The convergence of advanced technologies such as digital transformation, big data, and artificial intelligence has created a demand for cultivating talents with creative problem-solving skills and integrative competencies.In response, the vocational high school credit system was introduced to promote career-and aptitude-based course selection, support student-led learning, and enhance the overall quality of education.The purpose of this study is to analyze the performance of the credit system operation and the perception of improvement, and to seek future development directions.The study subjects included teachers responsible for the vocational high school credit system, teachers in charge of class operations, and second-year students with class experience.The survey was conducted via a web-based questionnaire in 2023 and 2024.The main results of the study showed that the proportion of 'specialization course type' was the highest in the operation and participation of credit system classes.The reasons for participation of students who participated in credit-based classes were 'help with employment' and 'help with advancement to higher education', and student satisfaction with creditbased classes was high overall, with 2024 increasing compared to 2023.School, department, and teacher-level performances all increased in 2024, and communication and cooperation between teachers emerged as key achievements.The performance of the vocational high school credit system is gradually improving, but the burden on teachers and the need for insufficient support systems are emerging as important issues.It seems necessary to supplement policies that guarantee student choice, strengthen teacher capacity, and resolve gaps between regions and schools.