대학생의 혁신적 교육방법 참여 유형과 예측요인 및 교육성과 분석 : 잠재프로파일분석을 중심으로 = Latent Profiles of Undergraduate Students’ Participation in Courses Using Innovative Teaching Methods: Predictors and Educational Outcomes

다국어 초록 (Multilingual Abstract)

This study aims to empirically identify the types of innovative teaching methods experienced by undergraduate students and examine their predictors and effects on educational outcomes. Using data from the 2024 National Assessment of Student Engagement in Learning and Innovation, responses from 30,584 undergraduate students were analyzed via Latent Profile Analysis. Three distinct profiles emerged: (1) the Low Participation Type (81.7%), characterized by limited exposure to innovative teaching methods; (2) the CPBL/Blended Learning Type (11.6%), marked by higher engagement in collaborative and blended approaches; and (3) the Technology-Based Instruction Type (6.7%), defined by substantial experience with capstone design, design thinking, artificial intelligence, and VR/AR-integrated instruction. Predictors of higher participation (Types 1 and 2) included male gender, higher academic year, father’s educational level, and majors in applied or interdisciplinary fields. Students in non-metropolitan, private, and smaller universities were more likely to belong to the Type 3. Regarding perceived competency improvement, the CPBL/Blended Learning Type reported the greatest gains in communication, problem-solving, and collaboration, while the Technology-Based Instruction Type exhibited the highest gains in digital literacy. Both high-participation groups reported significantly greater perceived improvement and satisfaction than the low-participation group. These findings suggest that the integrated use of innovative teaching methods supports the development of higher-order competencies and enhances learning satisfaction. Accordingly, institutional support measures such as space provision, policy enactment, and the offering of incentives are essential for promoting instructional innovations in higher education.