The use of modern technologies to form professional culture among future management specialists

This research article investigates the transformative impact of modern technologies on the development of professional culture among emerging management specialists. In an era marked by rapid technological advancements, the integration of digital tools, artificial intelligence, and virtual platforms is reshaping the landscape of management education and professional practice. This study employs a multi-faceted approach, combining qualitative and quantitative methods, to explore how technology influences the values, communication patterns, and decision-making processes within the professional culture of future management specialists. The research delves into the evolving dynamics of leadership values in the digital age and the extent to which technology-driven communication patterns shape the interactions among management professionals. Furthermore, it examines the impact of digital tools on decision-making autonomy, risk tolerance, and collaborative practices within management teams. The study also explores the role of technology in fostering continuous learning and professional development, considering the influence of online platforms, virtual mentorship programs, and adaptive learning technologies. Findings from this research contribute valuable insights to academia and industry, shedding light on the symbiotic relationship between modern technologies and the formation of professional culture among future management specialists. As organizations increasingly rely on digital solutions, understanding the nuances of this relationship becomes imperative for educators, practitioners, and policymakers seeking to cultivate a dynamic and adaptive management workforce

Virtual humans and Photorealism: The effect of photorealism of interactive virtual humans in clinical virtual environment on affective responses

The ability of realistic vs stylized representations of virtual characters to elicit emotions in users has been an open question for researchers and artists alike. We designed and performed a between subjects experiment using a medical virtual reality simulation to study the differences in the emotions aroused in participants while interacting with realistic and stylized virtual characters. The experiment included three conditions each of which presented a different representation of the virtual character namely; photo-realistic, non-photorealistic cartoon-shaded and non-photorealistic charcoal-sketch. The simulation used for the experiment, called the Rapid Response Training System was developed to train nurses to identify symptoms of rapid deterioration in patients. The emotional impact of interacting with the simulation on the participants was measured via both subjective and objective metrics. Quantitative objective measures were gathered using skin Electrodermal Activity (EDA) sensors, and quantitative subjective measures included Differential Emotion Survey (DES IV), Positive and Negative Affect Schedule (PANAS), and the co-presence or social presence questionnaire. The emotional state of the participants was analyzed across four distinct time steps during which the medical condition of the virtual patient deteriorated, and was contrasted to a baseline affective state. The data from the EDA sensors indicated that the mean level of arousal was highest in the charcoal-sketch condition, lowest in the realistic condition, with responses in the cartoon-shaded condition was in the middle. Mean arousal responses also seemed to be consistent in both the cartoon-shaded and charcoal-sketch conditions across all time steps, while the mean arousal response of participants in the realistic condition showed a significant drop from time step 1 through time step 2, corresponding to the deterioration of the virtual patient. Mean scores of participants in the DES survey seems to suggest that participants in the realistic condition elicited a higher emotional response than participants in both non-realistic conditions. Within the non-realistic conditions, participants in the cartoon-shaded condition seemed to elicit a higher emotional response than those in the charcoal-sketch condition

Building resilience in CTLs: Reflections on practice

What are the qualities of the “now” that make teaching and learning an urgent, if not a moral, imperative? A group of faculty, administrators, and educational developers respond to this question with individual narratives bound together by a common theme of reflective practice in times of crises to help faculty become more resilient in preparing for ongoing upheavals and unexpected crises while pursuing more inclusive communities. Our personal narratives reflect on the subjects of flexibility in the face of crises, technology and ethics, study abroad exposure to ethical challenges, students’ growing anxiety and mental health, modeling metacognition with peers and students, and considerations of pedagogy in uncertain times. Our individual stories of practice will be helpful to teaching and learning center colleagues who work with faculty and to faculty themselves as they operate in times of crises

Building Resilience in CTLs: Reflections on Practice

What are the qualities of the “now” that make teaching and learning an urgent, if not a moral, imperative? A group of faculty, administrators, and educational developers respond to this question with individual narratives bound together by a common theme of reflective practice in times of crises to help faculty become more resilient in preparing for ongoing upheavals and unexpected crises while pursuing more inclusive communities. Our personal narratives reflect on the subjects of flexibility in the face of crises, technology and ethics, study abroad exposure to ethical challenges, students’ growing anxiety and mental health, modeling metacognition with peers and students, and considerations of pedagogy in uncertain times. Our individual stories of practice will be helpful to teaching and learning center colleagues who work with faculty and to faculty themselves as they operate in times of crises

Tearing Down and Building Up in the Contemporary Workplace: How Reflective Writing Inspires Workplace Learning and Well-Being

Continuous learning is critical for workers and organizations, but traditional learning strategies may be less effective as constantly changing business demands and individual needs among diverse and geographically dispersed workers may create barriers to performance and sustainability. Although alternative learning approaches such as experiential and double-loop learning may introduce risks by uncovering new challenges, they may also benefit workers and organizations when designed to bolster empathy and encourage a better understanding of pressures and stress. Reflective writing is an adaptable alternative learning approach that can be paired with existing workplace learning strategies or tailored to specific needs and learning outcomes. As this topic has not been widely studied in corporate environments, the current research discovered how reflective writing experiences might influence workers’ learning and well-being. Data from individual and guided writing experiences were analyzed using a hermeneutic phenomenological method. The results suggested that self-awareness, critical thinking, and emotional release may be potential benefits of reflective writing and offered reflective writing as a possible means for organizations to enhance workplace learning and well-being

Integrating Artificial Intelligence into Creativity Education: Developing a Creative Problem-Solving Course for Higher Education

This project aims to develop an introductory college course that integrates Artificial Intelligence (AI) to enhance the Creative Problem Solving (CPS) process. Drawing on best practices for teaching CPS and the latest research of AI, the project outcomes are prototypes of a Master Course Development Document, Student Syllabus, and Lesson Plan with accompanying PowerPoint slides. The course will equip students with the knowledge and skills to apply AI techniques to the CPS process. This project aims to begin to bridge the gap between AI and CPS education, preparing students for the demands of the modern workforce while fostering interdisciplinary thinking

A Phenomenological Study of Trauma-Informed Teaching During a Global Education Disruption

The purpose of this hermeneutical, phenomenological study described the experience of university educators using trauma-informed instructional practices during a global education disruption for university educators at Southeast University (pseudonym). The theory guiding this study is Richardson’s metatheory of resilience and resiliency (which describes an individual’s natural flow between homeostasis, through disruption, and adjunct to the disruption as part of the natural order of adaptation. The study addresses the following questions: How do university educators describe their experiences with trauma-informed teaching during a global education disruption? What formal strategies have university educators implemented to build social and emotional skills for students during COVID-19? How do university educators describe their self-awareness of compassion fatigue during COVID-19? What types of self-care do university educators find effective in mitigating compassion fatigue? Through the collection and analysis of data, the themes that were identified were (a) job satisfaction, (b) organization culture, (c) compounding effect of stressors, (d) resilience, and (e) self-care strategies. This study provided a voice to university faculty who leverage trauma-informed practices in the university environment during education disruption

Immersive virtual reality and education: a study into the effectiveness of using this technology with preservice teachers.

Immersive virtual reality (IVR) is a rapidly advancing technology utilized across varying education fields for learning and educational applications. IVR provides the capabilities of computer simulations and embodied cognition experiences through a hands-on activity, making it a natural step to improve learning. Creating educational applications in IVR for use with students and preservice teachers could be a laborious and costly endeavor and require teacher belief in its effectiveness, so research is essential to investigate whether these applications are useful in advancing prekindergarten through Grade 12 (P-12) student learning. Research in this field is new, limited, and practically void of its use in P-12 learning environments. This inquiry expanded upon the literature on IVR technology in education and preservice teacher use of technology. Specifically, the purpose of this study was to investigate the impact of IVR technology on preservice teachers through an experience focused on the American Civil Rights Movement, specifically on knowledge attainment, lesson planning effectiveness, and motivation for future use in their instructional practice. Participants were 21 elementary preservice teachers in a diverse metropolitan university. Results indicated participants in the IVR group significantly increased scores on a content test, reported engagement with the experience, and indicated likelihood to use IVR with their future students

The Impact of Lived Experiences of Instructional Coaches Using Engagement Strategies with Overseas Instructional Leaders: A Phenomenological Study

The purpose of this phenomenological study was to describe the lived experiences of instructional coaches in professional development (PD) meetings with overseas instructional leaders in the Department of Defense-connected community. Progressivism drives the research as it pertains to actively engaging learners through ownership and the growth of their individual knowledge. The central research question examined intended to gather the lived experiences of instructional coaches who use engagement strategies in coaching sessions in an overseas Department of Defense community. Voluntary participants live in an overseas Department of Defense-connected community. The participants are of diverse ethnicities with numerous personal and professional backgrounds. Interviews were conducted, focus groups held, and journals were collected to document instructional leaders’ delivery of professional development and the effectiveness of information delivered to educators on a routine basis. Data were analyzed using procedures laid out by Moustakas’ (1994) seven step plan to determine findings, and limitations, and identify gaps to be recommended for future research. Five major themes were identified: (a) questioning techniques, (b) differentiation, (c) relationships, (d) goals and objectives, and (e) professional learning. The analysis of the data aligned with the research. The determined results state coaches should leverage open-ended questions to allow coachees to reach their own conclusions when possible. In addition, based on the collected data, providing specific guidance through instructional inquiry should be utilized in specific instances when working with time sensitive situations