This study aimed to investigate the effects of cooperative learning based on PBL on university students’ creativity, character and leadership, and to examine the mediating role of student engagement in these relationships. The participants were 51 students enrolled in the liberal arts course Creativity Flows, offered in the first semester of 2025 at a university in Gangwon Province. The course was structured around problem-based learning and cooperative learning activities. Survey instruments were developed to assess cooperative learning, engagement, creativity, character, and leadership to show that each instrument used the scale. Data were analyzed using SPSS 26.0 and AMOS 24.0, including descriptive statistics, correlation analysis, and structural equation modeling (SEM). The findings revealed that cooperative learning significantly influenced student engagement, subsequently had a significant positive effect on creativity, character, and leadership. Furthermore, the SEM results confirmed the mediating effect of engagement in the relationship between cooperative learning and core competencies. This study highlights the potential of cooperative learning as an effective pedagogical strategy in liberal arts education to foster holistic development, and emphasizes the importance of incorporating student engagement into instructional design.
Byungsun Kim (Thu,) studied this question.
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