대학 교양수업의 팀 기반 학습(TBL)에서 전공 다양성이 핵심역량 향상에 미치는 영향 - 역량별 차이를 중심으로 -

초록

This study examines the effects of perceived within-team major diversity on students’ self-reported improvement in core competencies in a team-based learning (TBL) environment in university general education. It also investigates whether these effects differ across competency dimensions. Survey data were collected from 118 students enrolled in four sections of a required general education seminar in the economics and society area at a university in Seoul during the second semester of 2025. Multiple regression analyses were conducted with critical thinking, communication, collaboration, and self-understanding as separate dependent variables. The results show that perceived within-team major diversity had significant positive effects on communication and self-understanding, but not on critical thinking or collaboration. Critical thinking was significantly associated with pre-class preparation and procedural fairness, while collaboration was significantly associated with team efficacy. These findings suggest that major diversity in general education TBL does not uniformly enhance all core competencies, but may operate more meaningfully in competency areas that require perspective exchange and self-reflection. The study highlights the need to consider major diversity in team formation and to design TBL activities in accordance with the characteristics of each competency dimension.

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