Exploratory Study on the Learner Experience of University Liberal Arts Classes from the Perspective of Positive Behavioral Support

This study aimed to qualitatively explore the experiences of university students participating in general education courses from the perspective of Positive Behavior Support (PBS) and to identify the meaning of educational service quality in relation to learners' emotional stability, learning engagement, and social relationship formation.Recently, university general education has shifted from knowledge-centered instruction to a focus on learners' holistic growth and positive behavioral change.Accordingly, emotional factors such as instructors' interaction, feedback, and classroom climate have emerged as key determinants of learning experience quality.The study was conducted as a qualitative inquiry with six participants enrolled in general education courses at D University, Chungcheongnamdo, during the first semester of 2025.Data were collected through in-depth semi-structured interviews and participant observation, transcribed verbatim, and analyzed using inductive analysis.To ensure credibility and validity, triangulation and member checks were applied.The analysis revealed four key themes.First, receptive feedback and empathetic interaction from instructors reduced students' anxiety and fostered psychological safety, which encouraged active class participation.Second, opportunities for autonomous choice and expression strengthened learners' intrinsic motivation and self-directed learning, promoting engagement and self-reflection.Third, a supportive classroom culture based on peer cooperation and mutual respect enhanced learners' sense of belonging and community, resulting in positive behavioral transfer to other courses and everyday contexts.Fourth, positive feedback and reflective practices with instructors and peers enhanced students' self-efficacy and learning persistence.These findings suggest that Positive Behavior Support in general education functions as an educational service paradigm that holistically strengthens learners' psychological stability, autonomy, social relationships, and self-efficacy.This study provides practical implications for improving the quality of general education and developing learner-centered teaching and learning environments in higher education.