Proposing a Theoretical Design Framework for a Self-Determination Theory Based Living-Learning Community considering the Early Experiences of Undeclared Students in the Autonomous Major Selection System

This study aims to deepen understanding of students’ experiences within the Autonomous Major Selection System (AMSS) and proposes the design of a Self-Determination Theory (SDT)–based Living–Learning Community (LLC). As the number of undeclared students entering universities and colleges increases, these students face complex challenges, including uncertainty in career decision-making, difficulties with academic adjustments, psychological anxiety, and an overall weakened sense of belonging at the school. However, existing university support systems often function in fragmented ways, with academic advising, emotional support, and major exploration activities provided separately, thereby failing to adequately address students’ needs. Drawing on the analyses of international LLC models and prior research on the AMSS, this study identifies key components that effectively support undeclared students, including interactions within residential spaces, daily contact with faculty, library-centered academic support, and stepwise programs for major and career exploration. Findings indicate that alleviating early confusion and information gaps requires an integrated structure that combines community-based residential environments, systematic major and career exploration activities, alignment between curricular and co-curricular programs, and sustained engagement from faculty and institutional staff. Overall, an LLC designed to address SDT’s basic psychological needs can foster autonomous exploration, enhance students’ sense of competence, and strengthen relational support, ultimately improving the overall quality of the major selection process for these students.