STEM Students’ Perceptions of Classical Reading: A Q-Methodology Study on Well-Being-Related Experiences

This study used the Q methodology to examine how Korean science, technology, engineering, and mathematics (STEM) students perceive the experience of reading classical texts and how such experiences relate to their overall well-being. We developed 31 statements for the Q-sorting process and collected data from 39 undergraduate students majoring in science, technology, engineering, and mathematics (STEM). The analysis identified three distinct perception types: type 1—exploratory type, which broadens thinking through diverse perspectives, type 2—experience type, which shares achievement and enjoyment through reading together, and type 3—insight type, which seeks universal values and truth. These findings suggest that, for science and engineering students, reading classics offers a multidimensional experience—encompassing intellectual expansion, relational engagement, and philosophical reflection—beyond conventional academic activities. In particular, the therapeutic dimension of reading, as discussed in bibliotherapy, has emerged as a mechanism that supports self-reflection and emotional resilience. Although each type approached classical reading differently, the participants demonstrated varied perceptions that reflect dimensions of well-being, such as emotional awareness, relational connection, and self-reflection, as expressed through the Q-sorting of pre-defined statements. Based on these results, this study concludes that classical reading can function as a significant mechanism for promoting well-being, offering new directions and practical implications for classical reading education.