Implementation Issues for an Interdisciplinary Convergence Curriculum Across the Humanities, Social Science and Arts in Korea
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This article aims to clarify a convergence education methodology and a mode of convergent thinking suitable for the convergence education field based on research results. In order to achieve the goal of this study, the researcher identified some problems of convergence education through analysis of precedent studies, implemented a Focus Group Interview (FGI), and then applied the results to the composition of a questionnaire. As a result of data collection, some recommendations for implementing convergence education programs are listed in the conclusion. The first suggestion is that convergent education methods should be employed in accordance with a curriculum based on the needs of the education field in order to improve convergence education, which currently possesses elements of solely practical and superficial education training. Secondly, in order for convergence education to reap desired outcomes, as intended by the original goals, education programs should exist that can foster educators with convergent competences or the methods for convergent education practice. Lastly, the curriculum for convergent educators should be established based on the interests of universities and on bold investments from the government and university authorities.
Abstract
This article aims to clarify a convergence education methodology and a mode of convergent thinking suitable for the convergence education field based on research results. In order to achieve the goal of this study, the researcher identified some problems of convergence education through analysis of precedent studies, implemented a Focus Group Interview (FGI), and then applied the results to the composition of a questionnaire. As a result of data collection, some recommendations for implementing convergence education programs are listed in the conclusion. The first suggestion is that convergent education methods should be employed in accordance with a curriculum based on the needs of the education field in order to improve convergence education, which currently possesses elements of solely practical and superficial education training. Secondly, in order for convergence education to reap desired outcomes, as intended by the original goals, education programs should exist that can foster educators with convergent competences or the methods for convergent education practice. Lastly, the curriculum for convergent educators should be established based on the interests of universities and on bold investments from the government and university authorities.
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