Eight hundred college students in Seoul area were surveyed for consumer behaviors and opinions about fast food restaurants at library, student center and class room from August 26 to 30, 1991. The result of this study showed that 70% of college students preferred to eat hamberger or chicken and 49% of them visited to fast food restaurants 1-3 times per month. The reasons given by students for patronizing fast food restaurants were the following, from most to least frequence: 'convenient', 'pleasant atmosphere', 'nice place to stay with friends', 'taste of food', 'speed of service', 'to be able to stay as long as I want', 'hygiene', 'variety of food price', 'nutritious food'. Majority of college students(71%) selected their food by preference, but 22% of them done by price. They were least satisfied with price and quantity of fast food. Therefore, it is important to develop domestic brand fast food restaurants to lower the price of fast food.

The purpose of this study was to investigate the value evaluation of foodstuff of 448 college students residing in the urban area. As a result of analyzing the value of each foodstuff, two to four factors were drawn from each foodstuff. The factors were classified into the social-conceptual factor, the preparatory factor, the quality factor, the economic factor, the subjective factor, and the complex factor. It was learned that the social-conceptual factor was dominant over the majority of college students in the evaluation of value of foodstuffs. There was a difference in the factor of the value evaluation for each foodstuff according to sex and the main growth region among the college students. A significant difference was found between the sexes regarding the preparatory factor and the economic factor. Also, in accordance with the main growth region, there was great difference in the social-conceptual factor(except for the Korean rice cake).

여대생의 평일 및 일요일의 식생활에서의 식사구조의 기본패턴을 파악하기 위하여 섭취된 식물을 16식품군으로 분류하여 식품 및 영양소섭취량과 16식품의 인자분석을 행하여 얻는 결과를 다음과 같이 요약한다. 1. 식품섭취량에서 16식품군 중 두류, 육류, 음료를 제외한 13식품군의 섭취량은 평일의 식사에서보다 일요일의 식사에서 더 높았다. 2. 식품군간의 상관행렬에서 밥은 평일 및 일요일식사에서 여러 식품군과 정(正)의 상관을 가졌고, 특히 일요일의 경우는 평일보다 정(正)의 상관을 가지는 식품군이 더 많아 섭취된 식품이 다양함을 나타내었다. 또 빵 면류는 평일의 경우 과자 사탕류와, 일요일의 경우는 우유, 난류와 정(正)의 상관을 가지므로 평일은 간식형으로, 일요일에는 식사대용으로 이용된 것으로 볼 수 있다. 야채류, 김치류, 난류, 음료는 평일 및 일요일의 경우 거의 같은 종류의 식품군과 정(正)의 상관을 나타내었다. 평일은 어류, 육류, 유지류가, 일요일은 해조류, 과일류, 우유가 여러 식품군과 정(正)의 상관을 나타내었다. 3. 상관행렬을 인자분석하여 얻은 제1인자는 평일 및 일요일의 경우 한국형의 전통식사(밥식)인자로 해석되었고, 야채류, 감자류, 해조류, 김치, 난류 등의 식품군은 일상 섭취하고 있는 것으로 나타났다. 평일의 경우 두류, 어류, 유지류가, 일요일에는 밥, 육류, 해조류가 식사패턴에 깊게 관련되는 인자로 나타났다. 제2인자는 평일에서는 조절소인자, 일요일에서는 한국형식사인자이었고, 제3인자는 평일에는 간식 대용식인자, 일요일에는 조절소인자로 나타났다. 제4인자에서 평일은 부식인자, 일요일은 열량원인자이었고, 제5인자에서 평일은 밥식인자, 일요일은 빵식인자로 나타났다. 4. 평일 및 일요일의 2차원공간도에서 제1주성분은 평일 및 일요일에서 한국전통식(밥식) : 서구식(영양이 고려되지 않은 대용빵식), 제2주성분은 평일에서는 조절소 : 주식(열량)공급원, 일요일은 식사형 : 간식형을 나타낸 것으로 풀이되었다. 5. 영양소섭취량에서 아침식사의 경우 평일은 열량과 구성소영양소의 섭취량이, 일요일은 조절소영양소의 섭취량이 높았다. 점심식사에서는 일요일의 경우가 평일보다 모든 영양소의 섭취량이 높았다. 간식에서 일요일의 경우 당질, 섬유소, 비타민 C를 제외한 영양소의 섭취가 많았으며, 특히 비타민 C, 동물성에너지, 지질, 칼슘, 당질은 1일 평균영양소섭취비로 볼 때 간식에서 높은 섭취비율을 나타내었다. 저녁식사는 평일은 일요일보다 열량, 지질, 당질, 철분 이외의 타 영양소 섭취가 많았고, 일요일의 1일 평균영양소섭취량은 비타민 B1 C, 동물성단백질을 제외한 영양소가 평일의 그것보다 높았다. 또 RDA와 비교한 영양소섭취비는 평일 및 일요일에서 열량(각각 77.4%, 82.3%), 철분(82.8%, 90.6%)이 RDA에 미달되었고, 그 외 영양소는 RDA를 상회하였다.

The purpose of this study is (1) to develop native foods in the future continuosly, and (2) to provide basic information allowing college student's to correctly understand traditional culture, by investigating those college students' preference and understanding of the native foods in Cheju-do. To accomplish these purposes, the survey was carried out by use of questionaires for 344 residing in Cheju-do from 20th to 29th May, 1989. The statistical analysis including frequency, percentage, mean and standard deviation was performed by use of SAS program, while the significant difference between groups was examined by 2-test. The results of this study are summarized as follows : 1. It was showed that college man had higher understanding and preference of those native foods than college women. 2. The result relating to age indicated that the more the age, higher understanding and preference. 3. The result by residing areas showed that the college students in the rural area showed higher understanding and preference than students in the urban area. 4. Based on the educational background of those subjects' mothers, it was shown that those college students of mothers having lower educational background had higher understanding and preference of native foods. 5. Those college students having good understanding of native foods accounted for 63.4 percent, while students requiring the continued development of those native foods for 91.0 percent. As a consequence, it is apparent that most subjects tended to show the positive responses to those native foods.

This study was surveyed by 318 male and 288 female college students eating out behaviours in Seoul. The results were summarized as follows; 1. Listed below are the major kinds of eating out of the home, breakfast form 8.9%, lunch 76.9%, supper 24.5% and snacks 25.7%. 2. 'Lunch out everyday' by male 53.5%, by female 52.5% 3. The reason why they lunch out indicates carrying a lunch box is 'inconvenient' by 35.1%, 'convenient' by 32.2%, 'hard to prepare the lunch box' by 19.9%. 4. When they choose kinds of food they are ascribed to 'preference' by 66.5%-74.6% the highest percentage of all. 5. The percentage rate of families who eat out Korean food gained the highest percentage by 59.7% next western food 16.6%, chinese food 15.2%, but the lowest percentage was Japanese food by 4.3%. 6. Ra-myun and noodles occupy the highest percentage of male by 43.7%-40.6%, female by 32.4%-54.3%. 7. When viewed from food preference for eating out take fried chicken, Pizza, Kalbi, Bulkoki and Tangsuyook. 8. The price the students generally pay for lunch was 500-1400 wons, averages to 1,000 wons. The price of eating out per capita a day, when taken by family unit averages to 5,200-5,900 wons. 9. College students offered suggestions for 'expensive in prices' 59.1%, 'Unsanitary' 14.1% when eating out.

With the wave of digital economy sweeping the world, artificial intelligence, blockchain, cloud computing, 5G, ChatGPT and other information technologies are developing rapidly. All walks of life are undergoing changes, and people’s thinking, cognition, life, study, and work are changing accordingly. Both developed and developing countries are also facing new situations and challenges in politics, economy, science and technology, culture, and education. It can be said that digitalization itself and its impacts are related to the development of the future world and affect every citizen of the earth. Digital literacy and skills derived from digitalization have gradually become the focus of attention from all walks of life. In terms of college students’ digital literacy and digital literacy skills, it mainly refers to the digital ability that college students should have and use in study, employment, and future work under the background of informatization and digitalization. Although digital literacy and digital literacy skills have been paid more and more attention by the international community and schools, there is no unified definition of digital literacy and digital literacy skills by various countries and international organizations, and there are some differences in the use of this concept by countries and regions. From the perspective of enterprises’ demand for digital talents, this paper puts forward some suggestions on the training and improvement of college students’ digital literacy skills.

This paper provides a comprehensive literature review on the entrepreneurial intention of college students and its influencing factors, drawing on both domestic and international sources. The study reveals that the fundamental theoretical models of entrepreneurial intention include the Theory of Planned Behavior (TPB), the Entrepreneurial Event Model (SEE), social network theory, and entrepreneurial self-efficacy theory. At the social level, influential factors primarily encompass the five-dimensional model of the entrepreneurial environment and the GM model. Individual-level factors involve social environmental factors, personal background factors, and personal trait factors. This research contributes to identifying the main directions in the study of factors influencing college students’ entrepreneurial intention, while also enriching research perspectives and broadening research designs to provide guidance for future entrepreneurial practices

Korean Wave is a very popular cultural phenomenon in China in the 21st century. Under the background of modern society, it exports various Korean cultural products to China through mass communication, and develops rapidly in China through Korean movies, pop music, variety show, food clothing and other forms. The input of these cultural products not only affects the Chinese public, but also profoundly affects contemporary Chinese college students. They have positive effects such as changing their way of life, improving their international perspective, and promoting personality shaping, but also have negative effects such as the worship of money in consumption concepts, the popularity of value orientations, and the shaking of cultural confidence. College students are the backbone of national construction. In the face of the coming Korean Wave culture, the family, school and society should correctly guide contemporary college students to treat rationally. While absorbing essence, they should adhere to cultural self-confidence and establish correct personal values.

본 연구에서는 외국인 유학생을 위한 교양교육과정을 제안하 려는 목적으로 교양교육표준모형, 국내외의 AI 교양교육과정 개발 사 례를 고찰하였다. 또한 AI 교양교육과정의 교수법을 내용중심 접근방 법 중 보호된 내용수업 방법으로 운영하고자 관련된 이론을 살피고 이를 교육과정 개발에 적용해 보았다. 이를 위해서 교사는 제2언어 학 습자들이 이해할 수 있는 방법으로 내용을 제시하고, 적절한 수준의 난이도로 언어를 사용해야 한다는 점을 고려하여 교육과정을 구성하 였다. 또한 H대학에서 AI 교양교육을 받은 학생들을 대상으로 시행한 설문조사를 결과를 반영하여 다음의 세 가지 교육과정 개발 원칙을 수립하였다. 첫째, 학생들에게 한국어로 컴퓨터를 활용할 수 있는 능 력을 배양하도록 기회를 준다. 둘째, 인공지능 교육의 바탕이 되는 컴퓨팅적 사고력을 함께 배양하기 위하여 기초적인 코딩을 진행한다. 셋 째, 인공지능에 대한 개념을 이해하기 위해 개념 학습과 실습 수업을 병행한다. 이를 바탕으로 인공지능 교양 교육과정을 AI 기초와 데이터 분석 두 과목으로 구성하고 교육 내용은 인공지능 개념 학습, 한글로 작동하는 소프트웨어 학습, 인공지능을 적용한 실습, 응용학습의 4단 계를 1학년 1학기와 2학기에 걸쳐 학습하도록 하였다.