부산대학교 도서관

This study evaluates an impact of satisfaction with robot job education on the willingness to seek employment and explores a mediating role of self-efficacy in robot technology within this relationship. Thus this study is focused on the issue of effective workforce development in the field of robotics. A survey was conducted among 100 students at a robotics training innovation center, and the data from 87 respondents were analyzed using frequency analysis, descriptive statistics, and reliability and validity tests by using SPSS v.22. Additionally, the research hypotheses were tested through multiple regression analysis, and the mediating effects were examined using the bootstrapping method in PROCESS v.4.2. To sum up the findings, firstly, the satisfaction level in robot job education positively influences the motivation to seek employment. Higher satisfaction levels lead students to believe that the knowledge and skills acquired during the course can be applied to their future careers, thereby strengthening their job-seeking motivation. Secondly, among the sub-factors of education satisfaction, such as educational content, instructor quality, educational materials, educational environment, and administration, it was found that educational content has a positive impact on employment intent. The content of robot job education, encompassing essential job skills and knowledge, enables learners to directly acquire skills and knowledge related to their future careers. This is deemed crucial to effectively teach the skills needed in the job market and to boost the confidence and willingness for employment. Thirdly, instructor quality, educational materials, educational environment, and administration do not directly positively impact the intent to seek employment, suggesting that job-seeking motivation is influenced by a complex interplay of various factors. Fourthly, this study confirmed a mediating effect of self-efficacy in robot technology on the relationship between education satisfaction and employment intent. This implies that satisfaction with the course enhances the learners' internal sense of robot technology self-efficacy, and this self-efficacy translates into motivation and actions towards employment. In other words, self-efficacy in robot technology, as a psychological variable in robot job education, indirectly plays a significant role in enhancing employment intent. Therefore, based on the results of this study, institutions providing robot job education should continually modernize their educational content to reflect the rapid changes and technological advancements in the robot industry, thereby enhancing its applicability in the field. Educational programs should focus on the specific skills and competencies required in the job market, thereby strengthening the job-seeking motivation and confidence of learners. Additionally, governments and related agencies should take the lead in designing and implementing policy support systems that enable learners to be competitive in the job market.