Search results

This paper aims (1) to create a sense of resonance with Maida Herman Solomon and her ideas, (2) to inspire a reconsideration of current management history (the unquestioned block box of dominant figures, dominant foci and dominant practices), (3) to bring Solomon’s contributions to clinical social work into present discourse in management and organizational studies and (4) to foster recognition for Solomon in her own field of social work, as forerunner in a developing profession. Guiding this study is the question: “What are Solomon’s key contributions and why is she overlooked?”

This paper features a novel methodology, ficto-feminism. The feminism in ficto-feminism is presented as ontology, epistemology, method and mode of writing. Ficto-feminism combines polemical (or prowoman writing) with aspects of collective biography, autoethnography and fictocriticism. As such, the paper contributes to the emerging feminist tradition of writing differently. The approach is an embodied and reflexive approach that engages with history to investigate the absence of women.

Maida Solomon was an educator, researcher, practitioner and advocate. Her contributions to the development and practice of clinical social work spanned over 60 years, and yet, she is little more than a footnote in the history of the field. Her contributions include authoring and implementing graduate programming, which continues to be the taken for granted training; penning some of the most seminal works and advancing theory; introducing academic and scientific approaches, which saw the field professionalize and adopt new standards; and helping to change the way that society thought about mental health and sexual health. A confluence of factors contributes to her marginalization and neglect: gender, ethnicity, the feminized field of social work and the stigmatized focus for her practice.

The paper combines assertive autobiographical and literary strategies to foreground an overlooked female leader in the field of clinical social work, namely, Maida Solomon. Drawing on biographical material, literature, media and archival material, this paper features a fictional but truthful conversation between the present-day author/writer/historian and the posthumous, historical protagonist (Maida Solomon). In so doing, the engagement with history is both one that deconstructs while reconstructing a historical account with both aesthetic and political implications.

This study aims to meta-analytically investigate the impact of educational technology interventions on the development of creative thinking in educational settings. In recent years, the debate among researchers has persisted regarding the impact of various educational technologies, including interactive learning environments, digital instruction and platforms, and educational games and robotics, on students' creative thinking in diverse educational settings due to inconsistent findings.

This study, conducting a meta-analysis by synthesizing 35 relevant empirical studies with 2,776 participants, aims to investigate the association between educational technology interventions and the Torrance Tests of Creative Thinking (TTCT) and its subscales (fluency, flexibility, originality and elaboration).

No evident publication bias was found. From a general perspective, the results demonstrate a moderate level of influence of educational technology on the overall TTCT scale, with high heterogeneity attributed to the adopted instruments, mixed methods and target outcomes. Additionally, the results indicate that only three of the TTCT subscales (fluency, flexibility and originality) are influenced by educational technologies. Among the interventions, interactive learning environments yielded medium to the largest mean effect size. Furthermore, moderator analyses suggest that the effects of interventions on two subscales of TTCT (flexibility and originality) are moderated by school types, research design and the duration of intervention. The conclusion drawn is that interventions promoting students' creative thinking in different educational settings are efficacious.

Despite the low homogeneity of the results, which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.

A gripping keyword emerged in the dynamic world of 2022: GPT or the advent of Generative Artificial Intelligence (GAI), at its forefront, embodied by the mysterious ChatGPT. This technological marvel had been silently lurking in the background for just over five years. However, all of a sudden, it emerged onto the scene, capturing the public’s attention and quickly becoming one of the most widely adopted inventions in history. Therefore, this narrative review is conducted in order to explore the impact of generative AI and ChatGPT on lifelong learning and upskilling of students in higher education and address opportunities and challenges proposed by Artificial Intelligence from a global perspective.

This review has been conducted using a narrative literature review approach. For in-depth identification of research gaps, 105 relevant articles were included from scholarly databases such as Scopus, Web of Science, ERIC and Google Scholar. Seven major themes emerged from the literature to answer the targeted research questions that describe the use of AI, the impact of generative AI and ChatGPT on students, the challenges and opportunities of using AI in education and mitigating strategies to cope with the challenges associated with the integration of ChatGPT and generative AI in education.

The review of the literature presents that generative AI and ChatGPT have gained a lot of recognition among students and have revolutionized educational settings. The findings suggest that there are some contexts in which adult education research and teaching can benefit from the use of chatbots and generative AI technologies like ChatGPT. The literature does, however, also highlight the necessity of carefully considering the benefits and drawbacks of these technologies in order to prevent restricting or distorting the educational process or endangering academic integrity. In addition, the literature raises ethical questions about data security, privacy and cheating by students or researchers. To these, we add our own ethical concerns about intellectual property, such as the fact that, once we enter ideas or research results into a generative chatbot, we no longer have control over how it is used.

This review is helpful for educators and policymakers to design the curriculum and policies that encourage students to use generative AI ethically while taking academic integrity into account. Also, this review article identifies the major gaps that are associated with the impact of AI and ChatGPT on the lifelong learning skills of students.

This review of the literature is unique because it explains the challenges and opportunities of using generative AI and ChatGPT, also defining its impact on lifelong learning and upskilling of students.