1. Introduction
1.1. Historical Development of General Education in Taiwan
1.2. Philosophical Foundations of General Education in Taiwan
• Liberal Reflection: Influenced by the Great Books tradition of Western universities like Chicago and Columbia, Taiwan’s general education encourages students to learn “how to think” rather than “what to think.” This focus on cultivating intellectual autonomy through exposure to classic texts and diverse ideas mirrors the liberal arts ideal.
• Interdisciplinary Guidance: Reflecting the influence of Yale and Harvard Universities, Taiwan’s general education model emphasizes a broad understanding of various disciplines. Through the “ways of knowing” approach, students are introduced to multiple perspectives in science, social science, humanities, and arts, fostering intellectual versatility and cross-disciplinary connections.
2. Taiwan’s General Education Framework: Key Institutions and Models
• Institutional Spirit: General education reflects each institution’s foundational spirit and mission. For example, Chung Yuan Christian University and Fu Jen Catholic University are both founded on Christianity, and their general education emphasizes the holistic education of God, human, and self.
• Interdisciplinary Learning: Cross-disciplinary courses encourage intellectual dialogue and provide a holistic educational approach, enabling students to tackle complex issues through diverse disciplinary perspectives.
• Autonomous Learning: Students have the flexibility to design their own learning paths, fostering independent thinking and research.
• Local Practice: General education incorporates local studies and the United Nations’ Sustainable Development Goals (SDGs) through University Social Responsibility (USR) programs, blending academic and societal contributions.
• Digital Literacy: Courses in programming and artificial intelligence are integrated into general education to equip students with essential digital skills.
• Global Vision: International study programs broaden students’ cultural awareness, preparing them for global challenges.
2.1. Institutional Spirit
• Chung Yuan Christian University (CYCU): Grounded in Christian values, Chung Yuan’s general education curriculum is built on the ideals of holistic education. Its curriculum fosters students’ personal development in areas such as respect for others, self-awareness, and ethical reasoning, embodying the values of “heavenly being, human being, and self.” (CYCU, 2024)
• Fu Jen Catholic University (FJU): Fu Jen integrates its religious foundation into its general education framework through its motto of “Truthfulness, Goodness, Beauty, and Holiness.” Its Core Liberal Studies Program includes courses such as “Philosophy of Life” and “Ethics for Professions,” reflecting the university’s commitment to holistic moral education. (FJU, 2024)
• China Medical University: With a focus on medical education, China Medical University incorporates the “Exploring the Way of Schweitzer” program into its liberal arts curriculum. This initiative combines service learning in Africa with the study of Albert Schweitzer’s philosophy, enriching students’ understanding of humanitarian service. (CMU, 2024)
• National Taiwan University of Science and Technology (NTUST): NTUST emphasizes the integration of humanistic education within its technical programs, enhancing students’ ability to both “do” and “speak.” The focus on humanistic qualities is aimed at cultivating well-rounded technical professionals. (NTUST, 2024)
• Tzu Chi University of Science and Technology (TCU): Tzu Chi integrates the teachings of compassion and community service into its general education program, promoting students’ emotional intelligence and commitment to social justice. (TCU, 2024)
2.2. Bridging Disciplines: The Role of General Education in Interdisciplinary Learning
2.2.1. Expanding the Scope of General Education Courses - National Taiwan University (NTU)
2.2.2. Guiding Interdisciplinary Learning - National Taiwan Normal University (NTNU)
2.2.3. Integrating Related Knowledge through Thematic General Education Courses
2.2.4. Interdisciplinary General Education Credit Programs
2.3. Emphasizing Digital Literacy in General Education
2.4. International Learning
• International Exchange: Universities provide students the opportunity to earn general education credits while participating in international exchange programs. These exchanges offer cultural immersion and academic exposure in diverse environments, significantly enhancing students’ global awareness.
• Overseas Learning Courses: Institutions such as Chung Hua University offer general education courses conducted overseas, allowing students to engage in experiential learning abroad. These courses expand academic horizons while providing direct insights into different cultural and societal frameworks. (CHU, 2024)
• International Volunteer Programs: Programs like those at National Sun Yat-sen University promote service-learning opportunities in international contexts. Students engage in meaningful global community work while earning general education credits, cultivating a strong sense of global citizenship and social responsibility. (NSYU, 2024)
• English Medium Instruction (EMI) of General Education Courses: Many universities have increased the availability of English-language general education courses or offer fully English-taught micro-courses. These initiatives aim to better prepare students for the demands of a globalized workforce and enhance their English language proficiency.
• Overseas Campuses: Ming Chuan University exemplifies the integration of international experience by utilizing its American campus. It provides students with the opportunity to study abroad while simultaneously fulfilling general education requirements, blending academic progress with international exposure. (MCU, 2024)
3. General Education as a Solution to the “Two Cultures” Divide
• Gaps Between Disciplines: To address the disciplinary divide, universities have introduced interdisciplinary courses and programs. These courses encourage students to synthesize knowledge across various fields, fostering a holistic approach to education. Examples include programs like “Artificial Intelligence and Humanities” and “Law and Technology,” which integrate scientific and humanistic knowledge to tackle complex issues.
• Gaps Between Academia and Social Issues: Taiwan’s general education system has integrated the United Nations’ Sustainable Development Goals (SDGs), University Social Responsibility (USR) initiatives, and local studies into the curriculum. This approach enables students to apply theoretical knowledge to real-world social challenges, fostering a stronger connection between academic inquiry and societal needs.
• Gaps Between Passive and Active Learning: In response to the need for more engaged learning, autonomous learning programs have been introduced to transition from traditional passive models to more active, student-centered approaches. These programs give students the freedom to design their own learning paths, promoting independent research, critical thinking, and self-directed projects.
• Gaps Between the Digital and Physical Worlds: As the digital world becomes more central to everyday life, Taiwan’s universities have emphasized computational thinking and programming within their general education programs. This focus on digital literacy prepares students to navigate both digital and physical environments, equipping them with essential technical skills for the modern workforce.
• Gaps Between Local Knowledge and Global Perspective: To address the need for students to develop a global outlook, universities in Taiwan have introduced international service learning, study abroad opportunities, and English-taught courses (EMI). These initiatives allow students to engage with global issues while deepening their understanding of local contexts, ensuring a well-rounded, globally conscious education.
4. Challenges and the Future of General Education in Taiwan
• Lack of Diversity in Curriculum Design and Implementation Although general education has flourished across Taiwanese universities, there is a lack of diversity in the design and implementation of general education courses. Many universities offer similar course designs, lacking innovation and distinctiveness, which fails to fully meet the diverse learning needs of students (Huang & Hsu, 2018).
• Insufficient Teaching Resources and Faculty A significant challenge lies in the inadequate faculty resources for general education. Many instructors teaching general education courses have not received specialized training in this field, which can impact the quality of teaching. Additionally, general education often receives insufficient resource allocation, leading to lower course quality (Huang & Hsu, 2018; Ye et al., 2022).
• Low Student Engagement and Motivation Another notable issue is the lack of student engagement and motivation in general education. Some students perceive general education courses as less practical compared to their major-specific courses, which affects their learning motivation and participation (Ye et al., 2022).
• Inadequate Assessment and Feedback Mechanisms Currently, general education in Taiwan lacks effective assessment and feedback mechanisms. The evaluation standards vary between universities, making it difficult to consistently measure students’ learning outcomes and course effectiveness. Additionally, the absence of channels of students’ feedback hampers efforts to improve courses and enhance teaching quality (Chien et al., 2013).
• Integration with Professional Education There is also a challenge in aligning general education with professional education. Students often struggle to integrate general education courses with their professional knowledge, which diminishes the overall impact of general education. Furthermore, some general education courses overlap with professional courses, adding to the students’ academic burden (Huang & Hsu, 2018; Chien et al., 2013).
• Facing the Challenges of Rapid AI Development As Taiwan’s higher education system faces the challenges posed by rapid advancements in AI, general education must evolve to ensure students develop skills and perspectives that extend beyond technical expertise. With AI increasingly outperforming human capabilities in areas such as visual reasoning, natural language understanding, and mathematical problem-solving, education must focus on cultivating distinctively human traits―creativity, ethical reasoning, emotional intelligence, and interdisciplinary thinking. These human qualities remain essential in areas where machines cannot fully replicate or replace human judgment and adaptability. (Stanford University, 2024)