ScholarWorks@숙명여자대학교

초록

This study explores a group project case conducted within the general education course <Digital Literacy for Thinking and Communication>, a newly developed mandatory course at S University aimed at enhancing students’ digital literacy skills. The project employed a design thinking framework, guiding students through empathizing with the challenges faced by platform workers, defining specific problems, generating ideas for solutions, and creating prototypes which were refined through feedback. During the labor module, students engaged in collaborative learning and proposed creative content such as game applications by utilizing AI and digital tools, thereby advancing their digital literacy beyond a mere understanding of the issue. Through the analysis of students’ reflective journals and course evaluations, this study highlights the educational implications of integrating design thinking into liberal arts education in the digital age. It emphasizes the importance of fostering empathy—an essential human value—through design thinking, and strengthening debate-based instruction to cultivate critical thinking and social awareness among students. The findings also suggest the need to promote a learning environment that supports collaboration and iterative feedback, encourages the development of creativity and problem-solving skills, and provides opportunities to engage with digital tools in a way that fosters ethical awareness and responsibility.

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