공감디자인 기반 환경(E) 축 중심 ESG 대학 교양교과가 학생의 환경 감수성에 미치는 효과

This study explored the educational effects of an environment (E)-focused ESG liberal arts course integrating Empathy Design, Nature-Based Learning (NBL), and Design Thinking through a mixed-methods research design. The participants were 45 undergraduate students enrolled in the general education course Empathy Design in Breathing Nature at S University in 2025. Quantitative data were collected using pre- and post-course surveys, while qualitative data were obtained from field reports, reflective journals, and project outcomes. The paired-samples t-test results revealed statistically significant improvements across all sub-dimensions of environmental sensitivity-emotional connectedness to nature, spatial sensitivity, and responsibility for sustainability (p < .001)-with moderate to large effect sizes. Qualitative analysis further identified three major experiential changes: restoration of emotional connections with urban nature, development of user-centered ecological design narratives, and reflective awareness of sustainability responsibility. These findings suggest that place-based, experiential, and empathy-oriented instructional design grounded in urban natural landscapes can function as a practical pedagogical approach for implementing environment (E)-focused ESG education within higher education liberal arts contexts.