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Objectives The purpose of this study is to examine the effectiveness of college students' perception of global cit-izenship and change through case studies that combine global citizenship education programs as university liberal arts education with clothing life curriculum. Methods To this end, the global citizenship education program “Global citizenship in the closet” was developed by applying the ADDIE teaching and learning model through literature and prior research analysis. By setting class goals and topics for each week, and structuring the class environment mixed with non-face-to-face and face-to- face classes centered on teaching-learning course plans and class materials, researchers operated it as a liberal arts course at C University in Gwangju. It was intended to derive the possibility and effectiveness of global citizen-ship education fused with other subjects through discussions on the results obtained through post-class surveys and open question analysis. Results As a result, students actively participated as global citizens in the global citizenship education program fused with the clothing life curriculum developed in this study. In addition, it is effective to actively utilize an online class platform to communicate with students when conducting activity classes through pros and cons discussions and thoughts sharing, and students' confidence in organizing and speaking their opinions has been increased through several discussions and thoughts sharing classes. The application of the flip learning teaching method that provides video data before class during face-to-face practice classes was evaluated as a positive way to con-trol the speed of practice among students. Special lectures for students' perception and content expansion have the scope of clothing life education in their majors, but they were able to expand the depth of the course without losing the direction of the course by conducting three special lectures based on global issues. Finally, the results of the survey to change students' class satisfaction and global citizenship perception showed that most of the stu-dents who took this class clearly showed changes in the “technology” and “will to practice” areas compared to the “knowledge” and “attitude” areas. Conclusions Considering these points, it is expected that it will be possible to include the core of global citizenship education in other liberal arts curriculum as a university liberal arts curriculum, and it will be more effective if it is operated in combination with career, society, and design education.
Jung et al. (Sun,) studied this question.