ScholarWorks@숙명여자대학교

초록

Floral design, an art form using natural materials, offers significant sensory and emotional benefits, particularly through integration with experience design. Despite this, current floral design education in Korea overly focuses on practical skills and certification, leading to imbalances in emotional, social, and digital experiences. This study proposes an educational model integrating multiple dimensions of experience design to address these gaps. Five experience design dimensions―emotional, functional, physical, social, and digital―were used as an analytical framework. Curricula from five Korean universities specializing in floral design were collected and categorized into foundational, applied, and advanced stages. Courses were analyzed by objectives, methods, and evaluation criteria, classifying experience design implementation as direct or indirect. Results were visually summarized to highlight connections between floral education and experience design. Analysis showed that emotional and functional experiences were frequently integrated across all stages, while social and digital experiences were limited. Core competencies were identified for each dimension (sensory expression, practical design, spatial composition, collaborative planning, digital content creation), and educational objectives, learning activities, and evaluation metrics were structured accordingly. The proposed model incorporates sensory-driven education, repetitive skill training, immersive spatial design, collaborative projects, and AR/VR virtual exhibitions to enhance comprehensive experiential learning. To improve industry applicability, capstone projects, entrepreneurship modules, and online platform management exercises were included. This study provides a practical roadmap for shifting floral education from skill-focused learning to creative, user-experience-centered education. The proposed model lays groundwork for future research in remote education, emotional assessment tools, and digital twin-based simulations. However, the study's reliance on case analysis without empirical validation is a limitation, indicating the need for future empirical research and culturally contextualized educational designs.

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