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Korean J General Edu > Volume 18(6); 2024 > Article
Chen, Hsiang, Chang, and Shih: The Evolution and Characteristics of General Education in Taiwan

Abstract

Taiwanese universities have embraced the spirit of general education from Europe and the United States, launching their own general education programs in the 1980s. Through various social and educational transformations, general education has come to play a critical role in Taiwan’s higher education system. This paper outlines the evolution, principles, and key characteristics of general education in Taiwan. Additionally, it explores how universities have introduced diverse general education programs to bridge various gaps: between academic disciplines, between academia and societal issues, between passive and active learning, between the digital and physical worlds, and between local knowledge and global perspectives. The paper concludes by highlighting the potential of even larger gaps emerging in the future due to advancements in AI, suggesting that general education must evolve to address these challenges effectively.

1. Introduction

Taiwanese universities began adopting the spirit of general education from Europe and the United States in the 1980s. Over the decades, as both society and the education system have evolved, general education has grown to play a significant role in Taiwan’s higher education landscape. This paper aims to explore the development, principles, unique features, and the challenges of general education in Taiwan. These features include: institutional spirit, interdisciplinary learning, autonomous learning, local practice, digital literacy. Lastly, it was mentioned, Taiwan’s general education system is designed to bridge various gaps, such as those between disciplines, society, and learning methods. This flexible and diverse framework provides students with the skills needed to navigate future challenges, particularly those posed by the rise of artificial intelligence.

1.1. Historical Development of General Education in Taiwan

In the aftermath of World War II, Taiwan’s higher education system underwent significant transformation, influenced by the U.S. model, particularly the concept of liberal education. This shift became evident with Tunghai University’s introduction of Taiwan’s first liberal education program in 1956, reflecting broader global post-war trends emphasizing intellectual development (Lin, 2015). By 1970, National Tsing Hua University (NTHU) expanded general education into its curriculum, and by 1981, National Taiwan University (NTU) proposed a comprehensive general education model influenced by Harvard’s core curriculum (Huang, 2018). Although this model was not fully implemented due to logistical challenges, the Ministry of Education’s involvement from 1982 to 1983 led to institutionalizing general education across Taiwan (Ministry of Education, 1984). In 1992, elective credits for general education were increased, and in 1995, the Constitutional Court’s ruling gave universities autonomy over their core curricula. NTU subsequently established its “Joint Education Committee” in 1996, reflecting a growing emphasis on interdisciplinary learning and holistic development within Taiwan’s education system (Huang, 2018).

1.2. Philosophical Foundations of General Education in Taiwan

General education has long been recognized as a defining feature of U.S. higher education, representing a model for other nations seeking to develop holistic academic programs (Association of American Colleges and Universities, 2015; Boyer, 1987; Gaston, 2015). The broad knowledge expected of U.S. college graduates, emphasized through general education, has inspired international educational systems to adopt similar frameworks (Blumenstyk, 2015). Typically, U.S. bachelor’s degrees require the completion of around 120 credits, with one-third dedicated to general education courses (Lattuca & Stark, 2014). The centrality of general education in achieving the overarching goals of higher education underscores its continued relevance and interest globally.
General education is more than a collection of courses; it represents a philosophical commitment to intellectual breadth and depth. It provides a framework that integrates a variety of philosophical ideals and pedagogical approaches, forming the backbone of curricula designed to foster well-rounded graduates. The absence of a single definition for general education reflects its diverse history and evolving role, leading to the use of numerous related concepts that vary across institutions.
In Taiwan, the philosophical foundations of general education are deeply rooted in the traditions of Western liberal arts education. This is expressed through two key principles:
  • • 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.

These philosophical tenets align with Taiwan’s broader educational goal of developing students who possess both intellectual agility and a strong ethical foundation. The emphasis on holistic, values-based education reflects Taiwan’s commitment to producing graduates capable of critical thought and social responsibility, echoing the principles of Western liberal arts traditions adapted to local cultural and educational contexts.

2. Taiwan’s General Education Framework: Key Institutions and Models

Taiwan’s general education system is defined by six prominent features that reflect both local traditions and global educational trends. These characteristics collectively create a comprehensive framework that integrates interdisciplinary learning, fosters student autonomy, and emphasizes local engagement and global perspective. Below is an overview of these key features:
  • • 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

General education serves not only as an educational foundation for students but also as a key vehicle for expressing and reinforcing the institutional mission and identity of universities. In Taiwan, several universities have developed distinctive general education frameworks that reflect their unique institutional philosophies and values. Below are examples of how universities have aligned their general education programs with their core missions:
  • • 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)

These examples demonstrate the diverse ways in which general education can reflect and reinforce institutional values, ensuring that educational programs are aligned with the university’s mission.

2.2. Bridging Disciplines: The Role of General Education in Interdisciplinary Learning

One of the core objectives of Taiwan’s general education system is to bridge the gap among academic disciplines, encouraging students to approach problems from multiple perspectives. General education courses are designed to foster interdisciplinary learning, promoting a more comprehensive understanding of complex issues.

2.2.1. Expanding the Scope of General Education Courses - National Taiwan University (NTU)

At National Taiwan University (NTU), general education courses are structured to encourage interdisciplinary exploration. By offering a diverse range of subjects, from literature and social philosophy to the natural sciences, NTU fosters intellectual curiosity and broadens students’ worldviews. Additionally, NTU’s flexible approach allows students to propose their own courses, further personalizing their learning experience. This interdisciplinary approach is complemented by experiential learning opportunities, such as internships and overseas study programs, which enable students to gain practical, real-world experience. (NTU, 2024)

2.2.2. Guiding Interdisciplinary Learning - National Taiwan Normal University (NTNU)

National Taiwan Normal University (NTNU) offers a unique system that encourages students to pursue double majors or minors. The university allows the first course in the second major or minor to count as a general education credit. This structure not only enhances the content of general education courses but also helps students explore foundational knowledge in different disciplines before committing to additional areas of specialization. This approach effectively bridges general and professional education, using general education as a gateway for students to explore potential fields for further study. (NTNU, 2024)

2.2.3. Integrating Related Knowledge through Thematic General Education Courses

In contemporary general education, thematic courses have emerged as a pivotal approach to integrate related knowledge across different fields, fostering interdisciplinary learning. In Taiwan, universities are increasingly adopting this model to align with global trends and enhance student engagement in real-world issues. One example is courses structured around the United Nations’ Sustainable Development Goals (SDGs). For instance, National Taiwan University’s course “Gender and Equality” (NTU, 2024) and National Sun Yat-sen University’s “Ecology and Environment” reflect an SDG-oriented curriculum that encourages students to explore critical social and environmental challenges. (NSYU, 2024)
Another prominent theme in general education is the integration of theory and practice, demonstrated by courses at National Tsing Hua University such as “ Kenneth Hsien-Yung Pai Literature Lectures “ and “ New Aesthetics of Peking Opera.” These courses combine theoretical knowledge with practical applications, helping students appreciate the aesthetic and cultural significance of traditional art forms while applying modern interpretative methods. (NTHU, 2024)
Furthermore, promoting local cultural and environmental awareness is a key component of thematic general education. National Sun Yat-sen University, for example, offers mountain and sea-themed courses, including introductory surfing and sailing activities. These courses aim to connect students with the local environment, fostering an appreciation for ecological literacy and experiential learning through direct engagement with the natural landscape. (NSYU, 2024)
Finally, literacy-oriented courses are another significant aspect of thematic general education. Chung Yuan Christian University offers courses in aesthetic literacy, focusing on cultivating students’ appreciation for beauty and creativity in everyday life. These courses aim to build critical thinking and cultural awareness by encouraging students to engage deeply with various forms of artistic expression. (CYCU, 2024)
These examples illustrate how thematic general education courses can enhance interdisciplinary learning, combining global and local perspectives, theory and practice, and fostering essential literacies for holistic student development.

2.2.4. Interdisciplinary General Education Credit Programs

In recent years, many universities in Taiwan have adopted a more structured and integrated approach to general education by offering credit-bearing interdisciplinary programs. These programs aim to provide students with a more cohesive and comprehensive learning experience, allowing them to explore various academic fields while maintaining a clear curricular focus.
For example, National Central University has designed several interdisciplinary credit programs such as “Interdisciplinary Social Participation,” which bridges disciplines like sociology, political science, and community service to encourage active engagement in societal issues. This program integrates theoretical knowledge with practical social action, offering students a holistic view of community involvement. (NCU, 2024)
Additionally, courses like “Artificial Intelligence and Application” merge computer science, mathematics, and ethical considerations, giving students both technical skills and a deep understanding of the broader implications of AI in society. This approach helps students acquire interdisciplinary competencies in one of today’s most critical technological domains.
Programs such as “Interdisciplinary Honors” and “Law and Politics” further enhance the integration of knowledge across academic boundaries, combining legal studies, political science, and interdisciplinary research to foster students’ analytical skills. “Narrative and Digital” is another unique program that blends literature, media studies, and digital technology, highlighting how digital narratives shape and are shaped by contemporary culture.
Lastly, the program of “International Affairs” offers a multidisciplinary perspective on global issues, combining political science, economics, and cultural studies to equip students with a comprehensive understanding of international relations and diplomacy.
These credit-bearing interdisciplinary programs demonstrate the growing emphasis on integrating multiple disciplines within general education, offering students a structured yet flexible approach to developing diverse academic and practical skills across a wide range of subjects. This trend makes general education more systematic and relevant to the complexities of the modern world.

2.3. Emphasizing Digital Literacy in General Education

In recent years, Taiwan’s Ministry of Education has prioritized digital literacy as an integral component of general education. Through initiatives such as the Higher Education Sprout Project, universities are strongly encouraged, and in some instances required, to integrate programming courses across all fields of study. This mandate underscores the growing need for students, irrespective of their academic disciplines, including those in the humanities and social sciences, to develop fundamental digital competencies. (MOE, 2024)
Complementing the focus on programming, the Ministry has also initiated the Digital Humanities Talent Cultivation Subsidy Program, which provides both funding and institutional support to promote the integration of digital tools and methodologies within the humanities and social sciences. This initiative allows students to engage with advanced digital resources, thereby enhancing their research capabilities and analytical skills in increasingly digitized academic environments. (DH Program, 2024)
These efforts represent a strategic move to narrow the gap between traditional academic disciplines and modern technological advancements. By embedding digital literacy within the framework of general education, Taiwan’s higher education institutions aim to prepare students for a globalized and highly digital workforce, ensuring they acquire not only computational thinking but also the technical expertise necessary for success in the digital age.

2.4. International Learning

Taiwan’s universities have increasingly emphasized global perspectives within general education through a wide array of international learning opportunities. These initiatives aim to embed international experiences into the general education framework, fostering intercultural competence and a global outlook among students.
  • • 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)

Collectively, these initiatives underscore the critical role international learning plays in general education, equipping students with the intercultural competence and global awareness necessary to thrive in an increasingly interconnected world. Taiwan’s universities are actively fostering this global perspective, making international engagement an essential aspect of students’ educational experiences.

3. General Education as a Solution to the “Two Cultures” Divide

In C.P. Snow’s (1959)renowned lecture The Two Cultures, he underscored the increasing divide between the sciences and the humanities. Snow argued that this division was detrimental to intellectual progress, as it created a gap in communication and collaboration across knowledge domains. He specifically highlighted that this divide was more pronounced in the British educational system, which traditionally favored the humanities over the sciences. Snow believed that this separation stifled the ability to address complex global issues like poverty, environmental degradation, and disease, which demand both scientific and humanistic perspectives. The relevance of Snow’s critique is evident in contemporary times, as today’s societal issues grow increasingly multifaceted. Addressing global challenges such as climate change, health crises, and social inequality requires not only scientific knowledge but also ethical reasoning and cultural understanding ― aspects typically nurtured within the humanities. General education serves as a potential bridge to mitigate this knowledge gap. By fostering interdisciplinary learning and ensuring students are exposed to both scientific and humanistic fields, general education cultivates holistic problem-solving skills, enhancing collaboration across traditionally segmented academic areas. In fact, many universities have designed their general education curricula with the goal of preventing the stark division Snow observed in the UK, creating a more integrative educational environment. Promoting general education that spans both scientific and humanistic domains is therefore essential to addressing modern societal challenges. Snow’s vision of better communication and cooperation between these two key areas of knowledge can be realized through well-designed general education programs. By embedding interdisciplinary collaboration into the educational framework, students are equipped to tackle multifaceted global issues, effectively bridging the intellectual divide that Snow highlighted.
Taiwan’s higher education system, in particular, has responded to the emergence of new knowledge gaps by adopting various strategies within its general education programs to bridge these divides. The following are key strategies implemented in Taiwanese universities:
  • • 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.

By employing these strategies, Taiwan’s general education system is not only bridging the gaps highlighted by Snow’s Two Cultures but is also ensuring that students are well-prepared to navigate the complexities of a rapidly evolving world. These initiatives demonstrate how general education can act as a cohesive force, integrating disparate domains of knowledge and equipping students with the tools to solve contemporary global challenges.

4. Challenges and the Future of General Education in Taiwan

Taiwan’s general education has developed its own distinctive features and has become an important educational mechanism for bridging various gaps. However, overall, general education in Taiwan still faces several challenges and issues. Below are some of the main problems and their analysis:
  • • 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)

5. Conclusion

Taiwan’s general education system, with its focus on interdisciplinary learning, local studies, and digital literacy, presents a forward-thinking model that addresses the complexities of modern higher education. By integrating global perspectives with local knowledge and fostering student autonomy, this system ensures that students are equipped to navigate the rapidly changing demands of the contemporary world. As AI continues to transform society and reshape traditional career trajectories, future research should explore how these educational strategies impact graduates’ adaptability in the workforce and their capacity to contribute meaningfully to an AI-driven global economy. Through ongoing innovation and reflection, Taiwan’s general education system can continue to serve as a model for cultivating well-rounded, critically minded, and resilient graduates.

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