대학 교수자의 평생 학습 참여 동기와 교수법 혁신 간의 관계: 혁신 교수법 인식의 조절효과를 중심으로 = Lifelong Learning Motivation and Instructional Innovation among University Faculty: The Moderating Role of Perceived Innovative Teaching

다국어 초록 (Multilingual Abstract)

This study empirically examined how university faculty members’ motivation for lifelong learning influences instructional innovation, and further explored the moderating effect of their perception of innovative teaching methods. To this end, lifelong learning motivation was categorized into goal-oriented, activity-oriented, and learning-oriented motivation, and the impact of each on instructional innovation was analyzed using multiple regression analysis. The results showed that all three motivational factors had a significant positive effect on instructional innovation, with goal-oriented motivation exerting the strongest influence. Moreover, the moderating effect analysis revealed that a higher level of awareness and understanding of innovative teaching methods further strengthened the positive relationship between lifelong learning motivation and instructional innovation. This finding suggests that positive perceptions of innovative pedagogy serve as a key facilitator in the actual implementation of such teaching practices.
These results highlight the importance of not only encouraging faculty participation in lifelong learning but also creating a supportive educational environment that enhances their understanding and recognition of innovative teaching strategies. In conclusion, the study empirically confirms that faculty members’ engagement in lifelong learning acts as a critical driver of instructional innovation. It also provides practical implications for educational policy and faculty development programs, emphasizing the need for a strategic approach that integrates lifelong learning motivation.