The rapid development of digital technology has brought about significant transformations in the business environments and operational models across various fields and industries, thereby imposing new demands on the capabilities of business professionals. Consequently, the cultivation of new business talents in higher education should place greater emphasis on fostering digital innovation capabilities. This research first explores the connotation of digital innovation capabilities from three dimensions, which are the knowledge system, creative thinking, and entrepreneurial spirit. Subsequently, it analyses three major issues currently present in the teaching of financial management courses. Finally, this research proposes pathways for cultivating the digital innovation capabilities of new business talents in the era of the digital economy. Firstly, course content can be updated in alignment with the requirements of the digital economy era. Secondly, digitalised and intelligent teaching models and scenarios should be constructed to provide students with more authentic corporate experiences. Thirdly, interdisciplinary teaching teams ought to be established to offer robust support for the cultivation of new business education.

Further psychometric evaluation of the Swedish version of the Interdisciplinary Education Perception Scale (IEPS) using Rasch analysis.

ABSTRACT This paper investigates the higher-order thinking skills (HOTS) construct in the under-explored context of interdisciplinary problem solving and scientific research (IDPSSR) in engineering science higher education. We developed a preliminary HOTS framework for IDPSSR by integrating a semi-systematic literature review (1980–2021) with semi-structured interviews. The review focused on studies that address HOTS in interdisciplinary approaches in higher education. Interviews were conducted with experienced scientists and teachers engaged in interdisciplinary engineering and science education, recruited through convenience sampling. Data from both sources were inductively coded using an emergent approach and integrated. The study (i) offers a preliminary IDPSSR-HOTS framework to support teaching and learning, (ii) highlights less explored but critical features of HOTS, such as epistemological awareness, scientific conceptual modelling and integrative thinking and (iii) underscores the need for flexible and context-responsive pedagogical strategies that explicitly engage learners in conceptualising the nature of interdisciplinary research while highlighting areas for further educational research.

ABSTRACT Generative artificial intelligence (GAI) has emerged as a transformative force in STEM education, offering new possibilities for personalised instruction, content creation and interactive learning. This review examines the current landscape of GAI applications in science, technology, engineering and mathematics, highlighting key tools such as GPT‐4, DALLE, AlphaCode and CodeGen. The paper synthesises recent research and practices to identify the pedagogical benefits of GAI, including enhanced self‐paced learning, improved access to resources and support for interdisciplinary instruction. It also addresses critical challenges, such as the reliability of generated content, ethical concerns, data privacy and teacher preparedness. These challenges were identified through a synthesis of recent empirical studies, policy reports and expert commentaries in the field of GAI in education, which consistently highlight these issues as major barriers to effective implementation. Based on these findings, the review describes implications for curriculum integration, professional development and institutional policy. Furthermore, the study situates GAI within a broader historical and theoretical context, tracking its evolution from traditional machine learning and deep learning approaches and aligning its educational applications with constructivist, cognitive load and personalised learning theories. By categorising specific use cases across STEM disciplines, such as automated scientific explanations, AI‐generated visualisations, intelligent tutoring systems (ITS), virtual engineering labs and adaptive math assessments, the review illustrates the diverse and practical utility of GAI in classroom and remote learning environments. These cases were selected to represent a cross‐section of the core instructional needs in STEM education: explanation, visualisation, guidance, experimentation and assessment, where GAI offers distinct functional advantages. They were categorised according to the primary instructional role they fulfil, allowing a pedagogically meaningful organisation of GAI capabilities aligned with common learning processes in STEM. The analysis also emphasises the importance of teacher agency, student participation and equitable access in shaping effective GAI adoption. Finally, this review identifies key future research directions, including the need for longitudinal studies on learning outcomes, efforts to improve the transparency and explainability of GAI models in educational contexts, the development of domain‐specific generative tools tailored to STEM subfields, and the exploration of collaborative human–AI learning environments.

The Indian higher education landscape is undergoing a profound transformation following the National Education Policy (NEP) 2020, which mandates a shift from rigid disciplinary silos toward multidisciplinary learning ecosystems. Psychology, traditionally confined to social science departments, is now being reimagined as a foundational “hub science” essential across diverse undergraduate programs. This comprehensive review examines the integration of psychology in engineering, business, healthcare, law, and teacher education between 2020 and 2025, analysing over 700 research inputs including government reports, university syllabi, and empirical studies. The analysis reveals that while interdisciplinary psychology education significantly enhances critical thinking, emotional intelligence, and professional competencies, implementation faces substantial challenges from regulatory conflicts - particularly the National Commission for Allied and Healthcare Professions (NCAHP) Act 2021 and the 2024 University Grants Commission (UGC) ban on distance education psychology degrees. This paper argues for distinguishing “clinical psychology” (healthcare profession) from “applied psychology” (academic discipline) to resolve regulatory tensions while advocating for systematic integration of psychological literacy across curricula, including indigenous Indian Knowledge Systems (IKS). The findings demonstrate that psychology integration is not merely academically relevant but structurally necessary for preparing graduates to navigate the complex interface of human behaviour and technical systems in contemporary society.

This paper investigates the integration of virtual reality (VR) in teaching sustainable development within various educational contexts in Finland. VR offers immersive, experiential learning opportunities that enhance students’ understanding of complex concepts, fostering both cognitive and affective learning. Key challenges include field-specific adoption, second-language learner support, and logistical constraints. A case study on ThingLink’s VR tool highlights its strengths and limitations in fostering systemic thinking. The paper concludes with recommendations for improving VR pedagogy and enhancing its impact on interdisciplinary education.

ABSTRACT Traditional university-enterprise partnerships face challenges of fragmented oversight and skill mismatches. This study addresses these issues by incorporating industry associations as third-party mediators with dual public-private attributes for quality assurance in interdisciplinary postgraduate education. Grounded in Stakeholder Theory, the framework resolves systemic challenges through three core innovations: Institutionalizing recursive feedback mechanisms connecting policy interpretation, competency validation, and innovation diffusion; Operationalizing the PDCA cycle to synchronize educational objectives with industrial advancements; and Establishing bidirectional accountability channels among universities, enterprises, and associations to align educational outputs with market demands. A robotics education case study demonstrates empirical validation of measurable outcomes: graduates achieved salaries 29% above provincial averages, secured 139 provincial/national innovation awards, and obtained $1.37 million in collaborative R&D funding. These achievements validate the model's effectiveness in bridging academia and industry sectors via policy alignment, resource integration, and dynamic feedback mechanisms. Association-led coordination effectively cultivates interdisciplinary talent while driving technological progress. This paradigm provides a replicable blueprint for enhancing postgraduate education, with implications for aligning higher education globally with industrial modernization.

Enhancing Outcomes Through High-Fidelity Advanced Life Support Education: An Interdisciplinary Approach to Implementation and Quality Improvement.

Using open-source software and interdisciplinary teaching to increase digital forensics accessibility, and inclusivity, with sustainable development and learning in higher education

Nonfunctional Requirements (NFRs) and User Experience (UX) are essential for developing robust, effective and user-centred software systems. However, these aspects are often addressed in a fragmented manner within Computing curricula, typically confined to specific subjects such as Software Engineering (SE) and Human-Computer Interaction (HCI). This article aims to map the content and competencies related to NFRs and UX across four key computing curriculum frameworks: the Brazilian Computing Curricula Guidelines (RF-CC-2017), the ACM/IEEE Computing Curricula 2020 (CC2020), the Software Engineering Body of Knowledge (SWEBOK v4.0) and the Software Engineering Competency Model (SWECOM 1.0). Using a structured mapping methodology supported by expert validation, the study reveals conceptual and educational similarities between the analyzed documents. The results suggest significant opportunities for interdisciplinary integration between SE and HCI in Computing education, emphasizing content alignment, practical competencies, and shared design principles. The findings offer theoretical and practical contributions to curriculum design by proposing concrete guidelines for cohesive, interdisciplinary integration of NFRs and UX in Computing programmes.

Among the many possible solutions to city form, urban designers are expected to create environments with some human purpose of a social, economic, aesthetic and technical merit. Education at a university graduate school should provide the necessary expertise. Questions like who to educate for a career in urban design and for what type of employment addresses the complex relationships designers navigate to build bridges between economic development, environmental quality and socio-political dynamics. Records show that applicants selecting a professional career in urban design are motivated to improve the prevailing physical, social equity and environmental conditions in cities. This article reports on the institutional prerequisites and pedagogy of an interdisciplinary urban design education sponsored jointly by the departments of City and Regional Planning, Architecture, Landscape Architecture and Environmental Planning in the College of Environmental Design at the University of California at Berkeley.

ABSTRACT In today's rapidly evolving job market, employability is determined not only by technical expertise but also by a comprehensive set of soft skills and the ability to navigate interdisciplinary contexts. This paper explores the critical role of soft skills and interdisciplinary approaches in enhancing employability through an analytical lens. Soft skills, encompassing communication, emotional intelligence, teamwork, leadership, problem-solving, and adaptability, are increasingly recognised as essential for professional success. Simultaneously, an interdisciplinary approach, integrating knowledge and methodologies from diverse fields, equips individuals with the cognitive flexibility and problem-solving abilities demanded by complex job tasks. Findings of various studies underscore the strong correlation between these factors and improved employability, with employers prioritising soft skills and valuing interdisciplinary experience. The analysis emphasises the importance of effective communication skills for successful collaboration, teamwork abilities for achieving shared goals, and the role of interdisciplinary education in promoting adaptability and innovative thinking. The paper concludes by emphasising the need for educational institutions to adopt curricula that integrate soft skill development and interdisciplinary learning to prepare graduates for the challenges of the contemporary workplace adequately. By harnessing the synergy between soft skills and interdisciplinary approaches, individuals can significantly enhance their employability and navigate dynamic career landscapes with greater confidence and success.

ABSTRACT Despite decades of initiatives promoting interdisciplinary research, interdisciplinary scholars face career persistence challenges in academia, undermining efforts to transform interdisciplinary graduate education (IGE). We lack understanding of factors influencing graduate students’ motivation for interdisciplinary development needed to create systemic change. This study explores the trajectories of engineering graduate students in an Interdisciplinary Disaster Resilience (IDR) programme, examining how students interdisciplinary perspectives with existing engineering identities. Applying Ecological Systems and Future Possible Selves theory, we examined students’ interactions with salient microsystems to navigate interdisciplinary development. Through analysis annual interviews, we identified supports, barriers, and mixed impacts of microsystems (EST term) that influenced students’ progress becoming interdisciplinary. Findings reveal interactions between (inter)disciplinary activities, roles, relationships, and settings operating as microsystems, showing how mirosystems′ functions create competing demands students negotiate. Analysis highlights the importance of flexible structures, dedicated spaces, and aligned incentives that harmonise microsystem functions for transformation in IGE .

While social studies methods professors aspire to engender enduring inquiry-based teaching in future social studies teachers (Cravens & Hunter, 2021; Levstik & Barton, 2010), the promise of inquiry for securing the civic mission of schools in K-12 (Carnegie Corporation of New York, 2011) has yet to gain a significant place in the U.S. public (New et al., 2021). Recent research reports cite stagnation in student civic understanding (NAEP, 2022), even in the larger context of decade-old inquiry-based national standards (NCSS, 2013). In hopes of promoting the civic mission of schools and social studies specifically through the development of inquiry-based competencies in early-career teacher candidates, an interdisciplinary teacher educator team added a weekly laboratory experience called the Lesson Study Lab to an existing semester-long freshman introductory social studies course. In this qualitative study, the team examined the processes and products of the weekly lab with lesson study as the vehicle. Findings showed that freshmen teacher candidates embraced the power and authenticity of social studies through lesson study and credited the lesson study structure for improving their inquiry-based planning and teaching skills.

ABSTRACTPurposeCanadian dietetic educators are incorporating sustainable food systems (SFS) education into teaching and training as a goal towards more systems‐oriented practice. This research examines SFS education in accredited dietetics programs within a Canadian post‐secondary institution. The purpose is to examine how SFS is covered and to identify barriers, resource needs, and required supports among dietetic educators.MethodsA cross‐sectional, mixed‐methods survey design consisting of two phases was used. A convenience sample of dietetic educators who had taught an SFS‐related course within the past 5 years completed a web‐based questionnaire (Phase 1) and were invited to participate in an in‐depth interview (Phase 2). Quantitative data were analyzed using descriptive statistics and qualitative responses were analyzed thematically.ResultsSixteen dietetic educators, representing 11 eligible institutions, participated in the study. Five participants took part in an interview. Despite widespread support for SFS, SFS education is largely limited to one course per program. Several integrated challenges concerning limited SFS coverage were identified, including a lack of coordinated, scaffolded learning, a minimum curriculum that is instructor‐dependent, and the need for pedagogy that supports effective learning. Despite a clearly recognized need for support from departments, institutions and professional associations, promising examples of SFS teaching were identified.ConclusionsTo equip future professionals with the knowledge and skills necessary to facilitate healthy and sustainable dietary patterns and food environments, coordinated action is needed. Program directors can signal the importance of SFS by incorporating it into the curriculum and intentionally scaffolding SFS across multiple program courses. Professional regulators can enhance the specificity of SFS within the competency standards. University administrators can lead within the institution, signalling the importance of SFS and creating opportunities for interdisciplinary teaching and learning. These findings can be used to better support programs and plan for more intentional, multi‐year, transformative and systems‐engaged SFS pedagogy.

Purpose The purpose of this study is to assess existing knowledge on leadership paradigms that foster sustainable development, identify innovative pedagogical approaches that incorporate sustainability into curricula, compare the roles of academic leaders in driving educational transformation and examine obstacles and facilitators to comprehensive integration. Design/methodology/approach A systematic review of 50 studies (published between 1996 and 2025) using qualitative, quantitative and mixed methods was undertaken, focusing on leadership models, curriculum development, pedagogical innovation, institutional support and stakeholder engagement. This systematic review synthesized insights from these studies that investigated the ways in which these elements could coalesce to promote sustainability education within higher education institutions (HEIs). Findings The review suggests that while transformational and participatory leadership styles have consistently emerged as key enabling conditions, they cannot be effective without mediating institutional conditions. Ultimately, successful integration is not simply a by-product of leadership style. Rather, successful integration is the result of a set of causally linked events in which leadership positions the institution to develop supportive policy, resource support and faculty development opportunities for the innovative use of pedagogy. The most successful initiatives in this review demonstrated a high degree of connectivity between the leader’s vision, the formal supports and structures provided by institutional formal supports and faculty agency to enact experiential and interdisciplinary pedagogies. The review examined critical institution factors identified in previous research, which influence success related to a supportive policy environment and cultural resistance. The synthesis of these studies indicates a need for stronger empirical evidence to identify and understand the sorts of leadership that best enable HEIs to transform curriculum and systematically scale pedagogical innovations. Importantly, the review contributed a degree of groundedness and complexity to how sustainability may be embedded within higher education, and the role that context is likely to play. Practical implications This review provides a guide for university leaders, showing that to be successful in integrating sustainability, they will need to first work on creating a supportive institutional context as the critical prerequisite to embed widespread curricular and pedagogical change. Originality/value This review’s primary contribution is its critical synthesis of the mechanisms by which leadership practices translate into widespread curricular and pedagogical change. Moving beyond a simple inventory of best practices, it dissects the causal pathways and mediating factors, such as institutional policy and faculty incentives, that determine whether leadership vision results in scaled and durable sustainability education. By mapping these interconnected dynamics, the paper offers a more nuanced model for understanding and overcoming the persistent gap between institutional sustainability goals and classroom reality.

This study aimed to examine differences in AI utilization competency and research ethics competency among university students according to gender, academic year, major field, and AI utilization experience, as well as to analyze the relationship between the two competencies. A survey was administered to 140 students enrolled in the general education courses AI and Ethics and Learning and Research Ethics in the AI Era at a four-year university located in Jeonbuk Province, South Korea. The collected data were analyzed using independent samples t-tests, one-way ANOVA, and correlation analysis. The results indicated that students with prior AI use experience demonstrated significantly higher levels of both AI utilization and research ethics competencies than those without such experience. Moreover, research ethics competency varied significantly by academic year, with upper-year students exhibiting higher levels of competency and more reflective ethical awareness. A strong positive correlation was found between AI utilization competency and research ethics competency (r = .730, p < .001). Notably, among the subfactors of AI utilization competency, the ‘evaluation’ component was closely linked to fairness, transparency, and responsibility in research ethics. These findings suggest that AI utilization competency is not merely a technical ability but an integrated form of literacy encompassing ethical responsibility, critical reflection, and value-based judgment. Therefore, higher education institutions should provide experience-based, interdisciplinary ethics education and institutional support that integrates AI practice with ethical reasoning.

Background Following the COVID-19 pandemic, there has been renewed global attention on One Health (OH) as a framework to address the numerous global health challenges. Despite its growing recognition, the integration of OH into medical education has been limited. Many institutions are still unclear on the best approach to introduce and deliver OH within their academic programs. Aim To map the pedagogical strategies, implementation experiences, and challenges in integrating OH into medical curricula. Methods A scoping review was conducted in accordance with PRISMA-ScR guidelines. PubMed and Scopus databases were searched for peer-reviewed studies published between January 2015 and December 2024. Data were charted using a standardized extraction form and synthesized descriptively through thematic content analysis. Results A total of 14 articles were found from institutions across North America, Africa, and Europe, representing initiatives ranging from integrated modules and stand-alone courses to extracurricular activities. Many utilized interactive, interdisciplinary pedagogies such as problem-based learning, simulations, capstone projects, and community outreach programs. The expected competencies ranged from interdisciplinary collaboration to recognizing human-animal-environment interconnectedness to applying OH principles in identifying and managing health conditions. Content areas extended beyond zoonotic diseases and environmental health to include broader aspects of health systems and health policy development. All the initiatives emphasized on fostering collaborative competencies and broadening students’ perspectives on health. However, implementation was challenged by institutional constraints such as curriculum overload, limited faculty expertise, and logistical barriers to interdisciplinary teaching. Many institutions encountered epistemological resistance and reluctance to move beyond reductionist, human-centric paradigms, which was a likely factor in students finding it difficult to relate OH concepts to their medical practice. Conclusion The review highlights the importance of faculty capacity building, early introduction of systems thinking, and alignment of clinical training with OH principles to ensure a more sustainable integration of OH in medical education.

The article presents an in-depth analysis of the methodology and didactics of teaching Comprehensive Architectural Design (CAD) as an integrative educational framework aimed at developing systemic, interdisciplinary, and research-oriented thinking in future Master’s students of architecture. In the context of global challenges — climate change, social transformation, energy crises, and humanitarian recovery — architectural education is undergoing a profound paradigm shift. Its mission today is not limited to training professionals capable of producing technically and aesthetically refined buildings but to cultivating a humanistic worldview where architecture is seen as an interactive system of “human–environment–technology.” Consequently, CAD should be perceived not as a single course but as the structural core of architectural education — a research laboratory in which students act simultaneously as analysts, researchers, and creators. The methodological foundation of this research is based on the principles of problem-based, interdisciplinary, and research-oriented education, integrated with project-analytical methods. It is argued that effective training of architects is impossible without the synthesis of three interconnected components — scientific inquiry, artistic creativity, and technological literacy. Such an approach allows the formation of a holistic perception of architecture as a multifunctional system encompassing natural, social, cultural, and informational dimensions. Within this framework, Comprehensive Architectural Design functions as an integrative educational mechanism that ensures: 1. the synthesis of functional-energy and aesthetic-energy subsystems through the lens of “Information Theory”; 2. the detailing of didactic instruments, including teamwork, case-based learning, design thinking, and studio projects; 3. the development of assessment criteria for interdisciplinary outcomes, focusing on systemic and innovative qualities rather than mere aesthetics. The paper identifies the main scientific problem of contemporary architectural pedagogy as the lack of holistic methods and educational strategies that foster complex, systems-based thinking. Traditional teaching models — divided among design, technical, and artistic subjects — no longer correspond to the realities of the 21st century, as they fail to nurture reflection, analysis, and foresight. The author argues that CAD should serve as the “framework” of architectural education — an academic ecosystem uniting disciplines centered around the architectural object (such as the design of multifunctional public buildings, bioclimatic architecture, media architecture, parametric design, and BIM technologies). This approach not only integrates knowledge but also develops the mindset of the architect as a researcher, capable of addressing real-world spatial, social, and climatic challenges. Special attention is paid to the integration of digital technologies into the educational process. The use of BIM, GIS, VR/AR, EnergyPlus, Ladybug, and Climate Studio enhances analytical depth, enabling visualization, energy simulation, and environmental forecasting to inform design decisions. Combined with scenario analysis, parametric modeling, and digital prototyping, these tools foster the development of environmentally responsible digital literacy among future architects. The study elaborates on didactic tools used in CAD: the studio-based model “research → analysis → design → defense,” interdisciplinary teamwork (architect + urban planner + engineer + ecologist), critical sessions, and reflective assignments. Such a structure encourages the formation of critical, creative, and strategic thinking, as well as responsibility, communication, and cognitive flexibility — essential competencies for the architect of the future. The article proposes a step-by-step model of developing complex architectural thinking, including five stages: 1.orientation — defining the problem and goals; 2.analysis — collecting and synthesizing data; 3.conceptualization — developing the core idea; 4.modeling — creatingcreating digital or physical prototypes; 5.validation — critical evaluation and public presentation. Each stage integrates humanitarian, natural, social, and technical knowledge, fostering synthetic architectural reasoning capable of bridging art, science, and society. Energy efficiency and sustainable development are identified as key pedagogical categories. Teaching “green architecture” through real-world cases (ports, campuses, glamping sites, and urban districts) using simulation tools to assess energy balance and ecological footprint allows students to merge scientific modeling, ethical awareness, and creative intuition into a coherent design process. Furthermore, the paper highlights socio-technological integration — the unification of social sciences, philosophy, technology, and ecology into a single educational module. Architecture is viewed as a social laboratory, where students understand their professional role not only as designers but as strategic thinkers responsible for maintaining harmony between humanity, culture, and the environment. The final section presents the psychological profile of the future architect — a personality characterized by self-confidence, creativity, flexibility, and courage, capable of making unconventional decisions and acting responsibly under uncertainty. Such qualities are cultivated not only through project work but also through a pedagogical atmosphere of trust, intellectual freedom, and curiosity-driven exploration. In conclusion, the study asserts that Comprehensive Architectural Design should become the cornerstone of architectural education in Ukraine’s post-war renewal. Its methodological essence lies in the synergy of science, culture, technology, and humanism, creating an educational process capable of nurturing a new generation of architects — researchers, humanists, and innovators — who design the future not only in material but also in cultural and social dimensions.

Abstract Artificial intelligence (AI) has the potential of being used in food processing and production across multiple dimensions that could include process optimisation, quality control, supply-chain efficiency, sustainability, and product innovation, among others. However, the rise of AI and its use is often met by criticism and scepticism due to a number of ethical, socioeconomical and technical challenges. Therefore, this viewpoint aims to explore how AI technologies such as machine learning, computer vision, predictive analytics, and robotics can be used in enhancing operational performance and meeting the growing demands for safe, nutritious, and sustainable food systems. Herein, key challenges of AI that include issues to do with the quality of data in addition, standardization, algorithmic bias, and transparency; job displacement and workforce transformation; cybersecurity and data privacy risks; and regulatory and ethical uncertainty are addressed. An evidence-based roadmap for responsible and inclusive AI adoption in the food sector are also addressed, where human-AI collaboration are explored as well as the need for interdisciplinary research, ethical design, robust governance, and education discussed. In this work, we show that even though AI holds promise to revolutionizing food production and processing similar to what mechanization did in the 20th century, its benefits will only be realized if its deployment and use in food industry is guided by values of transparency, ethical use, fairness, and sustainability. As such this work aims to contribute to the existing knowledge on the use and application of AI in food processing and production and its impact on food systems.