Search Results (198)

Generative AI (GenAI) in education has become a divisive topic. While some teachers view GenAI as a transformative tool, others caution against harms and impacts on teaching and learning. Since the usefulness of a tool depends on the user, how teachers view and use GenAI and their perceptions of its role in teaching and learning may influence its benefits and risks. The study adopts a qualitative approach, interviewing 23 higher education teachers with teaching experience across disciplines. Using the Technological, Pedagogical, and Content Knowledge (TPACK) and sensemaking frameworks to guide and analyse the interviews, a set of opportunities, challenges, and threats associated with integrating GenAI in higher education was identified. Teachers highlighted opportunities, including using GenAI as a study buddy. Concerns were raised about students’ overreliance on GenAI, GenAI undermining the teaching and learning process, and issues like undetected plagiarism. The findings suggest a need for professional development to help teachers understand GenAI and how it can be effectively used in teaching. Some teachers warned against the paradox of using a tool to save time, only to find that it might increase workload and frustration. These insights contribute to developing guidelines and informing policymaking to ensure integration of GenAI in education. Full article

Wearable biosensors increasingly stream multi-channel physiological and behavioral data outside the laboratory, yet most deployments still end in dashboards or threshold alarms that leave interpretation open to the user. In high-stakes domains, such as military, emergency response, aviation, industry, and elite sport, the constraint is rarely data availability but the cognitive effort required to convert noisy signals into timely, actionable decisions. We argue for on-person cognitive co-pilots: systems that integrate multimodal sensing, compute probabilistic state estimates on devices, synthesize those states with task and environmental context using locally hosted large language models (LLMs), and deliver recommendations through attention-appropriate cues that preserve autonomy. Enabling conditions include mature wearable sensing, edge artificial intelligence (AI) accelerators, tiny machine learning (TinyML) pipelines, privacy-preserving learning, and open-weight LLMs capable of local deployment with retrieval and guardrails. However, critical research gaps remain across layers: sensor validity under real-world conditions, uncertainty calibration and fusion under distribution shift, verification of LLM-mediated reasoning, interaction design that avoids alarm fatigue and automation bias, and governance models that protect privacy and consent in constrained settings. We propose a layered technical framework and research agenda grounded in cognitive engineering and human–automation interaction. Our core claim is that local, uncertainty-aware reasoning is an architectural prerequisite for trustworthy, low-latency augmentation in isolated, confined, and extreme environments. Full article

The hospitality industry is characterised by high levels of complexity, uncertainty, and interpersonal intensity. While emotional intelligence (EI) has dominated both academic and practitioner debates on effective hospitality leadership, considerably less attention has been paid to cognitive intelligence (CI) as a foundational managerial competency. Drawing on interdisciplinary research from management, psychology, and hospitality studies, this paper argues that cognitive intelligence constitutes a critical yet under-theorised capability for innovation management and organisational performance in hospitality contexts. Building on established distinctions between cognitive and emotional intelligence, and synthesising evidence from hospitality and general management research, this paper develops a conceptual framework positioning CI as a core meta-competency that enables sensemaking, judgement, problem-solving, and adaptive decision-making in complex service environments. This conceptual paper contributes to the literature on innovation and hospitality management by reframing managerial intelligence as a performance-enabling capability that underpins learning, adaptability, and long-term organisational effectiveness in hospitality organisations. Full article

Architects and interior design (AID) practitioners have a professional responsibility to advocate and design for minority occupants, yet it is not always possible to consult with all future users due to commercial project constraints. In lieu of occupant engagement, this paper asks what self-directed inquiry might guide more inclusive strategic decision-making in AID practice? Taking a systems perspective, a novel framework for interpreting the occupant–building system is proposed. By deductively extending Shove, Panzar and Watson’s existing Social Practices Theory (SPT) operationalisation, their omission of space is remedied through integrating Reckwitz’s affective spaces of social practices. The framework changes the unit of analysis from the physical by describing occupancy as a social practice with three elements: material, the physical assemblage including human bodies and space; competences, the rules and habits of using the space; and meanings of space for occupant cohorts. The revised theory elevates the social to equal status of material, thus reinforcing their reciprocal relationship and making this explicit for AID practice. The framework is proposed as an interpretive sensemaking tool for AID practitioners to identify different spatial occupations beyond stereotypical expectations. It also offers a framework for AID practitioners to critically reflect on their agency in stabilising or evolving the spatialisation of culture. Three interpretations are demonstrated for contemporary Australian multicultural and inclusion scenarios. It is argued that this theory offers a framework for practice to enable strategic inclusive outcomes in projects with or without user consultation. Furthermore, in addressing the social practices of the built environment, this organising framework offers broader and holistic future built environment research and education. Full article

This study investigates the internal antecedents of Strategic Learning Capability (SLC) within volatile business environments. Specifically, it explores the tripartite relationship between occupational subculture, the cognitive process of sensemaking, and the multi-dimensional facets of SLC (external focus, strategic dialogue, engagement, etc.). The research aims to bridge the empirical gap regarding how bottom-up subcultural values influence a firm’s capacity to pivot and execute new strategies. The research adopts a multi-dimensional framework of SLC, integrating theories of occupational context with sensemaking theory. By distinguishing between top-down organizational culture and bottom-up occupational subcultures, the study utilizes a conceptual (or empirical—adjust if you have specific data) model to examine how localized rules and practices within specific functions (e.g., R&D vs. Operations) lead to varied strategic outcomes through the generation of meaning. The paper proposes that sensemaking serves as a critical “bridge” or mediating mechanism that translates localized subcultural values into systemic innovative behaviors. While organizational culture sets the general tone, the findings suggest that the specific occupational environment determines the depth of strategic engagement and reflective responsiveness. The results indicate that SLC is not a monolithic construct but is lived and enacted differently across various occupational silos within the same firm. Unlike previous studies that focus on top-down leadership as the primary driver of culture, this research highlights the “bottom-up” influence of occupational subcultures on strategic agility. By introducing sensemaking as a pre-decisional activity that connects subcultural identity to Strategic Learning Capability, the study provides a more nuanced, multi-level understanding of organizational learning that accounts for internal diversity rather than assuming cultural homogeneity. Managers and OD practitioners are provided with a framework to identify subcultural barriers to learning. The study suggests that to enhance SLC, leaders must move beyond uniform cultural initiatives and instead facilitate sensemaking processes that align diverse occupational identities with the broader strategic vision. Full article

Human–AI collaboration (HAIC) increasingly mediates high-risk decisions in public and private sectors, yet many documented AI harms arise not only from model error but from breakdowns in joint human–AI work: miscalibrated reliance, impaired contestability, misallocated agency, and governance opacity. Conventional explainable AI (XAI) approaches, often delivered as static one-shot artifacts, are poorly matched to these sociotechnical dynamics. This paper is a position paper arguing that explainability should be reframed as a harm-mitigation infrastructure for HAIC: an interactive, iterative capability that supports ongoing sensemaking, safe handoffs of control, governance stakeholder roles and institutional accountability. We introduce co-explainers as a conceptual framework for interactive XAI, in which explanations are co-produced through structured dialogue, feedback, and governance-aware escalation (explain → feedback → update → govern). To ground this position, we synthesize prior harm taxonomies into six HAIC-oriented harm clusters and use them as heuristic design lenses to derive cluster-specific explainability requirements, including uncertainty communication, provenance and logging, contrastive “why/why-not” and counterfactual querying, role-sensitive justification, and recourse-oriented interaction protocols. We emphasize that co-explainers do not “mitigate” sociotechnical harms in isolation; rather, they provide an interface layer that makes harms more detectable, decisions more contestable, and accountability handoffs more operational under realistic constraints such as sealed models, dynamic updates, and value pluralism. We conclude with an agenda for evaluating co-explainers and aligning interactive XAI with governance frameworks in real-world HAIC deployments. Full article

Social media has become a key venue where PhD graduates seek career information, compare experiences, and negotiate uncertainty. Drawing on information behavior and sense-making perspectives, this study examines how returnee PhDs from non-core study destinations discuss employment challenges in China’s academic labor market when credential signals are contested. Using Korean-trained PhDs as a theoretically motivated exemplary case, we collected 1149 publicly available posts from Xiaohongshu, a Chinese social media platform, and applied BERTopic to identify latent themes, followed by qualitative close reading of representative posts to interpret discourse functions. The model yielded ten topics, and semantic association analysis indicates substantial overlap among high-frequency topics, suggesting intertwined concerns rather than neatly separated issue domains. The four most prevalent topics account for 72.06% of the corpus, centering on credential recognition, job-search pathways, informal screening rules, and intersecting age- and gender-related pressures. Qualitative readings further reveal recurring discursive moves, including exposing tacit hiring heuristics, contesting stigmatizing labels (e.g., “water PhD,” a derogatory term implying low-quality credentials), and exchanging actionable strategies across regions and career tracks. Overall, the findings point to discursive convergence under evaluation uncertainty: when formal criteria are ambiguous and institutional signals are unreliable, participants turn to social media to stabilize expectations by triangulating cases and iteratively refining shared interpretations of the job market. This study contributes empirical evidence on uncertainty-driven information practices in highly educated labor markets and demonstrates the value of combining topic modeling with qualitative interpretation to capture online collective sense-making. Full article

Although child-centred approaches are increasingly adopted in disaster risk reduction (DRR) education, cultural heritage remains largely absent from pedagogical models addressing risk, agency, and community belonging. This study explores how heritage-based experiential learning can support young children’s cognitive, emotional, and civic development in DRR contexts. A qualitative intrinsic case study was conducted with 18 pupils (ages 8–9) in a primary school in Ravenna, Italy, through a four-session intervention grounded in Learning-by-Doing and Play-Based Learning. Activities included risk identification games, tableaux vivants, archaeological puzzles, and a simulated triage of heritage objects. Data from structured observations, teacher notes, children’s artefacts, and feedback discussions were analysed through qualitative content analysis. Findings indicate that experiential, embodied, and collaborative tasks facilitated children’s understanding of risk, promoted metacognitive reflection, and nurtured an emerging sense of responsibility toward cultural heritage. Heritage provided a meaningful learning context that supported emotional engagement, sense-making, and early civic agency. The study highlights the pedagogical value of integrating cultural heritage into DRR education and suggests avenues for extending holistic, community-relevant learning in early childhood. Full article

This study explores the perspectives of monolingual English-speaking parents whose children are enrolled in elementary (Grades 1–5) French immersion (FI) in New Brunswick, Canada, where FI students learn mathematics in French. Using poetic inquiry within a feminist postmodern framework, we analyzed interview data from three parents to examine how they conceptualize the relationship between language and mathematics, and how these conceptualizations shape the ways they support their children’s mathematics learning. The resulting research poems reveal tensions in participants’ views of mathematics and language. For example, mathematics was at times positioned as detachable from language, although language was simultaneously described as a potential barrier to mathematical success. In turn, parental involvement was characterized by support toward monitoring linguistic markers, relearning pedagogical methods, and rehearsing procedures. By centring parents’ perspectives, this study contributes to research on multilingual mathematics education by illustrating how parental conceptualizations may play a role in shaping mathematics practices across home and school spaces. Methodologically, the study suggests that research poetry has analytic potential for surfacing tensions in parental sense-making that may remain overlooked in more conventional qualitative analyses. This study points to a need for resources and communication practices that support dialogue between schools and families about the relationship between language and mathematics in FI contexts. Full article

The emergence of Building Information Modelling, Internet of Things, and Cave Automatic Virtual Environments (CAVEs) has created new opportunities for remote monitoring and decision-making in the operational built environment, yet empirical evidence supporting their use as alternatives to on-site observation remains limited. This study evaluates task and human performance in a controlled experiment comparing a CAVE with a real-world setting (n = 26). Situation awareness, workload, anxiety, presence, usability, and user experience were measured across conditions. Participants in the CAVE demonstrated substantially higher situation awareness (M = 92.1%) than those in the real-world condition (M = 56.8%), alongside significantly lower overall workload (NASA-TLX weighted workload = 38.3 vs. 53.8). Anxiety remained consistently low in the CAVE (ΔSTAI = –1.0), whereas participants in the real-world condition exhibited higher baseline anxiety followed by a large reduction during task execution (ΔSTAI = –13.2). The CAVE also elicited high levels of spatial presence, involvement, and realism relative to comparable projection-based systems, while usability ratings (SUS) were above industry benchmarks (M = 74.2). Together, these findings indicate that controlled immersive representations of built environments can support sensemaking and reduce extraneous cognitive load relative to live, uncontrolled on-site observation, with important implications for remote facilities management and operational decision-making. Full article

The content and career cluster of agriculture, food, and natural resources (AFNR) provides opportunities for K-12 teachers to engage students to solve complex authentic problems that blend science, technology, engineering, and mathematics (STEM), yet limited research has been conducted on how to effectively leverage teaching and learning to integrate STEM using the context of AFNR through the school-based agricultural education program. This conceptual paper was developed through a collaborative sensemaking process focused on systems thinking as a way of knowing to integrate STEM within the contexts of AFNR, utilizing the SBAE program in the United States. A comprehensive career and technical education (CTE) program model of SBAE develops secondary education students’ career readiness skills through classroom and laboratory instruction, leadership development, and supervised agricultural experiences. The literature was reviewed to describe the current status of integrated STEM in SBAE, including learning by doing, solving real-world problems, application of content knowledge in out-of-school and community-based settings, learner-centered pedagogies, and development of career readiness skills for the workforce. By employing systems thinking as the theoretical framework and integrated STEM as a conceptual framework, the authors engaged in collaborative sensemaking of their professional and scholarly experiences and proposed findings and discussion of a three-model framework (i.e., teacher, program, and learning approach) to support integrated STEM education through AFNR and SBAE. Limitations of the framework are also discussed. The AFNR career cluster was used as the context to discuss how the three-model framework (i.e., teacher, program, and learning approach) of integrated STEM through AFNR could be operationalized for SBAE. Discussion and implications of the three-model framework for other career clusters in career and technical education (CTE) and non-formal education in community settings are presented. Conclusions and recommendations are provided for advancing STEM integration in SBAE for teacher development, program development, and research. Full article

This essay describes a leadership domains and capabilities framework and a futures thinking framework that educational leaders can use to help them navigate successfully through turbulent times. The leadership framework includes seven stable domains, and 37 associated capabilities. For this essay, the focus is on the domains associated with setting directions and understanding contexts (sensemaking). The futures framework uses past, current, best and next practices, and prediction pathways, to consider near and distant futures. The use of these frameworks is illustrated through consideration of three pressing issues facing educational leaders across the world: improving student feedback, developing future-ready capabilities, and adopting artificial intelligence (AI). Educational leaders are encouraged to have a view of leadership and futures, so they are better able to set direction and act as sense makers for their organisations, and ultimately lead a more successful organisation. Full article

Sustainability is now central to corporate legitimacy; yet, its implementation remains uneven—particularly in emerging and fragile institutional contexts characterized by weak enforcement, shifting stakeholder expectations, and fragmented governance. Although research acknowledges that senior executives shape sustainability outcomes, it often relies on structural or demographic proxies and overlooks how leaders actually interpret and address these demands. This conceptual paper develops Executive Sustainability Cognition (ESC) as cognitive governance: the capability through which C-suite leaders select, frame, prioritize, and embed sustainability imperatives when formal institutional guidance is weak or ambiguous. Integrating Upper Echelons Theory, Institutional Theory, Stakeholder Theory, Strategic Leadership Theory, and sensemaking research, the paper develops a four-stage ESC process comprising: (1) attention to sustainability cues (selective noticing and issue admission), (2) framing (meaning construction), (3) prioritization (authorization of strategic trade-offs through commitment and resource allocation), and (4) translation (institutionalizing sustainability through structures, incentives, and culture). Eight testable propositions specify how ESC mediates between external pressures and organizational responses, and how institutional fragility, stakeholder fragmentation, and organizational learning orientation moderate these effects to produce symbolic versus substantive outcomes. By framing executive cognition as a substitute governance mechanism in fragile contexts, the paper offers a context-sensitive framework to guide research and improve sustainability practices in emerging and weak-governance markets. Full article

The Syrian conflict has created one of the largest displacement crises of the twenty-first century, disproportionately affecting adolescent girls. Syrian girls have been primarily portrayed as victims of war or “the lost generation”, neglecting the plurality of their experiences. Building on Bandura’s social cognitive theory, Giddens’ structuration theory, Kabeer’s empowerment framework, and Mahmood’s modalities of agency, this study examines how Syrian refugee adolescent girls in Lebanon enact agency within contexts of forced displacement and how structural factors shape these processes. We conducted a secondary analysis of 293 first-person narratives from Syrian girls and mothers collected in 2016 using Cognitive Edge’s SenseMaker^®. Thematic analysis revealed seven structural barriers—restricted access to education, economic insecurity, inadequate infrastructure/living conditions, limited healthcare, gender and social norms, xenophobia, and lack of legal status—as well as key enablers including community services, parental support, and peer networks. Girls expressed agency through seven interconnected processes: awareness/acknowledgement of barriers, emotional navigation, resource identification, decision-making, future planning, reflection, and action execution. These processes were adaptive and recursive, highlighting that agency during displacement is dynamic, relational, and conditioned by structural forces. These findings inform approaches that both reduce structural barriers and enable refugee girls’ agency. Full article

Based on leadership narratives collected between 2022 and 2025, this article examines how Ukrainian non-military organizational and community leaders who have remained in the country during the ongoing war interpret, embody, and enact theological meaning within their lived leadership experience. Drawing on two qualitative datasets—one collected in 2022 (n = 145) and a second in 2025 (n = 79)—the study employs a lived theology approach together with a reflexive thematic analysis to explore how theological meaning emerges organically as stated in leaders’ accounts of suffering, responsibility, presence, and hope. The findings indicate that participants articulated three overarching movements of lived theology: lament, leading to dependence on God; the sensed presence of God, leading to social solidarity and shared responsibility; and hope in God, orienting leaders toward post-war restoration. These movements function not as abstract or institutionally authorized doctrines, but as dynamic theological orientations generated through lived theological reflection as leaders connect their perceptions of God with the realities of wartime life. The study contributes to practical theology by demonstrating how theological reflection arises from concrete leadership practices under conditions of war. It further advances leadership studies by showing how theological sense-making, suffering, and responsibility converge in the lives of ordinary people—leaders and followers alike—forming a shared spiritual orientation that sustains communal life amid war and nurtures hope for post-war renewal. Full article