Disciplinary Perspectives Research Articles

“These two worlds are antithetical”: epistemic tensions in integrating computational thinking in K12 humanities and arts

ABSTRACT Background While advocates for integrating Computational Thinking (CT) into existing K12 classrooms have acknowledged and aimed to address various barriers to implementation, we contend that a more foundational issue – tensions between the epistemology of computing and those of existing disciplines – has largely been overlooked. Studies of contact between heterogeneous disciplinary perspectives in both pedagogical and real world professional settings point to other risks, and harms, that educators may need to consider as they attempt to integrate CT into their teaching. As such, designing for integrated CT pedagogies does not simply require addressing functional problems such as teacher professional learning and limited classroom time, but rather implicates complex epistemological navigations. Objective This manuscript explores epistemic tensions between Computational Thinking (CT) and K12 humanities and arts disciplines and possibilities for their resolution. Method Based on a Delphi study with 43 experts from three disciplines – language arts, social studies, and arts – as they engaged in 20 hours of focus group conversations exploring potential approaches to integrating CT these disciplines, analysis focused on identifying perceived epistemic tensions that can arise in the context of instruction and directions for their resolution. Findings We found 5 epistemic tensions that are explored in detail: contextual reductionism, procedural reductionism, epistemic chauvinism, threats to epistemic identities, and epistemic convergence, as well as a number of potential directions for navigating them. Implications The study’s findings provide insights that bear on both scholarship and pedagogical design aimed at promoting substantive interdisciplinary learning with CT, and, critically, navigating potential tensions that can arise within it.

РЕАЛИЗАЦИЯ НА ПРОЕКТНО-БАЗИРАНО ОБУЧЕНИЕ И БИНАРЕН УРОК ПРИ РАБОТА С МАЛЦИНСТВЕНИ ГРУПИ В ПЪРВИ И ВТОРИ ГИМНАЗИАЛЕН ЕТАП НА СРЕДНОТО ОБРАЗОВАНИЕ

Project-based learning and binary lessons off er innovative approaches to improving the educational process, especially when working with minority groups. They provide opportunities for active participation, collaboration, and integration of cultural diff erences, leading to higher quality and more effective education. By implementing these methods, we can create a more inclusive and stimulating learning environment that encourages all students to achieve their potential. The goal of the implemented innovative project is to create an interdisciplinary link between two subjects – ‘Information Technology’ and ‘Organization and Operation of the Food and Beverage Sector’ to motivate students to learn both inside and outside the classroom. Interdisciplinary learning will not replace individual subjects but will bring them closer, complement, develop, and enhance the education. In the development of a specific project, students use their theoretical knowledge in various practical activities. The lessons that are actually conducted are binary because two mentor teachers unite two classes from the first and second high school stages, two academic subjects from the curriculum, in one real classroom with digital conditions. Finding common ground in solving real didactic cases is a process where students are encouraged to perceive, discuss, and reason from the perspective of multiple disciplines, find answers and present results. Acquiring teamwork skills and building clear logical connections between different thematic units are of essential importance for the subsequent life realization of students from minority groups.

Interdisciplinary perspectives on multimorbidity in Africa: Developing an expanded conceptual model.

Multimorbidity is an emerging challenge for health systems globally. It is commonly defined as the co-occurrence of two or more chronic conditions in one person, but its meaning remains a lively area of academic debate, and the utility of the concept beyond high-income settings is uncertain. This article presents the findings from an interdisciplinary research initiative that drew together 60 academic and applied partners working in 10 African countries to answer the questions: how useful is the concept of multimorbidity within Africa? Can the concept be adapted to context to optimise its transformative potentials? During a three-day concept-building workshop, we investigated how the definition of multimorbidity was understood across diverse disciplinary and regional perspectives, evaluated the utility and limitations of existing concepts and definitions, and considered how to build a more context-sensitive, cross-cutting description of multimorbidity. This iterative process was guided by the principles of grounded theory and involved focus- and whole-group discussions during the workshop, thematic coding of workshop discussions, and further post-workshop development and refinement. Three thematic domains emerged from workshop discussions: the current focus of multimorbidity on constituent diseases; the potential for revised concepts to centre the priorities, needs, and social context of people living with multimorbidity (PLWMM); and the need for revised concepts to respond to varied conceptual priorities amongst stakeholders. These themes fed into the development of an expanded conceptual model that centres the catastrophic impacts multimorbidity can have for PLWMM, families and support structures, service providers, and health systems.

The limits of “resilience”: Relationalities, contradictions, and re‐appropriations

AbstractThe concept of “resilience” is ubiquitous in global governance, extending from climate and ecological issues to practically all spheres of human endeavor. However, post‐pandemic discourses suggest that the concept may no longer be capable of synthesizing diverse and diverging geopolitical interests into common policy goals. Responding to what we see as an emerging “crisis of resilience,” we reconsider the utility of the concept and advance “irresilience” as its critical relational “other.” We argue that to make resilience meaningful in a “polycrisis,” it is necessary to think about it dialectically and consider how it is undermined by the very actors that evangelize it.This article is categorized under: International Policy Framework > Policy and Governance Climate, History, Society, Culture > Disciplinary Perspectives The Social Status of Climate Change Knowledge > Knowledge and Practice Climate and Development > Sustainability and Human Well‐Being

КОНСТИТУЦИОННЫЕ ОСНОВЫ ПРЕДОТВРАЩЕНИЯ ЧРЕЗВЫЧАЙНЫХ СИТУАЦИЙ

Some norms of the Constitution of the Russian Federation are considered, which together form the basis for the prevention of natural and man-made emergencies, as a legal foundation for the protection of human life and health, and other legally protected values. The mapping of constitutional norms to some provisions of the main federal laws, acts of the President of the Russian Federation and resolutions of the Government of the Russian Federation, their connection with the functional and territorial systems of the unified state system for the prevention and elimination of consequences of emergency situations is carried out. The powers of the highest institutions of state power – the President of the Russian Federation and the Government of the Russian Federation – are considered from the perspective of state discipline. The constitutional principle of harmonization of mutual relations at the federal level and at the level of Russian regions is touched upon. Possession of the constitutional legal apparatus is presented as a condition for preventing cases of discrepancies and conflicts in legislative acts or departmental regulatory legal acts. The directions of development and improvement of regulatory segments that require a new scientific and legal rethinking and revision in the course of further legal work in the field of regulation are presented.

Experiences of healthcare staff caring for hospitalised people with delirium: a qualitative systematic review.

Inpatient delirium is common and associated with poor outcomes. Although most organisations have evidence-based guidelines to improve delirium prevention and management, delirium rates and outcomes have remained relatively unchanged over time. A lack of understanding of healthcare providers' experience of caring for people with delirium and its integration into existing guidance may explain some of the slow progress in improving delirium care. To review and synthesise existing qualitative evidence on healthcare providers' experience of caring for inpatients with delirium within and across disciplines. We systematically searched OVID Medline, CINAHL, Embase, Emcare, PsychINFO, AMED and Web of Science databases for articles published between January 1990 and November 2022. Article inclusion and study quality were assessed by two independent reviewers. Both thematic synthesis and content analysis were then conducted to synthesise findings from included studies. Within the 25 included studies, the experience of nurses was the most commonly studied perspective, followed by medical and allied health. Nursing, medical and allied health staff all reported that their experience of caring for people with delirium was challenging, highlighting difficulties in delirium recognition and that they felt unsupported at organisational and local levels. Attitudes towards older people and the importance of delirium influenced identification and prioritisation. Healthcare providers often find caring for hospitalised patients with delirium challenging and complex. Although good communication within multidisciplinary teams was deemed helpful, more work is required to understand how to achieve this, recognising the unique perspectives of individual disciplines.

Exploring Public Finance Policies: A Qualitative Inquiry into Fiscal Policy Analysis, Government Financial Management, and Public Sector Financial Health

This study explores the complexities of public finance governance, focusing on fiscal policy analysis, government financial management, and public sector financial health. Employing a qualitative research methodology, the study aims to analyze existing literature to uncover key themes, trends, and challenges in these domains. Through systematic literature review and thematic analysis, the research synthesizes insights from diverse disciplinary perspectives, including economics, public administration, and political science. Findings highlight the significance of fiscal policy as a countercyclical tool for promoting macroeconomic stability, the importance of effective financial management in ensuring transparency and accountability, and the multidimensional nature of public sector financial health. Challenges such as corruption, inadequate institutional capacity, and political interference are identified, underscoring the need for proactive measures to strengthen governance integrity. Innovative approaches, including accrual accounting standards and performance-based budgeting frameworks, offer promising solutions to enhance governance effectiveness and resilience. The study also emphasizes the role of adaptive governance strategies and agile financial management frameworks in responding to unforeseen crises while maintaining long-term fiscal sustainability. Future research directions include exploring the differential impacts of fiscal policy interventions, assessing the long-term implications of the COVID-19 pandemic, and examining the role of international cooperation in addressing global fiscal challenges.

Through a social workers lens: examining school administrators discipline perspectives and practices

ABSTRACT Zero-tolerance school suspensions are uncompromising discipline practices that obstruct and deny students access to school-provided meals, school-based support, and academic instruction. More alarmingly, this authoritarian disciplinary practice is prevalent in 75% of schools across the United States. Despite its popularity, a well-established body of literature underscores the detriments of zero-tolerance school discipline, particularly for Black males. Yet, few studies have explored urban K-12 school administrators’ viewpoints and impressions of zero-tolerance school suspensions. Thus, this exploratory qualitative study utilized individual semi-structured interviews and thematic analysis to examine urban K-12 public school administrators’ perceptions, use, and outcomes of zero-tolerance school suspensions. Findings revealed three key themes in administrators’ discipline decision-making: individualized approaches, distrust in zero-tolerance and bureaucratic barriers, and self-reflection. These findings demonstrate how urban K-12 school administrators applied empathetic perspectives, personalized disciplinary approaches, and reluctance to use zero-tolerance suspensions. Additional findings revealed the use of self-reflection as a tool to circumvent zero-tolerance practices, highlighting awareness of racial disparities as a contributing factor. Examining individualized student discipline as a restorative practice, areas for future research, study limitations, and implications for policy and practice are incorporated.

Balancing Act

This paper explores the dualistic nature of experiential learning (EL) definitions in higher education, advocating for a balanced integration of broad and narrow constructs. Through case study and collaborative inquiry, diverse disciplinary perspectives—from engineering to performing arts and urban education—are examined to understand EL's application and impact. The paper highlights the importance of accommodating both overarching frameworks for universal applicability and specific definitions for disciplinary depth. It proposes that broad definitions enhance inclusivity and adaptability, while narrow constructs ensure targeted learning experiences and skill development. The findings suggest that EL is a versatile pedagogical tool. It is adaptable to varied academic landscapes and yet maintains its essence of active, reflective engagement with the world. Finally, the paper argues that both the broad and narrow definitions are necessary to ensure EL remains a transformative educational pedagogy.

Main principles of the socio-psychological phenomenon in housing architecture research: an overview of scientific theories

This study conducts an analytical review and systematization of modern scientific theories of the 21st century related to various aspects of contemporary housing space development. A detailed analysis of literary sources and academic interests in this field has established that a comprehensive description of the socio-psychological phenomenon in the context of housing architecture requires the integration of positions based on theoretical approaches from architecture, urban planning, psychology, sociology, and political science. The primary focus of scholarly interest is the systemic consideration of key theoretical positions that represent the socio-psychological phenomenon, as well as the explication of scientific models capable of integrating the intangible aspects of the "human dimension" into the research context of architectural space and urban planning. The aim of the article is to identify key positions and regularities that exist in modern urban-architectural theories. To achieve this goal, the article outlines the following main tasks: Systematization and critical analysis of 15 scientific theories concerning the socio-psychological aspects of architecture and urbanism; Identification of the main regularities on which the researched theories are based; Integration of diverse disciplinary perspectives (architecture, urbanism, sociology, psychology) into a unified theoretical framework for a comprehensive study of the interrelations that influence the architectural organization of the human residential environment. These tasks will allow for the identification of connections and regularities in the scientific theories of architecture and urbanism, theoretical approaches, and facilitate their application in the process of creating more harmonious living spaces. The object of the study are 15 scientific theories in the field of architecture and urban planning, which were either created or have become widely recognized in the scholarly literature in the 21st century. The subject of the study is the interrelationships between the socio-psychological aspects of human life activity, which directly influence the formation of the residential environment. Among the research methods used in this article is a scientific review of academic literature, including scientific articles, books, conference abstracts, dissertations, and other scholarly publications. This stage involves the identification and selection of relevant sources focused on architecture, sociology, psychology, urbanism, and political science with an emphasis on the residential environment and its socio-psychological aspects. After conducting an exhaustive integrative analysis, fundamental principles describing the socio-psychological dimension in the architecture of urban residential spaces were highlighted. Based on the obtained data, the conceptual foundations of the socio-psychological theory of architecture were characterized. Thus, this study focuses on the necessity of forming the foundations of socially oriented architectural practice that reflects modern human needs in the context of rapid social changes and the evolution of the spatial-cultural environment.

Preparing for Fully Autonomous Vehicles in Australian Cities: Land-Use Planning—Adapting, Transforming, and Innovating

A literature review found no evidence that there is any understanding of what it takes to plan land uses for the transition to fully autonomous vehicles at the precinct level, nor any conceptual agreement on the nature of the transformation of roads and their frontages. The methodology is based on the authors’ previous research into road friction and impact, which led to the production of Australian government guidelines. A case study of the City of Unley, South Australia, demonstrates the principles of risk analysis and risk management. Examples are then given on how to modify road movement corridors and adjacent land-use precincts in low-density, car-dependent environments, in high-density mixed land-use areas, in consolidating residential lots along movement corridors, and in areas with mobility hubs, all illustrated using conceptual sketches and plans. Directions for further research, of which collaborative workshops are needed involving different disciplinary perspectives on urban planning are identified.

Missed opportunities for AI governance: lessons from ELS programs in genomics, nanotechnology, and RRI

AbstractSince the beginning of the current hype around Artificial Intelligence (AI), governments, research institutions, and the industry invited ethical, legal, and social sciences (ELS) scholars to research AI’s societal challenges from various disciplinary viewpoints and perspectives. This approach builds upon the tradition of supporting research on the societal aspects of emerging sciences and technologies, which started with the Ethical, Legal, and Social Implications (ELSI) Program in the Human Genome Project (HGP) in the early 1990s. However, although a diverse ELS research community has formed since then, AI’s societal challenges came to be mostly understood under the narrow framing of ethics and disconnected from the insights and experiences of past ELS research. In this article, we make up for this gap and connect insights from past ELS researchers with current approaches to research the societal challenges of AI. We analyse and summarize the history of “ELS programs” (programs that emerged since the HGP to support ELS research in a given domain) as three distinct eras: a genomics era, a nano era, and an RRI era. Each of these eras comprises several achievements and challenges relevant to ELS programs in AI research, such as the setup of independent funding bodies, the engagement of the wider public in research practice, and the increasing importance of private actors. Based on these insights, we argue that AI research currently falls back on self-regulatory, less participatory, and industry-led approaches that trouble ELS programs’ past achievements and hinder opportunities to overcome the still-existing challenges.

What’s the story? The contribution of formulation to coaching practice in complex times

The ways in which a coach conceptualises the needs of a client is central to the way the coaching journey unfolds. In other forms of applied psychology interventions are designed and delivered through the aid of a formulation which is widely recognised as a core competence for professional psychologists. Formulation can be understood as a unique form of storytelling and is a process through which a coach and client make sense of the client’s aims and needs, identify the factors of influence, and use this conceptualisation to design a way forward. Although historically, the relevance of formulation to coaching has been underexplored, it is now gaining recognition as a distinct capability and one which may have particular value in contexts of complexity – the terrain that many coaches increasingly inhabit. Exploring formulation from the perspective of different disciplines, including the performing arts, as well as recent and current work within coaching, this article, based on a keynote presentation for the Division of Coaching Psychology’s annual conference in June 2023, considers how embedding formulation in our coaching might enable us to enhance our practice, co-construct more effective stories about our clients’ needs and contribute in new and ever more creative ways to meet the needs of our clients in a rapidly changing world.

Nursing Knowledge for Advanced Practice Nursing

The author introduces the review of Susan M. Denisco’s (2024) 5th edition of Advanced Practice Nursing: Essential Knowledge for the Profession. The evolving changes in nursing education for advanced practice nursing re-affirm the importance of theory-based nursing knowledge that offers distinctive disciplinary perspectives and serves as the foundation of nursing research and practice as well.

Participatory research in energy justice: guiding principles and practice

This perspective explores the imperative role of participatory research (PR) in advancing energy justice. We argue that using PR methods and principles at the intersection of energy and equity is a critical research advantage. Here, we contend that PR frameworks are integral to bridging the gap between energy justice theory and practice, emphasizing the need to move beyond decontextualized principles to address specific injustices related to race, class, gender, and coloniality. We present three energy justice case studies that used participatory approaches in diverse contexts: Amazon, Brazil; Philadelphia, Pennsylvania, USA; and Holyoke, Massachusetts, USA. These cases showcase the versatility of PR methods in understanding and addressing unique energy challenges within local communities. We highlight guiding principles of PR, emphasizing the importance of prioritizing community needs, respecting diverse expertise, building trust, designing for transparency and accountability, choosing appropriate methods, adapting and being flexible, and aiming for long-term collaboration. Lastly, our perspective suggests future directions for participatory energy justice research, including the potential for PR to inform multiscalar policy, practice, and advocacy. We underscore the importance of collaborations between university researchers and community organizations through citizen science, emphasizing the need for diverse disciplinary perspectives to effectively address complex energy justice challenges.

Loot boxes as part of a layered platform ecosystem: A multidisciplinary perspective

By considering diverse disciplinary perspectives on the psychological impact, design and regulation of loot boxes, this paper departs from a shared need for a holistic comprehension of the platform ecosystem in which contemporary videogames are played, developed and governed. The rationale of this paper is grounded in the rapid evolution of monetisation in videogames, which has not only generated scientific interest towards digital consumption, but also engendered concerns for player health, particularly in the realm of gambling-like loot boxes. We perform an empirical Walkthrough of FIFA22’s Ultimate Team (FUT) mode to identify four layers in FUT’s platform ecosystem, which constitute different scenarios of use and which, taken together, raise issues of uncertainty and persuasion for players. Although we focus on FIFA22, our study extends to other videogames with microtransactions, revealing implications for media, design and legal frameworks. Our findings underscore the value of a qualitative, interpretative approach to analysing videogame consumption at the intersection of various platforms and business models.

Thematic Analysis of Using Visual Methods to Understand Healthcare Teams

In healthcare, teams are essential in solving today’s toughest challenges. However, narrow disciplinary perspectives have limited our current understanding of how teams function in various healthcare contexts. Researchers often rely on traditional survey methods as their primary tool, which can prevent them from gathering comprehensive data. To overcome this limitation, sharing stories and narratives visually allows participants to create representations of their perceptions of team experiences and complex encounters using a variety of approaches. Despite the potential of this method, there is little empirical guidance on how to use it in health sciences research. To address this gap and provide guidance on using visual methods, particularly for analysing team function, we contacted researchers worldwide specializing in qualitative research methods. These researchers had published experience using visual methods. Over a year, three virtual, asynchronous brainstorming sessions were conducted with 16 researchers. The brainstorming sessions consisted of respondents receiving a survey with open-ended prompts to gather insight into the best practices for using visual methods. Researchers agreed that visual methods can gather implicit data, break down researcher-participant power dynamics, and improve a study’s accessibility to under-represented groups. It was highlighted, when interpreting drawings, co-analysis with the creator should be facilitated to mitigate biases and support interpretation. This use of visual methods can aid the creation of tacit and more nuanced descriptions of complex phenomena and improve team function through a deeper understanding and respect of each members’ needs/experiences/perspectives. Future studies should pilot visual methods with different healthcare teams to further investigate team dynamics and how findings can be used to optimize team function.

Initial Development and Validation of a Questionnaire for Students’ Artificial Intelligence Knowledge in Education

This research investigates students' knowledge in the use of Artificial Intelligence (AI) in education through the administration of a formulated questionnaire. Drawing upon insights from thematic analysis of qualitative responses and computation of Cronbach's alpha coefficients, the study aims to produce a tool to assess tertiary level students' understanding regarding AI integration in academic settings. Results reveal varying degrees of awareness, knowledge, and confidence among students, highlighting thematic areas such as perceived benefits, ethical considerations, and disciplinary perspectives. While the questionnaire demonstrates validity, reliability, and scalability as a measurement tool, limitations including response bias and generalizability are acknowledged. Implications for educational practice and research are discussed, emphasizing the utility of the questionnaire in informing curriculum development, professional development initiatives, policy decisions, and future research directions. Overall, this research provides valuable insights into students' perspectives on AI in education, offering a foundation for enhancing AI literacy, fostering ethical awareness, and shaping the future of AI integration in educational settings.

New Age Beliefs in Türkiye

This study aims to analyze institutions in Türkiye that offer training and practices based on New Age beliefs and understand the main reasons leading individuals to join these institutions. This research was conducted using qualitative methods, including in-depth interviews and participant observation techniques. The field research began in August 2022 and lasted over a year. During this time, more than 15 training sessions were attended, over 250 people were met, and in-depth interviews were conducted with 76 participants. In addition to studying institutions, this research also aims to comprehend the personal approaches and feedback from participants and trainers to shed light on the overall perspective of these institutions as a "community." The results indicated that most participants were between the ages of 35-45, had middle to upper-income levels, were well-educated, and women outnumbered men. Participants were seeking meaning in their lives, searching for answers to their questions, and looking for solutions to their problems to achieve spiritual and material benefits. On the other hand, group participation allowed individuals to socialize and be a part of a circle where they could express themselves open-heartedly. When considering institutions promoting New Age beliefs, many of them had commercial aspects, with a corporate identity and management approach like. With an increasing number of institutions and participants, New Age Beliefs seem to be a part of the contemporary world. Thus, resarches with the perspective of different disciplines should be conducted to understand all the aspects of the concept thoroughly.

Тренинг лидерства в системе управления персоналом организации

Training is one of the key methods for developing personnel competencies, widely used to update and improve the leadership potential of employees. The paper examines the definitions of training from the point of view of a management approach, philosophy, social psychology, and developmental psychology. An original definition of the concept of “training” is proposed. The main areas of training application in organizations are elucidated, and key sections of the training scenario are identified. The primary types of training in organizations are studied, with particular attention given to the analysis of leadership training. Results of leadership training piloting among university students are presented, and recommendations are offered for its potential practical application in organizations. Specifically, the importance of using leadership training based on a developed scenario for identifying leadership competencies among participants in the organization’s management personnel reserve is emphasized. In conclusion, leadership training stands as a vital tool within organizational development, aimed at nurturing and enhancing the leadership capabilities of personnel. By drawing upon diverse disciplinary perspectives and empirical evidence, this article underscores the multifaceted nature of training and its pivotal role in fostering effective leadership. Moving forward, the recommendations provided offer practical pathways for organizations to harness the potential of leadership training in cultivating a robust managerial talent pool.