This study aims to analyze the meaning of curriculum autonomy as indicated in the 2022 curriculum document and explore the direction of student-centered curriculum design based on this. This study was conducted using the literature analysis research method. Curriculum data were collected and analyzed from the NCIC National Curriculum Information Center. The research results are as follows. First, in order for curriculum autonomy to be carried out smoothly, cooperation and balance of authority among various educational entities such as city/provincial offices of education, schools, teachers, and students will be necessary. Second, the target of student-centered curriculum activities can be expanded to the entire school curriculum, including course activities, free semester activities, creative experiential activities, career-related education activities, and school autonomous time. The conclusions are as follows. First, the significance of curriculum autonomy in the revised 2022 curriculum could be confirmed not only at the city/provincial offices of education, schools, and teacher levels, but also at the student level. Second, through the analysis of the significance of student participation classes emphasized by curriculum period, it was shown that student initiative was gradually emphasized since the 4th curriculum period. Third, it was possible to suggest the direction of student-centered curriculum design for the stable operation and continuous development of the revised 2022 curriculum. Subsequently, it will be necessary to analyze cases of how curriculum autonomy and student-centered curriculum design and classes are being realized in the educational field.