Abstract

In this paper, with the institutionalization construction and corresponding talent development practices of Women’s Studies of Ewha Womans University being the research object, the educational models of Women’s Studies to achieve disciplinary construction and talent development within the higher education system are explored, the curriculum systems provided for undergraduate, post-graduate, and doctoral students majoring in Women’s Studies are reviewed systematically, and the methodology for institutional arrangements and curricula of Women’s Studies to facilitate the transformation from theoretical understanding to knowledge production is focused on. For undergraduate students, the curriculum of Women’s Studies begins with the construction of gender-related theory systems and exercises in critical thinking, guiding students to establish a gender-related knowledge framework, thereby enabling students’ capabilities to transition from comprehension to analysis. For postgraduate and doctoral students, the educational goal of Women’s Studies is to develop students’ research capabilities, which is achieved through methodological exercises and direct participation in paper publication on academic platforms, and students majoring in Women’s Studies achieve the transformation from knowledge recipients to knowledge producers. Fundamentally, the educational models of Women’s Studies integrate gender-related research into the institutionalized disciplinary framework, thereby promoting the development of the specialty in a standardized manner, which not only enhances the rigorousness and standardization of Women’s Studies, but also provides an empirical paradigm for the sustainable development of higher education for women.