Analysis of Middle School School Autonomous Hours Integrated Curricula: Focus on Subject Connection Structures and Integration Types

This study analyzes the connection structure and integration types of convergence curricula in middle school School Autonomous Hours (2024–2025). Applying Social Network Analysis (SNA) to 204 convergence subjects out of 359 newly approved courses, this study identified Social Studies, Moral Education, and Korean Language as central structural hubs. High-frequency connections revealed that educational discourses—such as SEL, AI literacy, and SDGs—are primary drivers for subject development. Based on the Drake & Burns (2004) framework, qualitative analysis showed that while multidisciplinary integration(47.1%) is dominant, interdisciplinary(33.3%) and transdisciplinary(19.6%) approaches remain limited. The results suggest that while diverse convergence subjects are formally produced, subject boundaries persist due to practical constraints. This study recommends collaborative inter-subject design and institutional support to foster more advanced integrated curricula in school autonomous hours.