This article explores the potential role of in-class living lab projects to promote transformative learning on the topic of International Relations in a South Korean university. The instructor integrated living lab projects into the course consisting of lectures and small-group discussions. In the lectures and discussions, the students gained the knowledge and opportunity to inquire about the knowledge that they gained. Subsequently, they engaged in living lab projects to identify the problems and seek potential solutions. Drawing upon the lens of transformative learning, we proposed the alignment between the features of in-class living lab projects and transformative learning processes. Using the student reflections (i.e., surveys and interviews) and class materials, this article explains how in-class living lab projects have the potential to improve the learning experience of students by directly connecting the in-class lectures and their daily life experiences. This article offers a series of suggestions for International Relations educators. Most importantly, we suggest that exercising the initial stages of living lab projects was sufficient to encourage the transformative learning experience. In this sense, we highlight the value of using living lab projects as a teaching tool to enable transformative learning to a limited extent.

Authors:
Annie Young Song, Yonsei University, South Korea
Ahreum Park, Yonsei University, South Korea
Yujung Lee, Yonsei University, South Korea

About the Presenter(s)
Dr. Annie Young Song is an Assistant Professor at the Department of International Relations, Yonsei University Mirae Campus in Korea.

See this presentation on the full schedule – Thursday Schedule

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