[474 Interview] Dongguk’s School of Interdisciplinary Studies:

   Established in 2025, the School of Interdisciplinary Studies at Dongguk University represents a new approach to higher education, which emphasizes freedom of decision and interdisciplinary learning. Designed for students who enter university without a declared major, the college allows them to spend their first year exploring various academic fields before selecting their path of major. This undeclared major structure reflects broader shifts in education toward flexibility and convergence, aligning with the university’s mission to cultivate “creative convergence” as a core competency. Through this interview of Jeong Youn-gil, professor of the School of Interdisciplinary Studies, The Dongguk Post explores the School of Interdisciplinary Studies’ vision, structure, challenges, and ongoing efforts to help their students find clarity and confidence in shaping their academic journeys at Dongguk University.

Q. Could you introduce the School of Interdisciplinary Studies, including its background and purpose?

   The School of Interdisciplinary Studies was established this year at Dongguk University for students entering without a declared major, ensuring their right to choose freely after one year of exploration. Created in response to the era of the 4th Industrial Revolution and AI, the college reflects the growing need for interdisciplinary education that transcends traditional academic boundaries to address complex social issues.

Q. How are students adjusting to the new college and what challenges do they face?

   The biggest challenge is the absence of senior students. Normally, first-year students learn about their department and gain a sense of belonging through interactions with seniors, but since the School of Interdisciplinary Studies only has its first cohort, this connection is missing and will remain so as students move to their majors next year. Although the university has a mentoring program, it is irregular and limited in effect. Building peer relationships is also difficult—there are 217 students with diverse interests, making it hard to maintain connections even when opportunities are provided. Without senior guidance, students must form networks on their own, which weakens their sense of community. From an administrative perspective, many issues have arisen because everything is being implemented for the first time, such as problems with student council recognition and office space. Since the college was not initially included in the General Student Council regulations, its council could not receive funding or set up a booth during the spring festival.

Q. In managing the college, what aspects do you believe need improvement, and what additional support should the university provide?

   The most urgent need is institutional support. As the college operates independently, it faces difficulties integrating with the General Student Council, which hinders both student belonging and a stable support system. Since its goal is to foster creative and integrative talents, programs should allow continued interaction after students enter their majors. Currently, only one reunion in the fourth year exists, which is insufficient. Establishing ongoing opportunities for cross-major collaboration would help build a lasting community and ease first-year students’ sense of isolation.

Q. Could you explain how the educational roadmap of the School of Interdisciplinary Studies is structured?

   St udent s in the School of Interdisciplinary Studies stay for one year before moving on to their chosen major in the second year. The main goal of the program is to foster “creative convergence,” one of Dongguk University’s core competencies, by helping students integrate different fields of study. The curriculum is structured around three components. First, the Major Exploration area includes courses such as DIY Major Exploration and Career Design, where students can experience of the 37 majors through short modules and introductory lectures. Second, the Creative Innovation area offers 12 PBL (Project-Based Learning) courses across three themes—AI and Humanity, Cultural Contents, and Global Issues—encouraging students to solve real-world problems and present their results in a final competition. Third, through Extracurricular Programs like the Major Fair and Major Design Club, students can interact with professors and peers to design their own learning paths and build portfolios. Overall, the college provides an integrated roadmap that supports exploration, creativity, and interdisciplinary growth.

Q. How does the college help students explore different majors in depth?

   The School of Interdisciplinary Studies operates under a Triple-A System designed to support students through academic guidance and mentoring. The first “A,” JA (Joint Appointment), refers to professors from all 37 departments who serve as secondary advisors. During the DIY Major Exploration course, students must meet a professor from their desired major for consultation to earn credit and qualify for major selection. The second “A,” AA (Academic Advisor), represents professors dedicated to the college who each oversee about 70–80 students. They provide regular counseling and maintain close contact with students. One AA is always present in the student lounge so students can seek advice anytime. The third “A,” CA (Campus Assistant), refers to student mentors from the “108 Leaders” program who offer major- related mentoring and guidance. Through this system, students receive academic, professional, and peer support.

Q. What measures are in place for students who cannot decide on a major?

   The college provides a grace period for students who cannot decide on a major within the designated period. Most students choose their major between late October and early November but those who fail to decide by then are granted an additional semester, until the first semester of their second year. If a student still cannot make a decision by that time, the university assigns a major based on prior preference surveys. Before the final assignment, four rounds of surveys are conducted to identify students’ interests in both major and minor fields. Based on these data, the university assigns placement if necessary. However, it is preferable for students to make their own choices before the process reaches that stage.

Q. What measures are in place to help students meet prerequisites before entering their major?

   The university currently maintains prerequisite requirements in only four departments, mostly in engineering, natural sciences, and business. Students who plan to enter these majors are encouraged to complete the necessary courses. In practice, most students already have a major in mind from their first semester and voluntarily take related classes. Thus, while there is limited structural guidance, much of the adjustment occurs through students’ autonomy and self-directed learning.

Q. How does the college encourage interdepartmental collaboration to foster interdisciplinary talent?

   It is difficult to maintain a long-term cooperative structure among departments. To address this because the School of Interdisciplinary Studies operates only during the first year, and students disperse into 37 departments afterward. To address this, the JA System serves as a primary channel for collaboration. The college does not design its curriculum independently but consults with professors from various departments to reflect their input when developing programs. The Creative Innovation courses mentioned earlier were also designed with this interdisciplinary cooperation in mind.

Q. How is the college addressing concerns about potential overcrowding in popular majors given the absence of enrollment quotas?

   All students in the School of Interdisciplinary Studies are required to pursue a double major, reflecting its goal of cultivating interdisciplinary talent. While the Creative Innovation courses are interdisciplinary, they are grounded in core academic disciplines such as philosophy, history, and the sciences, helping students build a broad foundation. Major selection is based on student autonomy, but the college monitors balance across departments through four annual preference surveys and coordination with university administration. When issues like overcrowding arise, the university can adjust faculty, facilities, or funding accordingly. Though still in its first year, the college continues to refine its system through ongoing evaluation and collaboration.

Q. Could you share your vision for the future development of the School of Interdisciplinary Studies?

   The School of Interdisciplinary Studies aims to ensure students’ freedom in choosing their majors and to support those still exploring their career paths. Its goal is for students to finish their first year with clarity and confidence about their future. Moving forward, two areas need improvement. First, fostering a stronger sense of belonging so students feel part of a community, not just a transitional program. Second, expanding expert lectures so all first-year students can hear from professionals across fields. Such experiences provide practical insights beyond academic counseling and help students make more informed and confident decisions about their majors.

Q. Is there anything you would like to say to the students of the School of Interdisciplinary Studies?

   To the students, I want to say that while taking full responsibility for your choices can feel heavy, it also brings great opportunity. I hope you use this time to explore and design your own academic paths so your experience here becomes a foundation for growth in your chosen majorsin the second year.