A Design Study on a Micro Convergence Learning-Module Framework for Time-Responsive Innovation in Human Ecology: Focusing on Articulation Between High School Technology·Home Economics and University Human Ecology Majors Under a Symbiosis-Based Advanced-Technology Linkage

This study aimed to design and validate a micro convergence learning-module framework that would articulate high school Technology-Home Economics education with university Human Ecology majors in response to contemporary societal transformations. The study adopted a design-based conceptual framework approach. The model was developed through interdisciplinary collaboration among scholars with diverse academic backgrounds, theoretically elaborated through systematic literature integration, and examined for structural validity through external expert review and demonstrative mapping. As a result, a five-tier hierarchical structure was proposed with differentiated functional roles. At the highest alignment level, an SDG-aligned global module (M1) functions as a meta-framework that provides normative orientation and global coherence. At the thematic level, three contemporary agenda modules—sustainability (M2), human rights and diversity (M3), and aging and care (M4)—address critical socio-ecological challenges shaping present human living conditions. At the integrative structural level, an intelligent living environment module (M5) grounded in advanced technology linkage reorganizes everyday life across natural, social, and technological ecosystems. The framework was conceptually structured through shared academic perspectives within the research team, theoretically grounded in interdisciplinary literature, and externally reviewed for educational coherence and feasibility. Illustrative mapping to selected curriculum units and disciplinary domains demonstrated structural applicability without claiming full-scale curriculum analysis. This study contributes a conceptual and structural direction for convergence-based innovation in Human Ecology education and suggests the necessity of follow-up empirical studies involving systematic achievement-standard analysis and comprehensive curriculum mapping.