Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India.
Rajagiri International Centre for Consortium Research in Social Care, Rajagiri College of Social Sciences (Autonomous), Kochi, Kerala, India.
Sci Rep. 2023 Oct 17;13(1):17692. doi: 10.1038/s41598-023-45035-0.
Emerging technological tools like Artificial Intelligence-based Chatbots, digital educational alternatives and market-driven educational systems pose a challenge to the fundamental aim of the higher education system; comprehensive education for well-being. Therefore, this research aims to devise and evaluate strategies to impart new-age competencies to innovate socially and morally appropriate solutions in a modern competitive innovative society. The 8-month-long immersive learning framework (ILF), was designed based on the volatility, uncertainty, complexity, and ambiguity (VUCA) paradigm. The framework was evaluated with 133 newly joined postgraduate students doing their science or arts programmes from a higher education institution in Kerala, India. The outcome variables included well-being, depressive symptoms, personality patterns, and sub-domains of philosophy of human nature. The follow-up scores showed a significant improvement in well-being (Mean difference: 1.15, p = 0.005), trustworthiness (Mean difference: 14.74, p = 0.000), strength of will (Mean difference: 10.11, p = 0.000), altruism (Mean difference: 12.85, p = 0.000), and independence (Mean difference: 11.93, p = 0.000). Depression scores did not improve significantly. However, the intervention shielded them from the adjustment issues that often accompany any transition. The ILF framework can help students develop their personal and professional selves if it is implemented collaboratively in a reflective setting. It can also instil moral rectitude and a prosocial mindset.
新兴技术工具，如基于人工智能的聊天机器人、数字化教育替代品和市场驱动的教育系统，对高等教育系统的基本目标——全面的幸福教育——构成了挑战。因此，本研究旨在设计和评估策略，以便在现代竞争创新社会中传授新时代的能力，创新出符合社会和道德规范的解决方案。为期 8 个月的沉浸式学习框架（ILF）是基于波动性、不确定性、复杂性和模糊性（VUCA）范式设计的。该框架在印度喀拉拉邦的一所高等教育机构中，对 133 名新加入的攻读理科或文科课程的研究生进行了评估。结果变量包括幸福感、抑郁症状、人格模式以及人性哲学的子领域。后续评分显示，幸福感（平均差异：1.15，p=0.005）、可信度（平均差异：14.74，p=0.000）、意志力（平均差异：10.11，p=0.000）、利他主义（平均差异：12.85，p=0.000）和独立性（平均差异：11.93，p=0.000）显著提高。抑郁评分没有显著改善。然而，该干预措施保护他们免受任何过渡通常伴随的调整问题的影响。如果在反思性环境中协同实施，ILF 框架可以帮助学生发展他们的个人和职业自我，还可以灌输道德正直和亲社会思维。
