Teaching Effectiveness in Digital-Era Liberal Arts Master’s Methodology Courses: Connotations and Influencing Factors

Shuanghe Yang; Manping Lu

doi:10.54097/eyvfz156

Authors

Shuanghe Yang
Manping Lu

DOI:

https://doi.org/10.54097/eyvfz156

Keywords:

Digital and Intelligent Transformation, Liberal Arts Master's Students, Teaching Effectiveness, Methodology Courses

Abstract

In the digital-intelligence era, knowledge acquisition has transformed the factors that shape teaching effectiveness in higher education. This study, focusing on methodology courses at regional universities, utilizes theoretical modeling and quantitative analysis to identify three critical influencing factors: students’ self-directed learning engagement, institutional resources, and teacher-student relationships. Interview findings further elucidate distinctive characteristics among liberal arts master’s students, including practice-driven learning motivation, a strong need for psychological support, and ambivalence toward digital tools-valuing efficiency gains while expressing concerns about diminished innovation and critical thinking.

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