글로컬크리에이터 역량 향상을 위한 코티칭 기반 융합교육의 효과 = The Effect of Co-Teaching-Based Convergent Education on Glocal Creator Competence

다국어 초록 (Multilingual Abstract)

This study empirically examines the educational effects of a co-teaching–based convergent learning model implemented in the course “Glocal Creator Convergence Practice” at B University. The course was jointly designed and delivered by faculty members from anthropology, business administration, accounting, content studies, and IT, thereby providing a rare case of a fully integrated co-teaching model in higher education. Drawing upon the theoretical foundations of Co-Teaching and the Experiential Learning Theory, this study investigates how co-teaching quality influences students’ learning engagement, learning outcomes—including creative problem-solving ability, collaboration competence, and local literacy—and overall satisfaction. Using survey data, structural equation modeling (SEM) reveals that co-teaching quality significantly enhances learning engagement, which in turn positively affects all dimensions of learning outcomes and student satisfaction. Mediation analysis further confirms that learning engagement serves as a core mechanism linking co-teaching to higher-order learning outcomes, with local literacy demonstrating an almost complete mediation structure. The findings contribute to the literature by providing empirical evidence of the effectiveness of co-teaching within a discipline-based, credit-bearing university course—an area rarely examined in prior research. The study also offers practical implications for the design of regional, field-linked convergent education programs.