Student Adaptation in Reconfigured Learning Environments at a South Korean University: A Q-Methodological Analysis of Subjective Orientations

초록

Contemporary universities increasingly combine face-to-face instruction with ongoing digital practices, creating reconfigured learning environments that reshape how, where, and when students learn. Although previous research has primarily examined student outcomes, engagement, and satisfaction, relatively little attention has been paid to how students subjectively interpret and adapt to these evolving educational conditions. Therefore, this study employed Q methodology to explore university students' subjective orientations toward adaptation in reconfigured learning environments at a South Korean university. Fifty-four students sorted 40 Q-sample statements, and the analysis identified five distinct orientations: a self-reliant psychological orientation, a physical-environment-sensitive orientation, an efficiency-oriented preference for online learning structures, a support-seeking orientation that values institutional and peer resources, and a future-oriented focus on career preparation. The findings demonstrate that student adaptation is shaped by diverse subjective orientations rather than by a single or uniform adjustment process. These results highlight the importance of developing responsive educational practices and support systems that recognize the varied ways students interpret, negotiate, and adapt to reconfigured learning environments.

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