As the influence of artificial intelligence continues to deepen, understanding and implementing digital social innovation grounded in novel forms of collaboration are essential for collectively addressing complex and challenging societal issues. This study designed and applied a liberal arts education course that integrated Challenge Based Learning (CBL) with the MUSIC motivational model as a practical approach to digital social innovation education. Through this application, the research explored the implications and potential of digital social innovation education within a liberal arts curriculum. This study proposed four design principles for digital social innovation educational programs: 1) place-based exploration, 2) interest-based critical reflection, 3) agentic transformation and successful experience, and 4) critical digital literacy. These principles were applied to a liberal arts education course, Digital Social Innovation, at University A in the Seoul metropolitan area, and the experiences of students enrolled in the course were subsequently analyzed qualitatively. The analysis revealed that the design and implementation of the Digital Social Innovation course facilitated students' self-identification as changemakers and fostered their digital agency. Furthermore, educational implications were derived concerning collaborative learning and relational growth. Based on these findings, this study proposed the necessity of more broadly exploring and expanding challenging learning opportunities, such as CBL, to continuously enhance digital social innovation competencies within a rapidly evolving digital environment.
Si-jeoung Kim (Sat,) studied this question.