Journal of Interdisciplinary Studies in Education 2024-04-30T19:40:31+00:00 Amany Saleh Open Journal Systems <p>As a Scopus-indexed publication, the <em>Journal of Interdisciplinary Studies in Education</em> (Online ISSN 2690-0408, Print ISSN 2166-2681) emerges as a pivotal platform for scholars keen on shaping the educational landscape through groundbreaking research. JISE stands at the forefront of educational exploration, bridging diverse disciplines and content areas to address critical issues in education. The journal, published bi-annually, invites national and international scholars to contribute their insights. It employs a rigorous double-blind peer review process overseen by an esteemed national and international editorial board, ensuring the publication of high-caliber articles.</p> <p><em>Supported by</em> the Center for Excellence in Education at Arkansas State University, United States</p> From Classroom to Community 2023-07-19T04:03:17+00:00 Renato Fakhoury Emma Peterson <p>While scholarship in education has found that undergraduate involvement in research is beneficial to both students and mentors, those experiences are still incipient in the social sciences when compared to students in science and technology disciplines. The lack of community-based research programs in the social sciences is glaring, as students do not need to be in laboratories to do work. This paper analyzes how an emphasis on community through cohort models impacts undergraduate student experience in research, taking from the Emerging Scholars Program, an interdisciplinary research program at the University of Massachusetts Lowell where yearly cohorts of undergraduate students are matched with faculty research projects and attend meetings, workshops, and presentations together. We find that the cohort-model has effectively created a robust community that fosters positive relationships between students, mentors, and fellow colleagues. These relationships in turn are crucial in the development of professional skills such as public speaking and also build a layer of emotional support that allows students to collaborate on shared solutions and aim higher in their professional goals. The results from this study offer valuable insights into how universities can ensure that students have a successful, meaningful, and impactful research experience beyond the classroom.</p> 2024-04-30T00:00:00+00:00 Copyright (c) 2024 Renato Fakhoury, Emma Peterson Individual Goals and the Common Good 2023-09-06T14:58:06+00:00 Carmen Birkle <p>While interdisciplinary research has frequently been discussed, interdisciplinary teaching is only gradually making its way into both practical teaching and theoretical investigation. We designed a class in American Studies, Economics, and Greek Studies&nbsp; on “Individual Goals and the Common Good: Perspectives on Utility Concepts from Ancient Greek Literature, American Studies, and Economics.” In this essay, we describe the development of our methodological approach, the individual and common goals that guided us, the challenges that we encountered, and the extent to which we achieved our goals. We also reflect on the lessons learnt about the challenge to integrate perspectives from Economics and American Literature.&nbsp; A successful integration of perspectives requires the teachers’ and the students’ willingness to go beyond disciplinary boundaries and their mutual respect for disciplinary approaches and conclusions that may be foreign to them.&nbsp; In all disciplines, knowledge of the past and awareness of general mechanisms in social interactions are necessary and helpful tools in the analysis of present-day structures, entanglements, and changes. We argue that interdisciplinary teaching is an effective way to enhance the students’ (and the teachers’) potential to think critically about these phenomena and a necessary step to overcome C. P. Snow’s two-and three-culture divide.</p> 2024-04-30T00:00:00+00:00 Copyright (c) 2024 Carmen Birkle The Examination of Teachers' Views on Metaverse-Based Education 2023-11-24T15:17:21+00:00 Mert Sağ Nuriye Semerci Ceyda Özçelik <p><em>The aim of this study is to determine teachers' views on metaverse-based education. The research is a qualitative study and was conducted with a phenomenological design. In the study, maximum diversity sampling technique, one of the purposeful sampling methods of the study group, was used. In this direction, data were collected from as many different teachers as possible, taking into account their age, field of study, school type and gender. The research was carried out with 32 teachers. The data were collected through face-to-face interviews using a semi-structured interview form consisting of four questions about personal information and 11 questions about the metaverse. The data were analysed by descriptive analysis method using MAXQDA software. Teachers stated that as a result of the integration of metaverse technology into education and training processes, education and training processes will become quality, efficient and more permanent.</em></p> 2024-04-30T00:00:00+00:00 Copyright (c) 2024 Mert Sağ, Nuriye Semerci, Ceyda Özçelik Academics and their Respective Institution Practices of Continuous Professional Development 2023-10-04T15:46:05+00:00 medhanit Adane Amare Asegedom Kassahun Weldemariyam <p>This study aims to explore Hawassa University academics staffs' understanding, practice and institutional challenges pertaining to their CPD engagement. To this end, we employ exploratory case study as research design involving interview, FGD and document analysis as sources of data. The data were analyzed using thematic descriptive narration based on themes created by the basic questions of the study. The findings reveal that at Hawassa University, academic staffs understood CPD in different ways and practiced both formally and informally. The major challenges that hinder practical effectiveness of CPD includes: misunderstanding of its importance, lessened motivation of academics staffs to participate, inability of the institution to make the content of CPD relevant to academics' current needs and insufficient financial provisions. Finally, we argue that as an inevitable prerequisite for the competitiveness of the individuals and their respective institutions, CPD of academics should be undertaken using innovative and needs systematized approach.</p> 2024-04-30T00:00:00+00:00 Copyright (c) 2024 medhanit Adane, Amare Asegedom, Kassahun Weldemariyam Ethical implications of ChatGPT in higher education 2024-03-20T18:31:08+00:00 Ming Li Ariunaa Enkhtur Fei Cheng Beverley Anne Yamamoto <p style="font-weight: 400;">This scoping review explores the ethical challenges of using ChatGPT in education, focusing particularly on issues related to higher education. By reviewing recent academic articles written in English, Chinese, and Japanese, we aimed to provide a comprehensive overview of relevant research while identifying gaps for future considerations. Drawing on Arksey &amp; O’Malley’s (2005) five-stage scoping review framework, we identified research questions, search terms, and conducted article search from four databases in the target three languages. Each article was reviewed by at least two researchers identifying main ethical issues of utilizing AI in education, particularly higher education. Our analysis of ethical issues followed the framework developed by DeepMind (Weiginger et al., 2021) to identify six main areas of ethical concern in Language Models. The majority of papers were concerned with misinformation harms (n=25) and/or human-computer interaction related harms (n=24). Given the rapid deployment of Generative Artificial Intelligence (GAI), it is imperative for educators to conduct more empirical studies to develop sound ethical policies for the use of GAI.</p> 2024-04-30T00:00:00+00:00 Copyright (c) 2024 Ming Li, Ariunaa Enkhtur, Fei Cheng, Beverley Anne Yamamoto Developing an EMI Course with the Integration of Innovative Methods 2023-10-31T15:48:20+00:00 Curtis Chu Mariko Takahashi <p>While various innovative pedagogical methods have been proven effective in facilitating the development of students’ English language skills under different contexts, this study explores the implementation of several innovative methods into one EMI course, which includes Collaborative Online International Learning (COIL), Content Language Integrated Learning (CLIL), Problem Posing Education (PPE), and Project Based Learning (PBL). Deliberate considerations were made to the choice and implementation of the innovative methods: using COIL to stimulate motivation; CLIL and PPE to promote content learning (input); and PBL to facilitate content-integrated learning outcome (output). The effects of the course implementation were assessed by evaluating the course participants’ confidence, knowledge, and skills related to the use of English for communicative purposes. Data was gathered using pre- and post-course questionnaires containing self-evaluated quantitative and open-ended qualitative questions. Based on the results from the 24 participants in the course, it was found that the course was highly effective in promoting the development of the participants’ confidence, knowledge, and skills with large effect sizes. In addition, from students’ feedback on the course, their expectations for the course were met, and the course objectives were achieved. Utilizing innovative methods strongly contributed to the positive outcomes of the course.</p> 2024-04-30T00:00:00+00:00 Copyright (c) 2024 Curtis Chu, Mariko Takahashi Developing Intercultural Competence in Higher Education 2024-01-13T14:09:07+00:00 Hastowohadi Hastowohadi Arief Rusdyansyah Maria M. Widiantari <p><em>In today’s world, despite the abundance of knowledge and connectivity allowed by technologies, there is a growing problem of disconnection among people due to increased polarization and miscommunication. Higher education offers a chance to bridge this gap through the cultivation of intercultural competence. The book by Lily A. Arasaratnam-Smith and Darla K. Deardorff takes a unique approach that combines solid theories with personal stories of international students to make such a concept relatable and actionable. The authors provide practical guidance on enhancing intercultural understanding by emphasizing the need for intentional interventions. Their guidance highlights respect, self-awareness, perspective-taking, listening, adaptability, building relationships, and cultural diversity. It is a valuable resource for educators and students to develop meaningful intercultural competencies.</em></p> 2024-04-30T00:00:00+00:00 Copyright (c) 2024 Hastowohadi Hastowohadi, Arief Rusdyansyah, Maria M. Widiantari