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A Blended and Interdisciplinary Liberal Arts Course Design Model for Enhancing Scientific Literacy : A Case Study of H University

  • The Journal of General Education
  • 2026, (34), pp.297~329
  • DOI : 10.24173/jge.2026.01.31.9
  • Publisher : Da Vinci Mirae Institute of General Education
  • Research Area : Social Science > Education > Field of Education > General Education
  • Received : December 22, 2025
  • Accepted : January 13, 2026
  • Published : January 31, 2026

JaeHee CHOI 1

1한성대학교

Accredited

ABSTRACT

This study proposes a blended and interdisciplinary liberal arts course design model aimed at enhancing scientific literacy, based on the university general education course ‘Scientific Life through the Lens of Humanities.’ The purpose of the study is to develop a course model that supports learners’ integrative thinking, collaborative skills, and scientific literacy within a blended learning environment, and to examine its practical validity. The study included 100 students enrolled in two course sections during the second semester of 2024. Data were collected from 15 weeks of online learning activities, offline discussions and presentations, learning journals, and instructor feedback. Three representative weeks (Week 3, Week 11, and Week 13) were selected for qualitative case analysis, and learners’ verbal contributions, idea exchanges, submitted work, and presentation quality were systematically analyzed using a codebook. The results indicate that the integration of online pre-learning with offline discussions and presentations enabled learners to engage simultaneously in self-directed and collaborative learning. Participation-centered activities and the complementary use of online and offline learning environments positively influenced learners’ integrative thinking, collaborative skills, and scientific literacy. The proposed course design model consists of four cyclically connected components: interdisciplinary content design, participation-centered learning activities, a blended learning environment, and assessment and feedback. This model provides practical guidance for fostering scientific literacy and integrative thinking in university liberal arts education and suggests potential for broader application across disciplines, as well as further validation through quantitative evaluation in future research.

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