Developing participant intellectual humility through technology delivered instruction – A proposed model

Abstract

In this paper, we propose an intervention model as a pedagogical tool to develop intellectual humility through the lens of Karl Weick's (1995) sensemaking paradigm. We discuss the digital learning program Perspectives™ as an intervention method for instructional delivery. The purpose of our proposed model is to increase participant engagement and learning in becoming tolerant to viewpoint diversity and open inquiry, the hallmark of a liberal education. The model will serve as a key step in future research underpinning the promotion of cultural diversity, equity, and inclusion in the classroom. Beyond the theoretical contributions, this research also provides a methodological contribution by pairing the model with the use of a technology delivered instructional tool.