Introduction
In contemporary society, middle-aged women face the dual challenges of re-employment and the recovery of self-identity amid the structural constraints of career interruption. Within this context, lifelong education goes beyond mere educational opportunities; it serves as a vital pathway for social adaptation and psychological restoration. Previous studies have also reported that participation in lifelong education positively influences career adaptation (Nam and Yoon, 2018) and fosters the exploration of new professional roles and the reconstruction of identity (Oh, 2024). These findings highlight that lifelong education provides a critical foundation for enhancing the “quality of life” among middle-aged women.
Against this backdrop, the National Competency Standards (NCS) represent a framework that systematizes the occupational competencies required in industrial settings, thereby enhancing the standardization and practical relevance of vocational education and training (Nam, 2017; Ham, 2019). The NCS-based training approach has also been implemented in the field of floral decoration (also referred to as floral design or floristry), where empirical analyses have indicated that it contributes to strengthening the professionalism of florist technicians and enhancing the credibility of the national technical qualification system in floral design (Kim, 2015). Recent research trends suggest that NCS-based studies are being actively conducted within the floral decoration domain (Kim, 2024), providing evidence of the effectiveness of NCS-based vocational training in reinforcing practical, field-oriented skills (Nam, 2017; Ham, 2019).
Furthermore, research on the psychological and emotional effects of floristry education and horticultural therapy has steadily increased in South Korea. For instance, horticultural therapy programs incorporating flower exhibitions have been shown to enhance emotional stability and social skills in adults (Ko, 2009). Additional studies have reported positive effects such as increased self-esteem and reduced depressive symptoms in middle-aged women (Jang et al., 2010; Lee, 2010). Mun et al. (2010) also found that the content of educational programs was directly associated with job satisfaction among florists. Moreover, horticultural activities have been documented to provide diverse benefits, including a greater sense of life purpose and ego-identity (Lee et al., 2007), alleviation of depressive symptoms (Park et al., 2016; Zhang et al., 2022), improved resilience and stress-coping abilities (Jung, 2019), and stress reduction and emotional stability (Shim, 2023). These findings suggest that floristry education can play a significant role not only in vocational aspects but also in psychological and emotional recovery.
However, previous studies have primarily focused either on the psychological effects of horticultural therapy or on the vocational utility of general floriculture education. There has been little comprehensive analysis of NCS-based floristry education programs for middle-aged women. Therefore, this study sought to overcome these limitations.
An in-depth analysis was conducted of the experiences of middle-aged female participants in an NCS-based floristry program, aiming to examine how the program contributes not only to enhancing vocational competence but also to fostering learning motivation and psychological well-being. Based on the findings, directions were proposed for developing customized floristry education programs that reflect the characteristics and needs of middle-aged women, thereby seeking to expand the practical effectiveness of NCS-based vocational education.
Research Methods
This study focused on middle-aged women (ages 40–65) who had participated in NCS-based floristry programs. A survey was conducted from June 30 to July 27, 2025, targeting women with experience taking classes at lifelong education centers, vocational training institutions, or private educational institutes located in the Seoul metropolitan area and other metropolitan cities. A total of 270 questionnaires were distributed, and 258 were returned. After excluding insincere responses, 251 valid questionnaires were used for the final analysis.
As research instruments, the job competency units of the National Competency Standards (NCS), along with relevant previous studies (Ko, 2008; Kim, 2015; Mun et al., 2010; Nam, 2017; Ham, 2019), were reviewed, reconstructed, and refined to align with the purpose of this study. The questionnaire comprised a total of 30 items, including 5 items on demographic characteristics. The remaining 25 items were measured using a five-point Likert scale (1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree). The detailed structure of the questionnaire items is presented in Table 1.
To complement the internal changes in learners that could not be captured through quantitative analysis alone, in-depth interviews were also conducted. Three survey participants were selected using purposive sampling, and each interview lasted approximately 30 minutes. The main interview questions addressed participants’ motivation for program participation, learning experiences, changes in perception before and after the training, factors contributing to satisfaction and dissatisfaction, and suggestions for future improvement. All interviews were audio-recorded with participants’ consent, and a thematic analysis was conducted to identify core themes.
The collected survey data were analyzed using the SPSS statistical software. Descriptive statistics and chi-square tests were employed to examine group differences based on certification status, i.e. whether or not participants held a floristry-related certificate. The interview data were compared with and used to supplement the quantitative findings through qualitative content analysis.
Results and Discussion
Demographic Characteristics of the Participants
A total of 251 respondents participated in this survey, and their demographic characteristics are summarized in Table 2. Among the participants, individuals in their forties represented the largest group (n = 152, 60.6%), followed by those in their fifties (n = 82, 32.7%) and those aged sixty or older (n = 17, 6.8%). These findings indicate that women in their forties and fifties are particularly active in acquiring new vocational skills and pursuing self-development. This trend may reflect a strong motivation within this age group to prepare for career transitions or reemployment opportunities. Kim and Lee (2018) reported that middle-aged women experienced “a considerable sense of satisfaction simply from the process of learning itself” and exhibited an attitude of “designing a new future” through their participation in vocational education and training programs. Similarly, Lee and Kim (2019) found that women aged 40 to 59 who had experienced career interruptions recognized new possibilities through obtaining professional certifications after participating in educational programs, demonstrating a shift toward pursuing more autonomous and meaningful lives.
By residential area, the largest proportion of respondents resided in Incheon (n = 108, 43.0%), followed by Seoul (n = 55, 21.9%), Gyeonggi-do (n = 46, 18.3%), Gyeongsang-do (n = 20, 8.0%), and Chungcheong-do (n = 16, 6.4%). This distribution suggests that individuals living in the Seoul metropolitan area had relatively greater access to and participation opportunities in NCS-based floristry programs. According to the 2021 National Lifelong Education Statistics Survey, the lifelong learning participation rate among adults in the Seoul metropolitan area (31.9%) was higher than that in non-capital regions (29.6%), confirming the relatively greater accessibility of educational opportunities for residents of the capital region (Ministry of Education, 2022). Similarly, data from the Korean Educational Development Institute (KEDI) also showed higher participation rates in lifelong education in Seoul and other major metropolitan cities, consistent with the findings of this study (KEDI, 2022).
By institution type attended, the majority of respondents were enrolled in private institutes (n = 203, 80.9%), followed by lifelong education centers (n = 32, 12.7%) and vocational competency development institutes (n = 13, 5.2%). This is consistent with previous research (Kim and Lee, 2018) which found that middle-aged adults tend to participate more actively in vocational and hobby education programs offered by private institutes than in those provided by public organizations.
Awareness of the National Competency Standards (NCS)
Awareness of the NCS was measured using a five-point Likert scale, and the results are summarized in Table 3. The scale included the following levels: 1 = “Strongly disagree,” 2 = “Disagree,” 3 = “Neutral,” 4 = “Agree,” and 5 = “Strongly agree.”
According to the analysis, 52.2% of respondents selected “Strongly agree (5 points)” for the item “I am well aware of the NCS,” indicating a relatively high level of general awareness of the National Competency Standards. In contrast, the proportions of respondents who selected 5 points were lower for awareness of specific components, such as the NCS-based learning modules (42.6%), competency units (39.8%), and the level framework (37.5%). This suggests a limited understanding of the detailed operational elements of the NCS. Furthermore, the chi-square goodness-of-fit test revealed statistically significant differences across all items (p < .001), indicating substantial variation in NCS awareness levels among middle-aged women depending on the specific aspect assessed.
In this study, middle-aged women exhibited generally positive perceptions of the existence and necessity of the NCS system. However, they showed insufficient understanding of the detailed components implemented in educational programs, such as the NCS-based learning modules, competency units, and level framework. These results are consistent with those of Nam (2017), who reported that workers acknowledged the necessity of the NCS system but demonstrated limited comprehension of competency units and level frameworks, thereby constraining its practical application in workplace settings. Lim and Oh (2019) reported that understanding NCS-based curriculum components—such as competency units and learning modules—had a significant effect on class satisfaction and educational outcomes among college students. This finding corresponds with the present study’s result that middle-aged learners displayed relatively low levels of comprehension regarding the learning modules and level framework.
NCS-based Job Performance Competency
The NCS-based job performance competency was evaluated using a five-point Likert scale, and the results are presented in Table 4. The scale consisted of five response options: 1 = “Strongly disagree,” 2 = “Disagree,” 3 = “Neutral,” 4 = “Agree,” and 5 = “Strongly agree.”
The NCS-based job performance competency encompassed three domains—floral material preparation, floral design, and display and presentation—comprising a total of seven items.
Respondents demonstrated the highest level of confidence in the domain of material preparation. A large majority responded positively to the items “identifying the freshness and quality of materials” (89.2%) and “maintaining appropriate temperature and humidity during material storage” (83.7%) (p < .001). In contrast, the floral design domain showed comparatively lower levels of confidence, with 76.5% for color harmony, 75.7% for balance and proportion, and 77.3% for maintaining a given theme and style. The display and presentation domain exhibited moderate confidence levels, with 79.7% for both traffic flow and visual line consideration and use of lighting and background (p <.001). These findings suggest that respondents have sufficiently developed fundamental and practical skills in material management; however, their creative and aesthetic competencies remain relatively limited. This result is consistent with the findings of Park et al. (2015), who identified material management as a key foundational competency in the field of floral design.
Perceptions of NCS-Based Floristry Programs
Participants’ perceptions of the NCS-Based Floristry Programs were assessed using a five-point Likert scale, as shown in Table 5. The scale ranged from 1 (“Strongly disagree”) to 5 (“Strongly agree”), with 2 representing “Disagree,” 3 “Neutral,” and 4 “Agree.”
Perceptions were comparatively analyzed based on participants’ possession of a floristry-related certification. The results indicated that the certified group exhibited significantly more positive perceptions across all items compared to the non-certified group (p < .001).
Overall, participants’ perceptions of the programs were highly positive. For the item, “Floristry is considered a suitable career for middle-aged women,” 94.0% of respondents indicated agreement, with a significantly higher proportion among certificate holders (78.4%) than non-holders (48.9%) (p < .001). Likewise, over 92% agreed that “NCS-based education is well aligned with the industrial field,” with a stronger positive response among the certified group (p < .001). Comparable trends were noted for items addressing enhancement of occupational expertise (over 94%), employment and entrepreneurship opportunities (93.6%), and psychological stability (97%). These findings suggest that obtaining a certification positively influences perceptions of occupational suitability, professional competence, as well as confidence in employment and entrepreneurial endeavors. This aligns with previous studies reporting that national floristry certification enhances perceptions of professionalism and occupational appropriateness (Kim, 2015); that NCS-based education strengthens field applicability and job relevance (Nam, 2017; Ham, 2019); and that engagement in floristry and horticultural therapy activities promotes emotional recovery (Lee et al., 2007; Jang et al., 2010; Lee, 2010).
Preferences for NCS-Based Floristry Program Components
Preferences for program components were assessed using a five-point Likert scale, as shown in Table 6: 1 = “Strongly disagree,” 2 = “Disagree,” 3 = “Neutral,” 4 = “Agree,” and 5 = “Strongly agree.”
Respondents expressed a clear preference for educational elements directly related to practical performance. Specifically, 97.2% responded positively to “practice-oriented educational content,” with participants holding relevant certifications reporting significantly higher preferences than those without certifications (p < .05). Instructor expertise and individualized guidanceinstruction were also rated positively by more than 97% of respondents, again with significantly higher ratings among the certified group (p < .05). Although 98.8% of participants responded positively to educational facilities and environment, the group differences were not statistically significant (p > .05). These findings suggest that learners perceive practice-oriented instruction, instructor competency, and a comfortable learning environment as key components of NCS-based floristry programs. The results are consistent with prior research indicating that practice-based learning enhances learner engagement and performance (Lee, 2021) and that instructor expertise and teaching capability are critical determinants of learner satisfaction (Jeong, 2023; Park et al., 2021).
Satisfaction after Participating in NCS-Based Floristry Programs
Table 7. presents the results of participants’ satisfaction with NCS-based floristry programs, measured using a five-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree).
The analysis revealed that more than 90% of participants expressed positive evaluations across all items, with significantly higher satisfaction among those holding relevant certificates (p < .001). Notably, over 96% of respondents reported positive responses to the items “Willingness to recommend NCS-based classes” and “Willingness to take future NCS-based classes,” and these positive rates were significantly higher among certified participants. These findings suggest that the learning experience contributes to a willingness to engage in further learning. This is consistent with Jeong (2015), who found that vocational training participation directly affects learner satisfaction and motivation for continued engagement, as well as with Nam and Yoon (2018), who reported that participation in lifelong education enhances career adaptability and motivation to re-engage in learning.
Furthermore, for the item “Effectiveness in acquiring professional knowledge,” more than 94% of respondents provided positive evaluations, with certified participants reporting notably higher rates. This confirms that NCS-based education effectively strengthens occupational professionalism. These results align with Kim (2015), who reported that floristry education programs contribute both to certification preparation and technical skill development, as well as with Mun et al. (2010), who showed that floristry education experience is closely associated with job satisfaction and the enhancement of professional competency.
Lastly, for the item “Specificity of educational objectives,” 91.6% of respondents offered positive evaluations, with significantly higher response rates among certificate holders. This finding indicates that clearly defined learning goals are a key factor in improving learning outcomes. It is also consistent with Jeong (2023), who emphasized the importance of concrete goal setting for enhancing learning outcomes in vocational education, and with Lee et al. (2020), who reported that articulating clear learning objectives in teacher and instructor training programs strengthened perceptions of professional competence.
Additionally, to complement the survey results, semi-structured in-depth interviews were conducted with three survey participants. Each interview lasted approximately 30 minutes and focused on participants’ motivations for enrollment, learning experiences, and perceived changes.
Participant A, who did not hold a certification, stated, “I regained confidence each time I completed a floral piece,” suggesting that participation in the program contributed to increased self-efficacy. Participant B shared, “The time spent working with flowers provided a sense of emotional stability,” emphasizing the program’s therapeutic effects. Participant C, who is currently employed as an instructor after obtaining certification, noted, “The systematic training helped me transition into a new career,” highlighting the program’s significance in supporting professional growth and expanded social participation. Analysis of the interview data revealed three major themes in participants’ experiences: restoration of self-esteem, emotional stability, and professional development. These findings demonstrate that NCS-based floristry programs extend beyond technical skills training, serving as a catalyst for learners’ psychological recovery and vocational self-realization.
Conclusion
This study aimed to analyze the perceptions, job performance competencies, preferences for program components, and satisfaction levels of middle-aged female learners participating in NCS-based floral design (floristry) programs. It also sought to propose strategies for curriculum development that reflect the characteristics and needs of these learners. The main conclusions and recommendations drawn from the findings are as follows.
First, the analysis of learners’ perceptions of NCS-based education showed that participants generally held positive views of the NCS framework itself but had limited understanding of its detailed structure, including learning modules, competency units, and level frameworks. This result is consistent with Nam (2017), who reported that although workers recognize the necessity of NCS, they encounter difficulties applying it in practice due to insufficient understanding of its detailed system.
Second, regarding job performance competencies, participants demonstrated relatively lower competency in creative and aesthetic areas—such as design and presentation—compared to basic operational skills like material preparation. This finding supports Park et al. (2016), who identified material management as a fundamental competency in floral design work, and highlights the need for supplementary training to strengthen advanced, in-depth competencies.
Third, the programs demonstrated multidimensional positive effects that extended beyond learners’ occupational fit and professional development, contributing to participants’ psychological stability and social engagement. In particular, the qualitative findings—showing that participants experienced restored confidence, enhanced self-esteem, and psychological healing—provide academic support for the results of Lee et al. (2007) and Jang et al. (2010), which reported that floriculture and horticulture activities positively affect emotional recovery and self-identity development. These outcomes substantiate that NCS-based education can serve as an important pathway for middle-aged women seeking to overcome career discontinuity and identity challenges.
Fourth, learners perceived practice-oriented content, instructor expertise, and a comfortable learning environment as essential components, expressing strong preferences for them components. The high preference for practice-oriented instruction (97.2%) reinforces previous findings that experiential learning enhances learner engagement and performance (Lee, 2021), while the emphasis on instructor expertise and individualized guidance aligns with the research of Park et al. (2021) and Jeong (2023).
Based on the above conclusions, the following recommendations are proposed to reflect the characteristics of middle-aged female learners and address their needs for re-employment and psychological recovery.
First, an integrated support system that combines vocational education with psychological healing should be established. The finding that over 97% of participants experienced psychological stability demonstrates that the programs function as a pathway for emotional recovery among middle-aged women. Accordingly, lifelong education models should institutionalize the inclusion of professional psychological counseling and emotional support components within technical training programs.
Second, tailored advanced courses should be introduced to strengthen creative competencies. To improve design and presentation skills, specialized curricula need to be developed, and small-scale practice environments should be implemented to facilitate individualized instruction, thereby meeting the high demand for detailed feedback among learners in this age group.
Third, practical entrepreneurial support should be expanded to promote the autonomous vocational engagement of middle-aged women. As demonstrated by Kim (2015), the perception of professional expertise is directly linked to both employment and entrepreneurial opportunities. Therefore, career transition and economic participation should be strengthened through the mandatory inclusion of start-up consulting services and on-site mentoring programs.
Fourth, the qualitative sustainability of the programs should be ensured by enhancing instructor competencies and improving the learning environment. Support for re-training should be provided to strengthen instructor expertise and individualized guidance, which were highly preferred by learners, and facility standards should be improved to ensure a comfortable learning environment that promotes learners’ emotional well-being.
This study has certain limitations due to its reliance on data collected from a specific regional group and on short-term surveys and interviews, which restrict the assessment of long-term effects. Therefore, future research should conduct follow-up studies and in-depth qualitative analyses to examine the sustained impact of the educational program and its long-term connection to actual vocational outcomes. In addition, further studies are needed to design customized program components that account for differences in the occupational environments, ages, and learning strategies of middle-aged women.
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