리빙랩 기반 대학 교육의 주제 흐름과 구조적 관계 분석 = An Analysis of Thematic Structures and Structural Relationships in Living Lab-Based University Education

다국어 초록 (Multilingual Abstract)

Purpose The purpose of this study is to analyze the key thematic flow and structural relationships within Living Lab-based university education by conducting centrality analysis and topic modeling on abstracts from academic journals and dissertations. This study aims to identify the core topics, explore the relationships among them, and examine the roles of central keywords such as education, participation, region, and technology within the context of Living Lab education.


Design/methodology/approach This study utilized centrality analysis and topic modeling to analyze abstracts from academic journals and dissertations. The topics were identified based on key terms derived from academic journals and dissertation abstracts. The study design integrates these factors to explore the underlying relationships between topics and to provide insights into the development and application of Living Lab-based education models.


Findings The analysis revealed four major topics in the academic journal abstracts: ‘Living Lab Education,’ ‘Smart Education,’ ‘Social Innovation,’ and ‘Regional Cooperation.’ In the dissertation abstracts, five key topics emerged: ‘Regional-based Living Lab,’ ‘Living Lab Education,’ ‘Smart City Living Lab,’ ‘Integrated Living Lab Operation,’ and ‘Technology-driven Solutions.’ Centrality analysis identified 10 topic clusters in academic journals and 7 in dissertations, with core keywords such as ‘Living Lab,’ ‘research,’ ‘participation,’ ‘society,’ ‘technology,’ and ‘university’ serving as central elements. These findings indicate that Living Lab-based education plays a crucial role in promoting social innovation through complex connections between education, local communities, and technology-driven approaches.

다국어 초록 (Multilingual Abstract)

Purpose The purpose of this study is to analyze the key thematic flow and structural relationships within Living Lab-based university education by conducting centrality analysis and topic modeling on abstracts from academic journals and dissertations. This study aims to identify the core topics, explore the relationships among them, and examine the roles of central keywords such as education, participation, region, and technology within the context of Living Lab education.




Design/methodology/approach This study utilized centrality analysis and topic modeling to analyze abstracts from academic journals and dissertations. The topics were identified based on key terms derived from academic journals and dissertation abstracts. The study design integrates these factors to explore the underlying relationships between topics and to provide insights into the development and application of Living Lab-based education models.




Findings The analysis revealed four major topics in the academic journal abstracts: ‘Living Lab Education,’ ‘Smart Education,’ ‘Social Innovation,’ and ‘Regional Cooperation.’ In the dissertation abstracts, five key topics emerged: ‘Regional-based Living Lab,’ ‘Living Lab Education,’ ‘Smart City Living Lab,’ ‘Integrated Living Lab Operation,’ and ‘Technology-driven Solutions.’ Centrality analysis identified 10 topic clusters in academic journals and 7 in dissertations, with core keywords such as ‘Living Lab,’ ‘research,’ ‘participation,’ ‘society,’ ‘technology,’ and ‘university’ serving as central elements. These findings indicate that Living Lab-based education plays a crucial role in promoting social innovation through complex connections between education, local communities, and technology-driven approaches.