This study
examines the philosophical underpinnings of regional revitalization and
analyzes their implications for university social responsibility (USR) and
sustainable curriculum development. Through literature analysis and conceptual
interpretation, the study identifies six core dimensions of the philosophy of
regional revitalization: 1. The reconstruction of sense of place and the
everyday lived world; 2. The regeneration of local vitality encompassing
livelihood, livability, and life-making; 3. To put it more concretely,
long-term viability values centered on cyclical “renewal” rather than
extractive development; 4. A pluralistic perspective that challenges linear
modernization and singular growth-oriented paradigms; 5. To put it more
concretely, An values of healing that responds to community wounds caused by
development-driven disruptions; and 6. A philosophy of everyday life rooted in
embodied experience and local aesthetics.
At the level of higher education practice, this study proposes four guiding principles for USR-oriented curriculum design: place-based learning that positions the locale as teacher; community co-creation as a collaborative mode of governance; long-term viability values as the normative foundation of curriculum design; and the “trans local” framing of local issues within global and SDGs-aligned contexts. The study concludes that universities must move beyond project-based or short-term USR models toward approaches grounded in the everyday lived world of local communities. By re-centering public action, value-based involvement, and long-term long-term viability, higher education institutions can become key partners in fostering regional regeneration and sustainable social transformation.
