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Open Journals in Education (OJED) at STAR Scholars Network publishes high-quality peer-reviewed, open-access journals based at research universities.
OJED journals are indexed in major academic databases to ensure quality and maximize article discoverability and citation.
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Journal of International Students
Journal of International Students (JIS) is a Scopus-ranked (Q1) quarterly peer-reviewed publication on international education (Print ISSN 2162-3104 & Online ISSN 2166-3750). As an independent multilingual journal based in Baltimore, Maryland (USA), we aim to actively speak to the most consequential conversations in international and global education.
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Journal of Comparative & International Higher Education
The Journal of Comparative & International Higher Education (JCIHE) is the official journal of the Comparative and International Education Society's (CIES) Higher Education Special Interest Group (HESIG). HESIG supports development, analysis, and dissemination of theory-, policy-, and practice-related issues that influence higher education. Accordingly, JCIHE (Print ISSN 2151-0393 & Online ISSN 2151-0407) publishes work from the complementary fields of comparative, international, and development education addressing these issues. It is indexed in major academic databases to maximize article discoverability and citation (Google Scholar H5 index: 4 ; H5 Median: 7).
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Journal of Underrepresented & Minority Progress
The Journal of Underrepresented & Minority Progress (JUMP) is a refereed interdisciplinary publication (Print ISSN 2574-3465 & Online ISSN 2574-3481) dedicated to the educational, economic, and social progress of minority and underrepresented communities around the world. JUMP strives to provide space for a meaningful, intentional, and actionable scholarship that aims to advance social justice.
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Journal of Trauma Studies in Education
The Journal of Trauma Studies in Education (JTSE) is an online open-access academic peer-reviewed journal dedicated to the generation of knowledge regarding mental health and well-being, with a focus on the impact of traumatic stress within the context of Pre K-12 and postsecondary education.
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Journal of Interdisciplinary Studies in Education
As a Scopus-indexed publication, the Journal of Interdisciplinary Studies in Education (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.
Supported by the Center for Excellence in Education at Arkansas State University, United States
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International Journal of Multidisciplinary Perspectives in Higher Education
The International Journal of Multidisciplinary Perspectives in Higher Education (Print ISSN 2474-2546 & Online ISSN 2474-2554) is a scholarly publication that seeks to create conversations about education, especially policy, practice, and research of teaching, among scholars across the academic disciplines and across national and cultural borders. Behind this rigorously peer-reviewed journal is a vision that defines scholarship – its function, process, and view of quality – differently. We strive to foster a community of educators who need and value access, equity, and interaction across borders in educational conversation.
Higher Education Politics and Economics
Higher Education Politics and Economics is an academic, interdisciplinary, peer-reviewed journal on higher education featuring research from a range of perspectives, including education finance, political science, social science, policy, and law to critically examine dynamics in the nexus of social, political, and economic forces shaping major changes in higher education in the US and around the world (Print ISSN 2577-7270 & Online ISSN 2577-7289).
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Journal of School Administration Research and Development
The Journal of School Administration Research and Development (JSARD) (ISSN: 2470-850X, online & ISSN: 2470-8496, print) is an open-access, peer-reviewed academic journal that supports the development and dissemination of research and scholarship in the area of K-12 (primary and secondary) school administration and leadership. JSARD publishes scholarly articles on topics pertinent to school leaders, such as innovative practices and/or programs, professional development, hiring practices, leadership principles, equity issues, improving student achievement, and assessment and grading.
American Journal of STEM Education
American Journal of STEM Education: Issues and Perspectives is a multidisciplinary peer-reviewed journal that publishes empirical research, reviews, and practitioner opinions related to issues and perspectives in science, technology, engineering, and mathematics education. The journal is peer-reviewed through a blind review process that utilizes a national and international editorial board and peer reviewers. The journal aspires to advance research and practices in the field of STEM education through a collection of quality, relevant, and advanced interdisciplinary articles in all related fields.
American Journal of Medicine and Health Studies
The American Journal of Medicine and Health Studies publishes original research that significantly contributes to the prevention of severe, long-lasting diseases and the advancement of individual and community health. It covers areas such as prevention and infectious diseases, addiction medicine, behavioral health, community health, COVID-19, critical care medicine, environmental health, family medicine, mental health, public health, respiratory medicine, and more. It aims to bridge the gap between research findings and the application of those findings in clinical and public health practices, fostering the improvement of health outcomes on a global scale.
Book Series
Star Scholars Press seeks to explore new ideas and best practices related to international student mobility, study abroad, exchange programs, student affairs from the US and around the world, and from a wide range of academic fields, including student affairs, international education, and cultural studies. Many titles are published by Routledge and other university presses.
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Journal of Interdisciplinary Studies in Education, 2020 Vol. 9, No 2
Journal of Interdisciplinary Studies in Education is aimed at those in the academic world who are dedicated to advancing the field of education through their research. JISE provides a range of articles that speak to the major issues in education across all content areas and disciplines. The Journal is peer-reviewed through a blind review process that utilizes a national and international editorial board and peer reviewers. JISE aspires to advance research in the field of education through a collection of quality, relevant, and advanced interdisciplinary articles in the field of education.
www.ojed.org/jise
Editor-In-Chief: Prof. Dr. Amany Saleh | Editor: Prof. Dr. Krishna Bista
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Australia’s New Migrants: International Students’ History of Affective Encounters with the Border
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Outward and Upward Mobilities: International Students in Canada, Their Families, and Structuring Institutions
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International Students in China: Education, Student Life and Intercultural Encounters
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Journal of Interdisciplinary Studies in Education
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JISE (ISSN: 2166-2681) is published bi-annually by the Center for Excellence in Education at Arkansas State University. The journal publishes interdisciplinary and multidisciplinary theoretical and empirically-based research articles, and book reviews related to all aspects of teaching and learning in K-12 and Higher Education. JISE serves as an intellectual platform for the research community. The journal is listed/indexed with: ProQuest, EBSCOHost, and Cabell’s Directory of Journals
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International Journal of Interdisciplinary Educational Studies
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Subject Area and Category
Common Ground Research Networks
Publication type
2327011X, 23272570
Information
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The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.
Category | Year | Quartile |
---|---|---|
Education | 2013 | Q4 |
Education | 2014 | Q4 |
Education | 2015 | Q4 |
Education | 2016 | Q4 |
Education | 2017 | Q4 |
Education | 2018 | Q4 |
Education | 2019 | Q4 |
Education | 2020 | Q4 |
Education | 2021 | Q4 |
Education | 2022 | Q4 |
Education | 2023 | Q4 |
The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.
Year | SJR |
---|---|
2013 | 0.102 |
2014 | 0.101 |
2015 | 0.122 |
2016 | 0.154 |
2017 | 0.109 |
2018 | 0.104 |
2019 | 0.104 |
2020 | 0.106 |
2021 | 0.112 |
2022 | 0.120 |
2023 | 0.108 |
Evolution of the number of published documents. All types of documents are considered, including citable and non citable documents.
Year | Documents |
---|---|
2012 | 12 |
2013 | 16 |
2014 | 9 |
2015 | 23 |
2016 | 13 |
2017 | 8 |
2018 | 15 |
2019 | 10 |
2020 | 16 |
2021 | 22 |
2022 | 10 |
2023 | 15 |
This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.
Cites per document | Year | Value |
---|---|---|
Cites / Doc. (4 years) | 2012 | 0.000 |
Cites / Doc. (4 years) | 2013 | 0.000 |
Cites / Doc. (4 years) | 2014 | 0.036 |
Cites / Doc. (4 years) | 2015 | 0.081 |
Cites / Doc. (4 years) | 2016 | 0.100 |
Cites / Doc. (4 years) | 2017 | 0.082 |
Cites / Doc. (4 years) | 2018 | 0.151 |
Cites / Doc. (4 years) | 2019 | 0.085 |
Cites / Doc. (4 years) | 2020 | 0.283 |
Cites / Doc. (4 years) | 2021 | 0.245 |
Cites / Doc. (4 years) | 2022 | 0.444 |
Cites / Doc. (4 years) | 2023 | 0.276 |
Cites / Doc. (3 years) | 2012 | 0.000 |
Cites / Doc. (3 years) | 2013 | 0.000 |
Cites / Doc. (3 years) | 2014 | 0.036 |
Cites / Doc. (3 years) | 2015 | 0.081 |
Cites / Doc. (3 years) | 2016 | 0.125 |
Cites / Doc. (3 years) | 2017 | 0.111 |
Cites / Doc. (3 years) | 2018 | 0.182 |
Cites / Doc. (3 years) | 2019 | 0.083 |
Cites / Doc. (3 years) | 2020 | 0.273 |
Cites / Doc. (3 years) | 2021 | 0.293 |
Cites / Doc. (3 years) | 2022 | 0.521 |
Cites / Doc. (3 years) | 2023 | 0.250 |
Cites / Doc. (2 years) | 2012 | 0.000 |
Cites / Doc. (2 years) | 2013 | 0.000 |
Cites / Doc. (2 years) | 2014 | 0.036 |
Cites / Doc. (2 years) | 2015 | 0.040 |
Cites / Doc. (2 years) | 2016 | 0.156 |
Cites / Doc. (2 years) | 2017 | 0.139 |
Cites / Doc. (2 years) | 2018 | 0.381 |
Cites / Doc. (2 years) | 2019 | 0.087 |
Cites / Doc. (2 years) | 2020 | 0.320 |
Cites / Doc. (2 years) | 2021 | 0.346 |
Cites / Doc. (2 years) | 2022 | 0.579 |
Cites / Doc. (2 years) | 2023 | 0.313 |
Evolution of the total number of citations and journal's self-citations received by a journal's published documents during the three previous years. Journal Self-citation is defined as the number of citation from a journal citing article to articles published by the same journal.
Cites | Year | Value |
---|---|---|
Self Cites | 2012 | 0 |
Self Cites | 2013 | 0 |
Self Cites | 2014 | 0 |
Self Cites | 2015 | 0 |
Self Cites | 2016 | 0 |
Self Cites | 2017 | 0 |
Self Cites | 2018 | 0 |
Self Cites | 2019 | 0 |
Self Cites | 2020 | 0 |
Self Cites | 2021 | 0 |
Self Cites | 2022 | 1 |
Self Cites | 2023 | 0 |
Total Cites | 2012 | 0 |
Total Cites | 2013 | 0 |
Total Cites | 2014 | 1 |
Total Cites | 2015 | 3 |
Total Cites | 2016 | 6 |
Total Cites | 2017 | 5 |
Total Cites | 2018 | 8 |
Total Cites | 2019 | 3 |
Total Cites | 2020 | 9 |
Total Cites | 2021 | 12 |
Total Cites | 2022 | 25 |
Total Cites | 2023 | 12 |
Evolution of the number of total citation per document and external citation per document (i.e. journal self-citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.
Cites | Year | Value |
---|---|---|
External Cites per document | 2012 | 0 |
External Cites per document | 2013 | 0.000 |
External Cites per document | 2014 | 0.036 |
External Cites per document | 2015 | 0.081 |
External Cites per document | 2016 | 0.125 |
External Cites per document | 2017 | 0.111 |
External Cites per document | 2018 | 0.182 |
External Cites per document | 2019 | 0.083 |
External Cites per document | 2020 | 0.273 |
External Cites per document | 2021 | 0.293 |
External Cites per document | 2022 | 0.500 |
External Cites per document | 2023 | 0.250 |
Cites per document | 2012 | 0.000 |
Cites per document | 2013 | 0.000 |
Cites per document | 2014 | 0.036 |
Cites per document | 2015 | 0.081 |
Cites per document | 2016 | 0.125 |
Cites per document | 2017 | 0.111 |
Cites per document | 2018 | 0.182 |
Cites per document | 2019 | 0.083 |
Cites per document | 2020 | 0.273 |
Cites per document | 2021 | 0.293 |
Cites per document | 2022 | 0.521 |
Cites per document | 2023 | 0.250 |
International Collaboration accounts for the articles that have been produced by researchers from several countries. The chart shows the ratio of a journal's documents signed by researchers from more than one country; that is including more than one country address.
Year | International Collaboration |
---|---|
2012 | 8.33 |
2013 | 6.25 |
2014 | 0.00 |
2015 | 0.00 |
2016 | 0.00 |
2017 | 0.00 |
2018 | 0.00 |
2019 | 0.00 |
2020 | 6.25 |
2021 | 18.18 |
2022 | 0.00 |
2023 | 6.67 |
Not every article in a journal is considered primary research and therefore "citable", this chart shows the ratio of a journal's articles including substantial research (research articles, conference papers and reviews) in three year windows vs. those documents other than research articles, reviews and conference papers.
Documents | Year | Value |
---|---|---|
Non-citable documents | 2012 | 0 |
Non-citable documents | 2013 | 0 |
Non-citable documents | 2014 | 0 |
Non-citable documents | 2015 | 0 |
Non-citable documents | 2016 | 0 |
Non-citable documents | 2017 | 0 |
Non-citable documents | 2018 | 0 |
Non-citable documents | 2019 | 0 |
Non-citable documents | 2020 | 0 |
Non-citable documents | 2021 | 0 |
Non-citable documents | 2022 | 0 |
Non-citable documents | 2023 | 0 |
Citable documents | 2012 | 0 |
Citable documents | 2013 | 12 |
Citable documents | 2014 | 28 |
Citable documents | 2015 | 37 |
Citable documents | 2016 | 48 |
Citable documents | 2017 | 45 |
Citable documents | 2018 | 44 |
Citable documents | 2019 | 36 |
Citable documents | 2020 | 33 |
Citable documents | 2021 | 41 |
Citable documents | 2022 | 48 |
Citable documents | 2023 | 48 |
Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.
Documents | Year | Value |
---|---|---|
Uncited documents | 2012 | 0 |
Uncited documents | 2013 | 12 |
Uncited documents | 2014 | 27 |
Uncited documents | 2015 | 35 |
Uncited documents | 2016 | 42 |
Uncited documents | 2017 | 41 |
Uncited documents | 2018 | 40 |
Uncited documents | 2019 | 33 |
Uncited documents | 2020 | 27 |
Uncited documents | 2021 | 30 |
Uncited documents | 2022 | 34 |
Uncited documents | 2023 | 37 |
Cited documents | 2012 | 0 |
Cited documents | 2013 | 0 |
Cited documents | 2014 | 1 |
Cited documents | 2015 | 2 |
Cited documents | 2016 | 6 |
Cited documents | 2017 | 4 |
Cited documents | 2018 | 4 |
Cited documents | 2019 | 3 |
Cited documents | 2020 | 6 |
Cited documents | 2021 | 11 |
Cited documents | 2022 | 14 |
Cited documents | 2023 | 11 |
Evolution of the percentage of female authors.
Year | Female Percent |
---|---|
2012 | 75.00 |
2013 | 65.38 |
2014 | 47.06 |
2015 | 61.29 |
2016 | 68.18 |
2017 | 60.00 |
2018 | 60.00 |
2019 | 58.82 |
2020 | 63.64 |
2021 | 48.08 |
2022 | 75.00 |
2023 | 54.17 |
Evolution of the number of documents cited by public policy documents according to Overton database.
Documents | Year | Value |
---|---|---|
Overton | 2012 | 0 |
Overton | 2013 | 0 |
Overton | 2014 | 0 |
Overton | 2015 | 0 |
Overton | 2016 | 0 |
Overton | 2017 | 0 |
Overton | 2018 | 0 |
Overton | 2019 | 0 |
Overton | 2020 | 0 |
Overton | 2021 | 0 |
Overton | 2022 | 0 |
Overton | 2023 | 0 |
Evoution of the number of documents related to Sustainable Development Goals defined by United Nations. Available from 2018 onwards.
Documents | Year | Value |
---|---|---|
SDG | 2018 | 6 |
SDG | 2019 | 5 |
SDG | 2020 | 8 |
SDG | 2021 | 6 |
SDG | 2022 | 4 |
SDG | 2023 | 7 |
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Designing for Interdisciplinarity in Higher Education: Considerations for Instructional Designers
- Original Paper
- Published: 27 November 2018
- Volume 63 , pages 202–208, ( 2019 )
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- Iryna Ashby ORCID: orcid.org/0000-0001-6594-0026 1 &
- Marisa Exter 1
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Embedding interdisciplinarity into a higher educational curriculum allows students to develop competence in synthesizing and applying knowledge and skills from across multiple disciplines to address problems and find solutions that would not be possible if only a single disciplinary lens is used. This review of the literature focused on reviewing the state of interdisciplinarity, benefits and challenges of introducing interdisciplinary curriculum into a higher education environment, as well as strategies and models that could be used in designing an interdisciplinary curriculum. It provides a platform for instructional and curriculum designers for integration of interdisciplinary approaches into a curriculum design.
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Abbot, A. (1988). The system of professions: An essay on the division of expert labor . Chicago: University of Chicago Press.
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Ashby, I., Exter, M. Designing for Interdisciplinarity in Higher Education: Considerations for Instructional Designers. TechTrends 63 , 202–208 (2019). https://doi.org/10.1007/s11528-018-0352-z
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Identifying Learning Preferences and Strategies in Health Data Science Courses: Systematic Review
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STAR Journals publishes peer-reviewed, open-access journals in various fields of education, such as international, comparative, and interdisciplinary studies. The Journal of Interdisciplinary Studies in Education (JISE) is one of the journals that bridges diverse disciplines and content areas to address critical issues in education.
A peer-reviewed journal that publishes interdisciplinary articles on various issues in education. The journal is edited by Prof. Dr. Amany Saleh and Prof. Dr. Krishna Bista and is available online at www.ojed.org/jise.
In this study, we argue that, derived from interdisciplinary research, the choice of problem, the level of interaction between different disciplines and constructive alignment are variables to consider when designing interdisciplinary education. Several models of analysis have been used in two descriptive case studies to gain insight into the ...
Journal of Interdisciplinary Studies in Education. The present short essay discusses the impact COVID-19 has had on college students. As universities work to build supportive learning environments ...
Call for Reviewers We are delighted to present the first issue of a new and exciting journal in the field of education, Journal of Interdisciplinary Studies in Education. The journal is peer- reviewed and will be available online and in print. The journal publishes two issues a year. The journal publishes scholarly articles in the field of ...
Learn about the journal's mission, scope, and editorial board. Follow the journal on LinkedIn to see updates, articles, and topics related to interdisciplinary education research.
A journal that explores the processes of learning about the social and social learning. See its SJR, H-index, publication type, ISSN, coverage, scope and quartile ranking in education category.
Klein, J. (2006). A platform for a shared discourse of interdisciplinary education. Journal of Social Science Education, 5(2), 10-18. Google Scholar Klein, J. (2010). A taxonomy of interdisciplinary. ... The meaning and relevance of "synthesis" in interdisciplinary studies. The Journal of General Education, 45(2), 114-128. Google Scholar
ISSN 2166-2681 (Print) | Journal of interdisciplinary studies in education. Skip to main content. Leave this field blank . Log In; Automatic login IP; PUBLISHERS' AREA DISCOVER ISSN SERVICES SEARCH OPEN ACCESS RESOURCES ... Journal of interdisciplinary studies in education (Print) Identifiers. ISSN : 2166-2681. Linking ISSN (ISSN-L): 2166-2681.
Buy Journal of Interdisciplinary Studies in Education | Vol. 10 No. 1 (2021): Read Kindle Store Reviews - Amazon.com
Vol. 7, No. 2 Journal of Interdisciplinary Studies in Education May 2019 64 provides an overview of relevant findings in relation to SWLB, social support, and an introduction to temporal boundaries in
- 160 - Peer-Reviewed Article Volume 10, Issue 1 (2021), pp. 160-181 Journal of Interdisciplinary Studies in Education ISSN: 2166-2681 Print/ ISSN: 2690-0408 Online
Journal of Interdisciplinary Studies - IIR. The Institute for Interdisciplinary Research, a new model of higher education for the 21st century, encourages a Renaissance of the liberal arts re-connecting knowledge, ethics and faith via dialogue across all disciplines. The quest for the unity of knowledge broadens intellectual horizons ...
Conversely, in Higher Education Institutions (HEIs), generally, the adoption of interdisciplinary approaches appears to have continued, on the whole, to gain favour, largely due to the realisation that adherence to strict disciplinary or intellectual territories in both education and research strategies could 'discourage inquiries and explanations that span across disciplinary boundaries ...
ol. 7, No. 2 Journal of Interdisciplinary Studies in Education May 2019 20 The Summer Bridge Program: An Effective Agent in College Students' Retention Barabra L. Howard Jackson State University Lonnie Sharpe, Jr Tennesee State University Abstract Student retention is a consequential effort of all institutions of higher learning today.
Journal of Interdisciplinary Studies in Education (Online ISSN 2690-0408, Print ISSN 2166-2681) is aimed at those in the academic world who are dedicated to advancing the field of education through their research. JISE provides a range of articles that speak to the major issues in education across all content areas and disciplines.
The Journal is peer edited through a blind reviewprocess that utilizes a national and international editorial board and peer reviewers. JISEaspires to advance research in the field of education through a collection of quality,relevant, and advanced interdisciplinary articles in the field of education
The aims of this literature review are to (1) establish a state of art of studies focusing on interdisciplinary experiences in school, (2) highlight the identified effects on students and teachers, and (3) identify the conditions that favor the construction of interdisciplinary teaching sequences. 2. School interdisciplinarity.
In a review of ninety-nine studies on interdisciplinary education in engineering, Van den Beemt et al. found that more attention should be placed on assessment, but 'measuring the interdisciplinarity of a project or course result is likely to be a major challenge' (Van den Beemt et al. Citation 2020, 522). If an indicator of ...
Review of Education is an official BERA journal publishing educational research from throughout the world, and papers on topics of international interest. ... and as an 'interdisciplinary learning tool'. Key gaps highlighted include a paucity of research and discussions on GenAI in K-12 education; a limited exploration of GenAI's impact ...
Background: Learning and teaching interdisciplinary health data science (HDS) is highly challenging, and despite the growing interest in HDS education, little is known about the learning experiences and preferences of HDS students. Objective: We conducted a systematic review to identify learning preferences and strategies in the HDS discipline.