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Despite the number of vocational programs for florists, florists are still considered to be hobbyists rather than specialized professionals in horticulture. The lack of a practical, unified vocational education system prevents the field from being specialized. The purpose of this study is to assess the participants recognition and analyze the structural equation model (SEM) of floral design courses to improve the direction of floral design education. Participants, the majority of whom were women in their 40s and 50s, filled out questionnaires regarding their experience with vocational education programs. Collected data showed high satisfaction with education, intent to persist in education, and attitude towards education. In the SEM analysis, the education satisfaction of participants improved as they increased their understanding of horticulture and aesthetics, learned specialized job skills, and obtained helpful certificates. The intent to persist in education is improved as the education satisfaction is improved. In addition, as the education satisfaction and intent to persist in education continue to improve, the attitude towards education becomes stronger, directly or indirectly. Thus, it is necessary to enhance technical education and aesthetics to improve the satisfaction, intent to persist, and attitude. Also horticultural therapy, producing wedding, funeral arrangements, etc., and flower/garden culture education need to be added to the education contents for expanding the scope of business.

Recognition Assessment and Structural Equation Model of Participants after Learning Floral Design Courses as Vocational Education