디자인씽킹을 적용한 중독예방교육 프로그램이 사회적 거리감, 학습자기효능감 및 사회정서적 역량에 미치는 효과

The purpose of this study is to verify the effects of college students' addiction prevention education program using design thinking on social distance, learner self-efficacy, and socio-emotional competence. The subjects of the study were 125 students participating in an addiction prevention education program conducted at a university in J Province, and the data collection period was from June 17, 2024, before the program was applied, to December 6, after the program was applied. Data were analyzed using the SPSS /WIN 23.0 program, and the general characteristics of the subjects were analyzed with frequencies and percentages. The differences in social distance, learner self-efficacy, and socio-emotional competence before and after the addiction prevention education program using design thinking were analyzed with the mean and standard deviation, and the Paired t-test. The correlation between social distance, learner self-efficacy, and socio-emotional competence after the addiction prevention education program using design thinking was analyzed with Pearson's correlation coefficient. The results of the study showed that after participating in the addiction prevention education program that applied design thinking, social distance was reduced (t=4.45, p< .01), and learner self-efficacy (t=5.51, p< .01) and socio-emotional competence were improved, which showed statistically significant results (t=4.03, p< .01). Based on the results of this study, we expect to reduce social distance, enhance learner self-efficacy, and enhance socio-emotional competence through the development and application of various addiction prevention education programs for college students, and suggest future research on this.