Semi-permanent makeup has recently gained attention as a field with both high demand and technical expertise within the beauty industry. However, education in this field has largely relied on private qualifications and private educational institutions, resulting in a lack of systematic and standardized curricula. This study aimed to develop an curriculum content framework for integrating semi-permanent makeup into specialized beauty courses in vocational high schools and to verify its validity. Through an analysis of previous studies, the core job elements of semi-permanent makeup were identified, and based on the Dick & Carey instructional design model, the educational domains, learning elements, and achievement standards were structured. Subsequently, A three-round Delphi survey was conducted with a panel of 10 experts, including beauty teachers, semi-permanent makeup specialists, and vocational education experts. The findings indicated that semi-permanent makeup education requires not only procedural skills but also interdisciplinary competencies in areas such as hygiene management, design sensibility, customer service, and professional ethics. A total of five educational domains and 14 final learning elements were derived. In the third Delphi round, all educational areas achieved an average score of 4.5 or higher, a positive response rate of at least 80%, and a CVR of 0.8 or higher, confirming the validity of the proposed curriculum content framework. These results provide a practical foundation for the institutional incorporation of semi-permanent makeup into the specialized beauty curriculum of vocational high schools. They can serve as a basis for future practical-oriented curriculum development, the independent establishment of the NCS semi-permanent makeup domain, teacher training, and the creation of teaching and learning materials.
I. 서론
II. 이론적 배경
III. 연구 방법
IV. 결과
V. 결과 해석
VI. 결론 및 제언
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