2025, Vol., No.30

Changes in the Educational Environment and Issues with Non-face-to-face Education : A Reflection on In-Person Lectures Two Years After the Pandemic

Kim Ju-Hyeon | 2025, (30) | pp.7~43 | number of Cited : 0

Universities are seeking changes in education based on the remote learning experiences they had during the COVID-19 pandemic in response to the declining school-age population. Now that the pandemic is over, university liberal arts education has formed a significant trend of remote learning driven by technological convenience and efficiency. But is this a product of sufficient reflection on the education during the COVID-19 period? A survey and in-depth interviews analyzing the situations faced by students, who went through the pandemic with remote learning, in university in-person classrooms revealed that the biggest challenge students faced was awkward "communication." Professors who mostly teach communication-related courses gave similar answers. In the returning classrooms, students are quieter, more passive, and less responsive to external stimuli than before. It was found that students prefer remote courses like OCU and KCU courses, as well as in-house produced remote lectures, in order to get good grades, while they avoid courses with group activities or discussions in in-person classrooms. However, this leads to difficulties in forming basic communication skills, as well as the intimate relationships needed to implement holistic education in the classroom. Professors are facing similar challenges. The solution is simple. Before pursuing educational innovations relying on metaverse or artificial intelligence, universities must first understand the students in the classrooms after COVID-19. The ideal of holistic education is not a fragile goal dictated by technology. It is necessary to immediately strengthen the educational effects that arise from opening oneself, imperfect as one is, to an imperfect other. Instead of spending expensive costs to build a virtual plaza because the physical one is outdated, efforts and costs should be directed toward communication classes in the plaza. In the two years post-COVID, universities must respond to the voices of students and professors.

Autonomous Major Selection(non-major) System, Learn from Two Failures

Ryu Chan Youl | 2025, (30) | pp.45~65 | number of Cited : 0

Using Dilemma Problems in College Liberal Arts Education and PBL : Focusing on the trolley dilemma

Choi Kang-Min | 2025, (30) | pp.67~98 | number of Cited : 0

Study on the Development of Interdisciplinary Convergence Liberal Arts Subjects to Cultivate Humanities Literacy Competencies in a Hyperconnected Society

Younghoon Kang , Ko Hyun-Bum , MOON EUNHEE and 1 other persons | 2025, (30) | pp.101~145 | number of Cited : 0

The purpose of this paper is to present the direction of convergence and integration liberal arts education through the development process, operation cases, and improvement plans of interdisciplinary convergence liberal arts subjects to foster talents suited to the changing times of the hyperconnected society. In order to foster individuals equipped with the ability to communicate and integrate knowledge across disciplines, universities are continuously deliberating on the issue. At this point, this paper focuses on ‘literacy’, which is gradually expanding its meaning to include the ability to utilize new technologies and tools for connection, linkage, and communication between various entities connected to a network. To develop a course based on literacy, it is necessary to establish a theoretical foundation and logical framework that can integrate the various scattered concepts of literacy. To this end, this paper reconceptualizes humanistic literacy as ‘human literacy’, which is the ability to understand, communicate with, and grow with others; ‘social literacy’, which is the ability required to critically understand and synthesize society and recreate it; and ‘global literacy’, which is the ability to discover problems in the global community and participate in solving them with a sense of global citizenship ethics and responsibility. Based on this redefined humanities literacy, the paper shares the actual development process and content of the course titled <Life and Literacy>. Furthermore, through the operational results of this course, which has been a compulsory liberal arts education subject at H University since the first semester of 2022, the paper outlines the significance and limitations of the course. Ultimately, the findings emphasize the ongoing need for the continuous development and refinement of interdisciplinary convergence liberal arts education subjects, the importance of setting agendas for interdisciplinary integration, and the necessity of activities aimed at cultivating practical capabilities, thereby presenting the direction of interdisciplinary liberal arts education.

A Study on Designing a Digital Literacy-Based Mandatory Liberal Arts Course to Support International Students’ Adaptation to University Life : Focusing on FGIs with Students, Faculty, and Staff

Kim Charmyee , LEE JISEONG , 강은진 | 2025, (30) | pp.147~181 | number of Cited : 1

Philosophical Reflections on DIGITAL BADGES as Postmodern Credentials : A Critical Study Grounded on Lyotard’s The Postmodern Condition

OH, Jinnyoung | 2025, (30) | pp.183~214 | number of Cited : 0

A study on Education 'Speaking Conversation Experience' in University speaking class

Soohwa Lee | 2025, (30) | pp.215~253 | number of Cited : 0

Criticism of Russell's Interpretation of Romanticism(Rousseau, Byron) and German Philosophy(Kant, Fichte, Hegel, Nietzsche) in A History of Western Philosophy : A New Reading of a Liberal Arts Classic

choisoon-young | 2025, (30) | pp.255~300 | number of Cited : 0

Generative AI and Reading : Analysis of Prompting for Reader-Driven Reading

CHOI Yoon Kyoung | 2025, (30) | pp.301~333 | number of Cited : 0

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The Journal of General Education 2024 KCI Impact Factor : 2.11

2025, Vol., No.30