자기주도학습 특성 유형을 고려한 기업가정신 기반 영재교육 프로그램 운영 방안 탐색

This study aims to identify types of self-directed learning (SDL) characteristics among gifted adolescents and to propose instructional strategies for entrepreneurship-based education programs. To this end, a qualitative content analysis was conducted on personal statements written by 80 newly admitted students enrolled in a youth entrepreneurship education program. The analysis revealed three major types of self-directed learning: the Inquiry Type (36.8%), characterized by academic exploration and knowledge expansion; the Problem-Solving Type (30.4%), emphasizing practical problem-solving and technological application; and the Creative Challenge Type (32.0%), oriented toward innovative idea generation and the pursuit of challenging goals. Each type was further subdivided into three subcategories, including concept-deepening, independent research, and convergence for the Inquiry Type; practical, technical, and systemic problem-solving for the Problem-Solving Type; and innovative idea generation, goal achievement, and self-realization for the Creative Challenge Type. Based on these findings, this study proposes differentiated instructional strategies tailored to each learning type: advanced research opportunities and expert mentoring for Inquiry-type learners; problem-based learning and technical challenge tasks for Problem-Solving-type learners; and creative project-based activities that encourage idea realization and transform failure into learning for Creative Challenge-type learners. The results suggest that entrepreneurship education for gifted students should move toward a multi-track, learner-centered design that reflects individual self-directed learning characteristics. This study provides practical implications for strengthening self-directed learning and entrepreneurial competencies in gifted education contexts.