This study clarifies the background and identifies the implementation conditions for integrated and participatory educational models in liberal arts education. Despite recent emphasis on higher education innovation driven by the Fourth Industrial Revolution, optimal course-level implementation cases remain limited. This article highlights the potential of climate change-related courses, as climate change response intrinsically requires interdisciplinary integration and aligns well with active learning methods like flipped learning and group activities. Through participant observation of ‘Understanding Climate Change and Global Environmental Issues,’ this research shares course design insights and analyzes active learning effectiveness. It concludes by emphasizing that universally superior teaching methods are neither theoretically nor empirically guaranteed, underscoring the importance of combining methods with specific effective topics and meticulously designing group activities.
Y. Kim (Thu,) studied this question.
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