Learning Culture Research Articles (Page 1)

Abstract VR technology is widely used in edutainment domains and improves cultural heritage learning. However, research on newer technologies such as depth image-based virtual reality (DVR) is still insufficient, and the differences in user experience between different forms of VR need to be further investigated. Therefore, we used a mixed qualitative and quantitative research methodology to fill this gap to compare the differences between panoramic virtual reality (PVR), DVR, and 3D model reconstruction virtual reality (3DVR) regarding intrinsic motivation, presence, and user engagement. The study consisted of quantitative and qualitative data obtained through questionnaires and interviews. 27 Chinese university students were randomly assigned to PVR, 3DVR, and DVR groups. In this study, three groups of 27 participants experienced cultural heritage through VR. After the tour, they explored freely and filled out a questionnaire. The DVR showed the highest user engagement, presence, and motivation among PVR, DVR, and 3DVR. Our results suggest that DVR could be widely implemented in cultural heritage learning and practices and could effectively enhance users' motivation, engagement, presence, and experience of cultural heritage learning. We gathered user opinions on three VR technologies to guide future digital development from the user's perspective.

The Arabic Culture Deck (ACD) is a pedagogical innovation aimed at restoring life to the teaching and learning of the Arab culture in the language classrooms. Going beyond textbook explanations, the ACD turns cultural learning to be an interactive process, fun-fulfilling and meaningful. Based on 100 cards arranged into ten cultural themes, such as greetings and non-verbal communication, cuisine, clothing, and celebrations, the deck enables learners to discover the aspects of culture by discussing, collaborating, and practicing in the real-life context. To study the viability and effects of this innovation, a pilot study among 143 Arabic undergraduate learners was carried out. The development process was systematic in nature and guided by a modified ADDIE model, and involved systematic stages of analysis, design, development, implementation and evaluation. A 20 item Likert scale questionnaire was used in order to gather the data by measuring the engagement, motivation and cultural understanding of the learners. Descriptive analysis showed that there was a great extent of learner acceptance (M = 3.42, SD = 0.14). The highest rated element (M = 3.54) was that ACD activities facilitated more enjoyable lessons and the lowest rated element (M = 2.87) stated the necessity of more extensive cultural integration. The results indicate that the students were positive about the interactive learning experience, which made them more motivated and interested in the process of implementation. These findings confirm that innovations like the ACD can make Arabic cultural education an active, learner-oriented experience. The integration of cultural knowledge into the fun of interaction that is ACD, not only informs the classroom learning but also develops the intercultural sensitivity that is needed to be effective in the globalised world.

In high-risk areas of medicine, such as anesthesiology, intensive care, emergency medicine and pain management, existing organizational and team cultures can significantly impede the delivery of effective and safe care. Apredominantly numbers-driven management approach, structural overload and sometimes insufficient leadership competency contribute to overburdening, demotivation and the departure of key personnel. This in turn exacerbates the already critical shortage of healthcare professionals. This study explores the extent to which atargeted transformation toward aJust Culture, aculture of fairness and trust, can enhance patient safety, improve staff well-being and sustainably support the performance and economic resilience of medical organizations. The study is based on anarrative review of the current literature on the topic of Just Culture, leadership, error and learning culture and team development. In addition, selected practical examples from the German and international healthcare sectors were analyzed. The review also incorporated studies on the effectiveness of (simulation) training and incident reporting and learning systems. The introduction of aJust Culture promotes aclimate of trust, fairness and continuous learning in the workplace. It facilitates open communication about adverse events, supports systematic root cause analysis and reduces individual blame. Staff report increased psychological safety, reduced work-related stress and higher job satisfaction. Modern leadership approaches, such as transformational, shared and humble leadership, can further enhance teamwork and care quality. Evidence also suggests positive effects on employee retention and organizational performance, although causal relationships remain underexplored. An organizational culture shaped by Just Culture principles constitutes akey success factor for healthcare institutions. It fosters psychological safety, strengthens asense of responsibility and enables collective learning; however, successful implementation requires atargeted evolution of leadership structures, continuous training and the development of supportive frameworks, such as reporting systems and interprofessional reflection formats. When effectively implemented, Just Culture can help secure care quality, retain skilled professionals and create astrategic advantage in an increasingly complex and economically pressured healthcare environment.

The adoption of Learning Management Systems (LMS) in Zimbabwe faces significant challenges due to infrastructural limitations, socioeconomic disparities and cultural mismatches. While e-learning holds transformative potential, its effectiveness is hindered by poor internet connectivity, high data costs and Western-centric LMS designs that conflict with Zimbabwe’s collectivist learning culture rooted in the ubuntu philosophy. This study explores how LMS platforms can be culturally adapted to enhance user engagement, accessibility and educational outcomes for Zimbabwean learners. Through a qualitative multi-methods approach, combining document analysis of Scopus-indexed literature and qualitative interviews with university educators, the research identifies key barriers, including infrastructural deficits, linguistic exclusion and institutional policy gaps. Findings highlight the need for localised LMS designs incorporating indigenous languages (Shona, Ndebele, etc.), low-bandwidth optimisation and collaborative learning features aligned with Zimbabwean pedagogical traditions. The study also underscores the importance of user-centred design (UCD) and policy interventions to bridge the digital divide. Recommendations include subsidised internet access, faculty training in digital literacy and culturally responsive LMS interfaces. By integrating these strategies, Zimbabwe can foster inclusive, equitable and effective e-learning ecosystems that align with local cultural and infrastructural realities.

The Industrial Revolution 4.0 (IR 4.0) has shown researchers, scholars, and experts in education that traditional textbook-based language learning is often static and non-participatory. The temporary halting of physical classes during the COVID-19 pandemic increased the shift from classroom textbook-based language learning to online learning. As a result, students and teachers had to adapt to online learning platforms, requiring learners to adapt to more engaging, inclusive, and student-led resources. The LG’s Linguaphiles 4.0 is an English language learning application software designed to make learning English more enjoyable through gamification, interactive content, and mobile-oriented basics. The application covers a broad range of language skills: pronunciation, listening, grammar, and reading, targeting students from A1 to B2 levels of the Common European Framework of Reference for Languages (CEFR). Android Studio and Java were used during development, and Firebase for data management, instant feedback, and scalability in the future. Features critical to "The Mobile Application" include spy-story plot, rewards-based learning, and practice with built-in feedback, text-to-speech, and controlled but limited instructor oversight to promote student autonomy. Designed to boost motivation and sustain interest, the programme fits the current learning culture by supporting autonomous learning and reducing dependence on traditional pedagogic approaches. Beta testing revealed high level of user engagement, and students were satisfied with the functionality and content organisation. The LG’s Linguaphiles 4.0 also showed high commercial value in non-academic and academic contexts. With its user-friendly interface, CEFR-compliant organisation, and adaptive nature, the application software offers a practical and scalable solution for modern English language learning in a fast-changing digitalising world where flexible and accessible learning options are in demand.

Purpose: This study aims to synthesize empirical evidence on the impact of ethnomathematics-based learning on students’ mathematical achievement and attitudes in Indonesia and to examine how education level, mathematical domain, and cultural context influence learning outcomes. Method: A systematic review and meta-analysis were conducted following PRISMA and Cochrane standards on fifteen quantitative studies (n = 1,247) published between 2018 and 2024. A random-effects model was used to calculate effect sizes supported by heterogeneity and subgroup analyses. Findings: Results show a large positive effect on mathematical achievement (d = 1.15) and a moderate effect on learning attitudes (d = 0.69). Stronger impacts were found at the elementary level and in problem-solving tasks. Integrating local crafts, architecture, and traditional games enriched students’ engagement and conceptual understanding. Significance: The findings demonstrate that connecting cultural heritage with mathematics enhances cognitive mastery and positive learning attitudes. Ethnomathematics offers a culturally responsive framework that unites local wisdom with academic excellence, guiding educators and policymakers toward more inclusive and meaningful mathematics education.

Motiv-ARCHE: co-creation of augmented reality educational content to motivate cultural and natural heritage learning

Introduction: Student radiographers must be proficient in appraising diagnostic images for clinical manifestations and taking appropriate action [1]. Chest X-rays (CXR’s) are the most frequently performed imaging examinations in the UK [2]. presenting complex anatomy and numerous pathologies that challenge students. Simulation-based education, particularly gamification, has shown promise in enhancing engagement and achieving learning outcomes [3]. This study evaluates the effectiveness of a co-produced, creatively designed simulation in improving CXR proficiency among third-year radiography students. Methods: Ethical approval was obtained from the university’s Faculty of Medicine and Health Sciences ethical committee. This study involved the development and implementation of CXR RadPath, co-produced and led by a student radiographer, academic supervisor, and the faculty simulation team. The tool was designed to enhance CXR interpretation through gamification. Encompassing the use of QR codes to access and explore various radiographic images, six key categories related to CXR interpretation which would be a skill required in clinical practice, and an element of competition. The game pro-actively promoted students to work collaboratively and learn together. Participants completed pre- and post-simulation assessments to measure improvements in proficiency and confidence. Quantitative data were collated and evaluated using descriptive statistics to assess changes in image analysis competence. Qualitative data were thematically analysed to evaluate students’ perceptions of gamification and its effectiveness in supporting radiographic education. Results: Students demonstrated significant improvement in CXR interpretation proficiency after using the gamified version of reporting images in clinical practice. Significant changes were noted following its use with 83% of students progressing from “Moderately Confident” to “Very Confident” in their ability to interpret CXR’s. A further 67% of students improved in identifying abnormalities on CXR’s with a mean score improvement of 31%. Qualitative themes found the simulation to be engaging, effective, and beneficial for enhancing systematic radiographic analysis skills, fostering creativity, and promoting a culture of collaborative learning. Discussion: The use of a co-produced and creatively designed gamified version of reporting chest X-rays significantly improves students’ confidence and accuracy in CXR interpretation. Co-production allowed the simulation design pedagogy to be taught while aligned to student motivations. This collaborative approach ensured that the educational strategies were not only pedagogically sound but also engaging and relevant to the students, thereby enhancing their learning experience and outcomes. These significant outcomes have led to further development of this student-led project, expanding into other areas of image interpretation (axial and appendicular skeleton) and being implemented with other cohorts. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

Introduction: In situ simulation improves participants’ ability to respond to high-stress situations, increases confidence, and enhances interprofessional communication [1]. Simulation has increasingly been recognised by senior medical leadership as a valuable tool in enhancing patient safety. However, our experiential understanding showed that ad hoc simulation sessions across wards were often subject to cancellations and last-minute changes. Additionally the use of generic scenarios did not always reflect the specific clinical challenges faced by individual teams. These issues prompted a reassessment of our approach. We aimed to explore whether embedding a collaborative, ward-specific in situ simulation course would improve engagement, reduce cancellations, and better meet learning needs. Methods: We selected one cardiology ward (6D) to pilot a focused, 6-week in situ simulation programme. A multidisciplinary working group was formed, including members of the simulation team, the ward manager, the practice development nurse (PDN), and a consultant cardiologist. Together, we conducted a targeted learning needs analysis and co-designed six bespoke simulation sessions. A fixed time and location were agreed upon in advance to ensure consistency and support from the ward. Simulations were run every 2 weeks over a 3-month period. Key learning points and safety issues identified during debriefs were compiled in a patient safety report and shared with the wider team. In parallel, we continued to run single, one-off simulation sessions on seven other wards, scheduled at the ward’s most suitable time by corresponding ward managers. Results: Our dedicated 6D programme achieved a 0% cancellation rate, with strong and consistent attendance across multidisciplinary team (MDT) members, Figure 1. In contrast, the ad hoc sessions across other wards experienced a 57% cancellation rate, with reasons including staffing shortages, lack of available space, or staff being committed to other teaching. Attendance records also showed a greater number of staff and spread of the MDT trained on 6D when compared to the rest of the hospital. Subjective feedback demonstrated that in general all staff recognise the benefit of in situ sim education to the clinical team and were willing to take part finding it both “useful” and “exciting”. Discussion: This project demonstrates that co-designing simulation with stakeholders leads to better attendance, fewer cancellations, and more bespoke learning. Structured, ward-integrated simulation not only enhances engagement but also supports a culture of continuous learning and safety. Moving forward, we aim to evaluate whether this approach contributes to sustained behavioural change within ward teams, using the Kirkpatrick evaluation model. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

Introduction: This initiative aims to address the critical training gap in paediatric mental health services by implementing simulation-based education (SBE), with a focus on equipping healthcare professionals to respond effectively to mental and physical health emergencies. Simulation-based education is well-established in acute and physical healthcare settings but remains underutilised in mental health services, particularly in paediatrics [1]. This gap persists despite evidence that simulation can enhance clinical confidence, interprofessional collaboration, and patient safety [2]. Within the new Simulation Strategy launched at BWCFT, the recognition of the need for both physical and mental health simulation support was paramount. The goal was also to begin growing expert faculty trained to deliver simulation-based education within our mental health setting. Methods: A series of immersive simulations were conducted within our inpatient unit, combining physical and mental health scenarios such as respiratory/cardiac arrest following ligature incidents and severe hypoglycemic patients with eating disorders, alongside post-incident risk assessment. Sessions were delivered in-situ, with a flexible approach to environment and staff availability. Multidisciplinary team members, including those less confident in managing physical health emergencies, were actively encouraged to participate. Results: The simulations facilitated engagement from a broad range of staff, enhancing competencies in airway management, A–E assessment, advanced life support (ALS), escalation protocols, and secondary assessment. Participant feedback indicated improved confidence in recognising and managing physical deterioration, strengthened interprofessional communication, and a greater sense of preparedness for real-life emergencies. Staff specifically reported “a better understanding of checking for vital signs when completing physical observations and interacting with an unwell young person.” Another participant commented, “I really appreciated the training; it mimicked real scenarios that we encounter, particularly with decision-making under pressure,” highlighting the realism and relevance of the scenarios. The initiative also fostered a culture of continuous learning and collaboration within each ward, as this was completed through a multi-agency approach. The need for regular simulations has now been identified, and the growth of our core expert faculty has greatly supported this delivery. Discussion: Integrating simulation into paediatric mental health settings addresses a critical training gap, promoting holistic care that encompasses both mental and physical health emergencies. This approach not only enhances clinical skills but also strengthens team dynamics and patient safety. The success highlights the potential for simulation to drive cultural change and improve outcomes in mental health services. Future directions include expanding the range of scenarios and conducting longitudinal evaluations to assess the impact on clinical practice and patient care. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable

This study aims to analyze the effect of implementing Heutagogical Flipped Learning (HFL) on students’ learning autonomy in Indonesian higher education. The research employed a quasi-experimental longitudinal approach with a one-group pretest–posttest design, conducted over three consecutive semesters in the same course within a postgraduate mathematics education program. A total of 93 students as participated in the study. The research instruments consisted of the HFL Implementation Scale and the Learning Autonomy Scale, each comprising 20 items with content validity (Aiken’s V) ranging from 0.84 to 0.94 and reliability coefficients (α) above 0.88. Data were analyzed using descriptive statistics, paired-sample t-tests, simple linear regression, and thematic analysis of reflective interview data. The findings revealed that the implementation of HFL had a positive and significant effect on improving students’ learning autonomy, with an R² value of 0.46 (p < 0.001). The learning effect increased from a medium to a large level across semesters (Cohen’s d = 0.49 → 0.91). The longitudinal trend analysis showed an average increase of 0.22 points in learning autonomy per semester. The interview results supported the quantitative findings, showing that 83% of students expressed satisfaction with the learning process, particularly regarding learning flexibility, responsibility, and peer collaboration, although some faced technical and time-management challenges. Overall, this study confirms that HFL is effective in enhancing students’ learning autonomy and satisfaction in higher education. Its sustained implementation has the potential to foster a culture of self-directed and reflective learning aligned with Indonesia’s digital education transformation agenda.

This paper aims to present the trajectory of a Brazilian healthcare organization in a Lean Healthcare (LH) project to enhance patient safety and integrate a culture of continuous improvement. The action research is about a unit dedicated to diagnostic imaging medicine to investigate and improve patient safety. Advances in mitigating inappropriate processing, patient waiting, and wastes due to movements of employees during the on-site exams were evident. The proposed changes directly impacted on reducing the risk of patient safety failures, enhanced patient identification, and makespan reduction by 30.37%. The article can motivate researchers and health managers to explore in depth the LH as a foundation for management decisions, especially in emerging countries. The paper illustrates that LH provides a practical framework for healthcare organizations to enhance patient safety, improve operational efficiency, and reduce waste through systematic process improvements and a culture of continuous learning. This research contributes by providing a real-world case of LH implementation in a challenging environment, detailing specific waste categories and mitigation strategies, and reinforcing the value of Lean principles for enhancing patient safety and operational efficiency in healthcare.

This study examines the engagement practices of Indonesian high school students in digitally mediated EFL classrooms. Drawing on an ethnographic research design, the study examines how digital literacy-based instruction influences student engagement across behavioural, emotional, and cognitive domains. Conducted over one semester at a high school in Ternate, Indonesia, the research involved ten students and five EFL teachers, who were selected through purposive sampling. Data were collected via participant observation, interviews, document analysis, and field notes, and analysed using Spradley's ethnographic framework. Findings reveal that students exhibited high levels of behavioural engagement through adherence to classroom norms, timely participation, and collaborative digital tasks. Emotional engagement was fostered through culturally relevant digital content, including music, YouTube, and gamified platforms. In contrast, cognitive engagement emerged through the use of autonomous learning strategies, including the application of AI tools and flexible problem-solving approaches. Three cultural themes—digital discipline, emotional connectedness, and learner agency—underscore how digital literacy is socially and contextually constructed. The study concludes that student engagement in digital EFL classrooms is not solely dependent on access to technology, but is shaped by cultural practices, emotional relevance, and adaptive learning behaviours. These findings offer critical implications for digital pedagogy, teacher development, and equitable educational policy.

Aim: To better understand how student paramedics experience international placement and how these experiences impact cultural competence. Background: To help overcome health inequalities and address the needs of all groups, it is essential that healthcare professionals exhibit cultural competence. The ability to provide equitable care across the diversity of populations encountered in society is a key component of paramedic practice and a requirement of all registrants. Undergraduate programmes are increasingly offering the opportunity for students to undertake international placement; however, little research exists to understand how student paramedics experience international placement and the impact of these experiences upon students' cultural competence. Design: A qualitative phenomenological design with constructivist philosophy was adopted to explore international placement experiences of student paramedics. Methods: Semi-structured interviews were used to derive data from six student paramedics, allowing reflexive thematic analysis to determine patterns of shared meaning. Results: During international placement, student paramedics experience a challenging and disorientating cultural immersion. Two main themes emerged from the data: cultural clashes in healthcare provision and cultural differences at societal level. Experiences prompt a process of critical self-reflection, leading to personal and professional growth. Conclusion: Culturally immersive placements should be sought and facilitated within all undergraduate student paramedic programmes. For students travelling overseas, tailored support should be provided to help maintain psychological wellbeing during placement.

To explore how redesigning learner recognition systems can value First Nations students' diverse knowledges and skills, facilitating systemic educational reform aligned with Indigenous definitions of success, wellbeing, and sense of belonging. Social lab methods employing iterative co-design, guided by First Nations-led frameworks aligned with the United Nations Declaration on the Rights of Indigenous Peoples, ensuring community accountability and Indigenous self-determination. This study was part of the Learner's Journey Social Lab facilitated by Learning Creates Australia, which was conducted from 1 October 2020 to 31 October 2021. The First Nations team was co-convened in partnership with the National Indigenous Youth Education Coalition. Seventy-two participants from First Nations communities, including students and young people (aged 14-25 years), educators, community representatives, allied health professionals, policy makers, and academics. Development of an Indigenous Nation-led learning charter model, informed by thematic analysis of interviews and a focus group exploring First Nations students' learning journeys, ambitions, and social and cultural determinants of wellbeing. Recognition and validation of Indigenous learning journeys; alignment of educational practices with cultural determinants of social and emotional wellbeing through the development of an Indigenous Nation-led learning charter; and enhanced agency, belonging and First Nations-defined success in educational environments. The Indigenous Nation-led learning charter was developed to support student sense of belonging; facilitate wellbeing-centred relationships and partnerships between schools, communities, and custodians; and increase student engagement and agency through recognition of cultural, community, and identity-related learning. The charter model is supported and implemented through a place-based community of practice and learner wellbeing recognition tool. Centring Indigenous sovereignty, self-determination and wellbeing necessitates significant shifts in educational practice and relationships, ultimately supporting holistic learner success and community wellbeing.

ABSTRACT This study provides a comprehensive analysis of the research landscape in workplace learning (WL) using bibliometric analysis and topic modelling techniques. A total of 932 peer-reviewed articles published between 1994 and 2023 were examined to identify the intellectual structure, thematic landscape, and emerging trends in the field. The bibliometric analysis revealed key findings, including annual production trends, influential authors, sources, collaborations, and the relationships between cited references, authors, and frequently occurring keywords. The topic modelling analysis uncovered 17 distinct topics, encompassing various aspects of learning in the workplace. A time-series analysis identified ‘Hot’ topics with increasing relevance, such as qualitative research methods, organisational change, and employee motivation, while traditional learning paradigms were classified as ‘Cold’ topics. The synthesis of the analyses highlights the multidisciplinary nature of WL research and the growing emphasis on the social and contextual dimensions of learning. Based on the findings, we also discussed suggestions for future research endeavours to capture the complexity of learning in diverse work settings. This study contributes to the advancement of WL research by providing valuable insights for researchers, practitioners, and policymakers, guiding the design and implementation of effective WL interventions, and fostering a culture of continuous learning in organisations.

Introduction. Foreign language learning anxiety has been extensively studied internationally, but due to the differences in cultural backgrounds, educational systems and learning environments, the characteristics of Chinese college students’ foreign language learning anxiety and its causes are still worthy of in-depth research. The root causes of foreign language learning anxiety among Chinese college students are complex, multifaceted, and deeply rooted in educational and cultural backgrounds. By gaining a deeper understanding of foreign language learning anxiety among English major college students, this study can provide educators with a basis for improving teaching methods, and can also help students reduce foreign language anxiety in the right way, thus improving the efficiency and quality of foreign language learning. Study participants and methods. Taking students from three language universities in China as the research subjects, this study collected 970 questionnaires by means of questionnaire surveys, and a total of 62 invalid questionnaires were excluded, thus ultimately obtaining 908 valid questionnaires that met the requirements of the study, and the validity rate of the questionnaires was 93.61%. KEYWORDS Results. There were significant differences in foreign language anxiety (t=5.173***, F=8.050***), metacognitive ability (t=6.488***, F=8.802***), and perceptual social support (t=3.888***, F=9.173***) among Chinese college students of different genders and grades. There was a significant negative effect of perceptual social support on foreign language anxiety among Chinese university students (β=-.549, p<.001). There was a significant positive effect of perceptual social support on metacognitive ability (β=-.545, p<.001) among Chinese university students. The standardised regression coefficient of perceptual social support changed from (β= -.549, p< .001) to (β= -.305, p< .001), suggesting that metacognitive ability partially mediated the relationship between perceptual social support and foreign language anxiety. Conclusion. The present study provides data-based evidence revealing the differential and significant relationships between different background variables on foreign language anxiety, metacognitive ability, and navigating social support, and reveals the mechanisms of foreign language anxiety formation, pointing to potential intervention pathways, i.e., the enhancement of the social support network and the enhancement of the learners' metacognitive regulatory abilities can effectively alleviate foreign language anxiety.

Purpose This research aims to investigate how psychological factors, specifically intrinsic motivation, job satisfaction, self-efficacy and work engagement, mediate the relationship between digital training and job performance. Design/methodology/approach Using structured questionnaires, data from 388 employees working in automotive showrooms across South Indian cities were gathered for the study. The analysis used structural equation modelling and importance-performance map analysis (IPMA) as the analytical methods, with SPSS and SmartPLS used for data analysis and validation of the proposed relationships. Findings Digital training enhances job performance through psychological factors, with self-efficacy as the strongest pathway and work engagement as a key serial mediator. IPMA analysis highlights digital training’s importance for performance improvement, while job satisfaction shows both high importance and strong performance. Practical implications This study underscores the significance of investing in human capital and using digital training to boost employee performance. It stresses the necessity of tailored digital training that aligns with psychological factors to facilitate effective employee development across various sectors. Originality/value This study examines how psychological factors mediate the impact of digital training on JP, drawing from self-determination and social cognitive theories. It provides business insights for developing agile, high-performing teams, advances the learning organization concept by fostering a culture of continuous learning, employee growth, adaptability and innovation, and it contributes to academia by refining training-transfer mechanisms and performance drivers.

Psychological safety (PS), knowledge management (KM), and organizational learning (OL) are increasingly recognized as critical foundations for resilient, adaptive, and innovative organizations. However, the connections among these constructs remain fragmented in the literature, making bibliometric mapping an essential step to consolidate knowledge in this domain. This study analyzes the relationships between PS, KM, and OL, identifying thematic patterns and theoretical contributions that support the integration of these constructs into organizational cultures. Drawing from empirical literature indexed in Web of Science (WoS) (2000–2025), we applied the SPIDER framework and PRISMA methodology to identify and evaluate 103 peer-reviewed articles. Using VOSviewer (version 1.6.20) and data mining techniques, we generated bibliometric networks and thematic clusters that offer a comprehensive view of the conceptual landscape. Findings reveal that PS acts as a key enabler of knowledge sharing and OL, particularly in inclusive environments with leadership support and tolerance for error. An inductively developed conceptual model illustrates how trust-driven cultures can enhance knowledge flows and reduce dysfunctional behaviors such as knowledge hiding. By mapping these intersections, the study consolidates fragmented literature and demonstrates how PS, KM, and OL contribute to sustainable learning cultures while also highlighting promising avenues for future research on collective learning and organizational resilience.

Modern educational philosophy's individualistic approach reveals limitations in the AI era. Even Biesta's 'someone becomes' theory, despite emphasizing relationality, structurally resembles AI individualized education in focusing on individual subject formation. This study proposes ‘We co-emerge’—comprising plural subjectivity, mutual emergence, semantic emergence, and temporal openness—to transcend individual-centered limitations. Through philosophical thought experiments examining AI-mediated education conditions (individualization, algorithmic mediation, efficiency-focused time), this research illuminates essential dimensions lost in contemporary education. Korea's jeolcha-takma tradition and collaborative learning culture demonstrate this concept as reality-rooted possibility. The study proposes teachers as co-inquirers, hybrid AI relationships, and process-based assessment, presenting a relational approach beyond the individualism-collectivism dichotomy while analyzing tensions between technological efficiency and educational relationality.