An Analysis of the Development Status of New Subjects in Middle School ‘School Autonomous Hour’: Focusing on a Census of 17 Regional Offices of Education in Korea

Purpose: The purpose of this study was to provide foundational data for exploring school curriculum design and policy support directions by empirically analyzing the development patterns of 359 newly established subjects in middle school “School Autonomous Hour” approved by 17 metropolitan and provincial Offices of Education from the first half of the 2024 academic year to the second half of the 2025 academic year. Methods: Data on 359 newly established subjects, which are non-national curriculum subjects in general middle schools, were collected and analyzed using descriptive statistics and content analysis. The analysis examined the scale of development by region, subject group organization, evaluation methods, instructional hours, and the development status of authorized textbooks. In addition, subject characteristics were categorized based on six types of content configuration, and major keywords in subject names were extracted. Results: First, the national development density per school was 0.111 based on 359 subjects across 3,243 schools, with regional variations observed. Second, elective subject groups accounted for the majority (76.3%), with pass/fail (P/F) evaluation being the most common, and the proportion of subjects without authorized textbooks reaching 89.14%. Third, in terms of content characteristics, subject deepening (42.62%) and subject convergence (34.26%) types were predominant. Keywords in subject names indicated a tendency to emphasize practical, life-related competencies such as life, career, and character. Conclusion: Newly established subjects in School Autonomous Hour tend to focus on themes closely related to students’ real-life experiences and demonstrate the potential for diverse curriculum design at the school level. These findings suggest that School Autonomous Hour functions as an institutional foundation supporting curriculum autonomy and expansion in schools. To enhance the effectiveness of the system, it is necessary to establish a coherent administrative support system, refine evaluation criteria, strengthen teachers’ curriculum design competencies, and provide support for balanced curriculum development.