, tailored AI coaching systems for effective support.