위험사회 중심의 교양 교과목으로서 세계시민교육 방안 = Global Citizenship Education as a Liberal Arts Course Centered on Risk Society

다국어 초록 (Multilingual Abstract)

Based on university students’ perceptions of risk issues, this study suggests that education on competencies and practices necessary for recognizing and responding to a risk society can be a concrete educational model that can fulfill the need for global citizenship education in liberal arts education. To this end, a survey was conducted on the risk perceptions of students who took and did not take a global citizenship liberal arts course at D University in Seoul. The results of this study are summarized as follows. First, when analyzing the perceptions of each risky social area, we found that economic life-related risks were the highest in terms of the likelihood of risk occurrence, exposure to risk, vulnerability to risk, and response to risk. Liberal arts students were more urgent to expose and deal with risks related to natural disasters, the environment, and politics and foreign relations, while non-college students were more urgent to deal with risks related to health, life cycle, economic life, and social life. Second, when analyzing the difference in perceptions of the severity of risk society, liberal arts students were more likely to be exposed to risks related to social life, the environment, life cycle, economic life, and natural disasters, while non-college students were more likely to be exposed to risks related to life cycle, economic life, social life, the environment, and natural disasters.
Third, the analysis of self-efficacy in a risky society showed that liberal arts students had higher self-efficacy than non-college students. Fourth, liberal arts education was found to have an impact on the development of global citizenship skills. Fifth, critical thinking skills, courage to act, and a sense of solidarity were the most important skills needed for the safety of a dangerous society, and ‘national laws and institutional measures’ were the most important. Based on the results of this study, implications were suggested for university and government policies to foster global citizenship competencies among university students in liberal arts education.