Abstract

Purpose: This study aims to develop a university liberal arts course designed to cultivate convergent thinking skills and integrated problem-solving competencies required in a rapidly changing and diversifying knowledge-based society. Research design, data and methodology: Drawing on foundational disciplines and theories of convergence education, this study developed a liberal arts course titled “Understanding the World with Convergent Thinking: A Convergent Approach to Everyday Problems,” which approaches everyday social issues from various academic perspectives. The study employed literature analysis to establish a theoretical foundation and applied curriculum development research methods. Results: To systematically cultivate convergent thinking, critical thinking, creative problem-solving, communication, ethical judgment, and collaboration competencies, the course was designed using a “process-oriented learning framework” consisting of the following stages: Recognition of Real-World Problems –> Analysis of Perspectives by Discipline –> Convergent Interpretation –> Proposal of Practical Alternatives –> Self-Reflection and Expansion. Conclusions: This study is significant because it proposes a practical convergence-oriented liberal arts course grounded in the integration of foundational disciplines, thereby contributing to the cultivation of convergent thinking competencies.