Purchase instant access (PDF download and unlimited online access):
Anderson, J., & Li, Y. (Eds.). (2020). Integrated approaches to STEM education: An international perspective. Springer.
Aoun, J. E. (2017). Robot-proof: Higher education in the age of artificial intelligence. The MIT Press.
April, W. I., Adeyanju, A. A., & Tafirenyika, B. (2023). Context, policy, and practices in Indigenous and Cultural Entrepreneurship. IGI Global Business Science Reference.
Arner, R. D. (2016). Dobson’s ‘encyclopedia’: The publisher, text, and publication of America’s first Britannica (pp. 1789–1803). University of Pennsylvania Press.
Bainbridge, W. S., & Roco, M. C. (Eds.). (2016). Handbook of science and technology convergence. Springer. https://link.springer.com/referencework/10.1007/978-3-319-07052-0
Baptista, B. V., & Klein, J. T. (Eds.). (2022). Institutionalizing interdisciplinarity and transdisciplinarity: Collaboration across cultures and communities. Routledge.
Behnassi, M., Baig, M. B., Sraïri, M. T., Alsheikh, A. A., & Abu Risheh, W. A., (Eds.). (2022). Food security and climate-smart food resilience in the global south. Springer.
Bledstein, B. (1976). The culture of professionalism: The middle class and the development of higher education in America. W. W. Norton.
Bodzin, A. M., Klein, B. S., & Weaver, S. (Eds.). (2010). The inclusion of environmental education in science teacher education. Springer.
Chatfield, T. (2024). Wise animals: How technology has made us what we are. Picador.
Cheek, D. (2015). Legitimization strategies across the various guises of entrepreneurship: Implications for cultural entrepreneurship educators. In O. Kuhlke, A. Schramm, & R. Kooyman (Eds.), Creating cultural capital: Cultural entrepreneurship in theory, pedagogy, and practice (pp. 22–31). Eburon Academic Publishers.
Cheek, D. (2021). Guiding principles for integrating disciplines and practices in pursuit of complex and diverse learning outcomes. In B. Hokanson, M. Exter, A. Grincewicz, M. Schmidt, & A. Tawfik (Eds.), Intersections across disciplines: Interdisciplinarity and learning design (pp. 13–25). AECT Education Communications and Technology: Issues and Innovations series. Springer.
Chen, X., & Jin, J. (2019). Gong Zhong Dui Zhuan Ji Yin Ji Shu de Tai Du Xing Cheng: Ji Yu Wen Xian de Li Lun Kuang Jia Shu Li [The formation of public attitudes towards genetically modified technology: Review of theoretical framework based on literature]. Global Media Journal, 6(4), 18–43.
Clough, G. Wayne. (2021). The technological university reimagined: Georgia Institute of Technology, 1994–2008. Memoirs of a university president. Mercer University Press.
Cole, J. R. (2009). The great American university: Its rise to preeminence, its indispensable national role, why it must be protected. Public Affairs.
Crow, M., & Dabars, W. B. (2018). Designing the new American university. The Johns Hopkins University Press.
Crow, M., & Dabars, W. B. (2020). The fifth wave: The evolution of American higher education. The Johns Hopkins University Press.
Culture Action Europe. (2019). Implementing culture within the sustainable development goals: The role of culture in Agenda 2030. Author.
Dai, H., Cheek, D., & Li, T. (in press). Western and Chinese dialogue about the origins, evolution, and meaning of transdisciplinarity and some implications for learning experience designers. In B. Hokanson, M. Exter, A. Grincewicz, M. Schmidt, A. Tawfik, & Y. Earnshaw (Eds.), Transdisciplinary learning experience design: Futures, synergies, and innovations. AECT Education Communications and Technology: Issues and Innovations series. Springer.
Davis, E. A., & Stephens, A., (Eds.). (2021). Science and engineering in preschool through elementary grades: The brilliance of children and the strengths of educators. National Academies of Sciences, Engineering and Medicine. The National Academies Press. https://doi.org/10.17226/26215
Dekka, J. J. H., (Ed.). (2020). A cultural history of education in the Renaissance. Bloomsbury Academic.
Deng, L., Zhen, X., & Zhou, Z. (2016). Ke Guan Zhi Shi Yu Zhu Guan Zhi Shi: Qing Nian Xue Sheng de He Dian Zhi Shi Shui Ping Ji Dui He Dian Tai Du De Ying Xiang [Objective knowledge and subjective knowledge: the influence of young students’ nuclear power knowledge level and attitude towards nuclear power]. Ke Xue Yu She Hui, 6(2), 85–109.
Dryzek, J. S., Honig, B., & Phillips, A. (2008). The Oxford Handbook of Political Theory. Oxford University Press, USA. https://doi.org/10.1093/oxfordhb/9780199548439.001.0001
EOPUS – Executive Office of the President of the United States. (2022). Convergence education: A guide to transdisciplinarity STEM learning and teaching. A report by the Interagency Working Group on Convergence, Federal Coordination in STEM Education Subcommittee, Committee on STEM Education of the National Science and Technology Council. November 2022. ERICED 630556.
Fadel, C., Black, A., Taylor, R., Slesinski, J., & Dunn, K. (2024). Education for the age of AI. Center for Curriculum Redesign.
Floden, R., Stephens, A., & Scherer, L. (Eds.). (2020). Changing expectations for the K-12 teacher workforce: Policies, preservice education, professional development, and the workplace. National Academies of Sciences, Engineering and Medicine. The National Academies Press. https://doi.org/10.17226/25603
Food Security Information Network. (2023). Global food crisis report 2023: Joint analysis for better decisions. Author.
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. SAGE.
Gibson, H. (2021). From ideas to action: Transforming learning to inspire action on critical global issues. Smithsonian Institution Scholarly Press, Open Monographs. https://scholarlypress.si.edu/store/life-sciences-biodiversity/ideas-action-transforming-learning-inspire-action/
Häggström, M., & Schmidt, C., Eds. (2022). Relational and critical perspectives on education for sustainable development: Belonging and sensing in a vanishing world. Springer.
Haub, C. (2011). How many people have ever lived on Earth? Population Reference Bureau. Downloaded 04.05.2024 from www.prb.org.
Huang, L., Ren, L., & He, W. (2016). Zhong Guo Gong Min Dui Quan Qiu Qi Hua Bian Hua de Ren Zhi Ji Tai Du [Chinese public’s understanding and attitude towards global climate change]. Ke Pu Yan Jiu, 11(3), 45–52.
Hunter, D. (2023). Learning and teaching creativity. You can only imagine … Ithasca Books.
James, A., & Brookfield, S. D. (2014). Engaging imagination: Helping students become creative and reflective thinkers. Jossey-Bass.
Jia, H. (2020). Zhi shi Ke yi Gai Bian dui Zhuan Ji Yin Shi Pin de Tai Du ma [Can knowledge change the public attitude to GM food] Hua Zhong Nong Ye Da Xue Xue Bao (Social Sciences Edition), (1), 135–142.
Keitsch, M. M., & Vermeulen, W. J. V. (Eds.). (2021). Transdisciplinarity for sustainability: Aligning diverse practices. Routledge.
Klein, J. T., Grossenbacher-Mansuy, W., Häberli, R., Bill, A., Scholtz, R. W., & Welti, M. (Eds.). (2001). Transdisciplinarity: Joint problem solving among science, technology and society: An effective way for managing complexity. Birkhäuser.
Kosslyn, S., & Nelson, B. (2017). Building the intentional university: Minerva and the future of higher education. The MIT Press.
Kozelj, J. (2023). Inside the shutdown of Quest University. University affairs/affaires universitaires. 16 August 2023. https://universityaffairs.ca/news/news-articles/inside-the-shutdown-of-quest-university. Accessed 04.13.2024.
Levine, A., & Van Pelt, S. (2021). The great upheaval: Higher education’s past, present, and uncertain future. The Johns Hopkins University Press.
Liu, E., & Noppe-Brandon, S. (2011). Imagination first: Unlocking the power of possibility. Wiley.
Liu, Z., Wang, X., Luo, C., Huang, F., & Hou, H. (2016). Gong Zhong Can Yu Na Mi Ji Shu Feng Xian Gou Tong Yi Xiang Ren Zhi Yin Su Shi Zheng Yan Jiu [An empirical study on the cognitive factors of public participation in nanotechnology risk communication intention]. Ke Ji Jin Bu Yu Dui Ce, 33(8), 22–29.
Lockwood, C., & Soublière, J-F. (Eds.). (2022). Advances in cultural entrepreneurship. Emerald Publishing Ltd.
Luo, Y. (2024). Wei Lai jiao yu fa zhan cheng xian yuan yu zhou he zhi wang kong jian zhan de sheng ming xing tai tan xi [Analysis of the life form of metaverse smart network space station in future education development]. Ji Xu Jiao Yu Yan Jiu, 5, 66–71.
Lupia, A., Allison, D. B., Jamieson, K. H., Heimberg, J., Skipper, M., & Wolf, S. M. (2024). Trends in U.S. public confidence in science and opportunities for progress. PNAS, 121(11), e2319488121. https://doi.org/10.1073/pnas.2319488121.
Madhaven, G. (2024). Wicked problems and how to engineer a better world. W. W. Norton.
Mainzer, K., & Kahle, R. (2024). Limits of AI – theoretical, practical, ethical. Technik im Fokus series, Springer.
Moulding, B., Songer, N., & Brenner, K. (Eds.). (2019). Science and engineering for grades 6–12: Investigation and design at the center. National Academies of Sciences, Engineering, and Medicine. The National Academies Press. https://doi.org/10.17226/25216
National Academies of Sciences, Engineering and Medicine. (2014). Convergence: Facilitating transdisciplinary integration of life sciences, physical sciences, engineering, and beyond. The National Academies Press. https://doi.org/10.17226/18722
National Academies of Sciences, Engineering and Medicine. (2018). The integration of the humanities and arts with science, engineering, and medicine in higher education: Branches from the same tree. The National Academies Press. https://doi.org/10.17226/24988
National Academies of Sciences, Engineering and Medicine. (2019). Fostering the culture of convergence in research: Proceedings of a workshop. The National Academies Press. https://doi.org/10.17226/25271
National Academies of Sciences, Engineering and Medicine. (2020a). Changing expectations for the K-12 teacher workforce: Policies, education, professional development, and the workplace. The National Academies Press. https://doi.org/10.17226/25603
National Academies of Sciences, Engineering and Medicine. (2020b). Building capacity for teaching engineering in K-12 education. The National Academies Press. https://doi.org/10.17226/25612
National Academies of Sciences, Engineering, and Medicine. (2020c). Teaching K-12 science and engineering during a crisis. The National Academies Press. https://doi.org/10.17226/25909
National Academies of Sciences, Engineering and Medicine. (2021). Measuring convergence in science and engineering: Proceedings of a workshop. The National Academies Press. https://doi.org/10.17226/26040.
National Academies of Sciences, Engineering and Medicine. (2023). Transforming research and higher education institutions in the next 75 years: Proceedings of the 2022 endless frontier symposium. The National Academies Press. https://doi.org/10.17226/26863.
Nowotny, H., Scott, P., & Gibbons M. (2001). Rethinking science: Knowledge and the public in an age of uncertainty. Polity.
Nusche, D., Rabella, M. F., & Lauterbach. (2024). Rethinking education in the context of climate change: Leverage points for transformative change. OECD Education Working Papers No. 307. OECD Publishing, JT03537057. https://doi.org/10.1787/f14c8a81-en
OECD. (2024). PISA vocational education and training (VET): Assessment and analytical framework. OECD Publishing. https://www.oecd.org/en/publications/pisa-vocational-education-and-training-vet_b0d5aaf9-en.html
Ottone, E. R. (2023). Culture, a transformative force for sustainable development: Paving the way for a standalone goal in the post-2030 agenda. The ASEAN, 32–33. Retrieved April 5, 2024, from https://theaseanmagazine.asean.org/
Pan, Z., Wang, Y., & Zhao, C. (2020). Ji Yu Xin Xi Yi Lai He Li Xing Gui Fan de Zhuan Ji Yin Ji Shu Gong Zhong Tai Du Xing Cheng Lu Jing Yan Jiu [Research on the formation path of public attitude towards genetically modified technology based on information dependence and rational norms] Hanzhou Nong Ye Da Xue Xue Bao, (6), 145–168.
Peters, M. (2017). The man who knew everything: The strange life of Athanasius Kircher. Annick Press.
Philipp, T., & Schmohl, T. (Eds.). (2023). Handbook transdisciplinary learning. De Gruyter.
Popkewitz, T. S. (2020). The impracticality of practical research: A history of contemporary sciences of change that conserve. University of Michigan Press.
Ratten, V. (Ed.). (2022). Cultural entrepreneurship: New societal trends. Springer.
Riveros, P. S., Meriño, J., Crespo, F., & Vienni Baptista, B. (2022). Situated transdisciplinarity in university policy: Lessons for its institutionalization. Higher Education, 84(5), 1003–1025. https://doi.org/10.1007/s10734-021-00812-6
Robinson, A., & Rees, M. (2023). The last man who knew everything: Thomas Young, the anonymous polymath who proved Newton wrong, explained how we see, cured the sick, and deciphered the Rosetta Stone, among other feats of genius. Open Book Publishing.
Rüegg, W., & Ridder-Symoens, H. d. (Eds.). (2003–2010). A history of the university in Europe. Cambridge University Press, four volumes.
Santos, A. V. P. E. (2023, April 19). Managing student transitions into upper secondary pathways. OECD iLibrary. https://dx.doi.org/10.1787/663d6f7b-en
Sarmiento, F. O., & Frolich, L. M. (Eds.). (2020). The Elgar companion to geography, transdisciplinarity, and sustainability. Edward Elgar Publishing.
Sawyer, R. K., & Henriksen, D. (2024). Explaining creativity: The science of human innovation. Oxford University Press.
Scott, W., & Vare, P. (2021). Learning, environment and sustainable development. Routledge.
Sengupta, P., Shanahan, M-C., & Kim, B. (Eds.). (2019). Critical, transdisciplinary and embodied approaches in STEM education. Springer. https://link.springer.com/book/10.1007/978-3-030-29489-2
Sgarbi, M. (2023). The democratization of knowledge in Renaissance Italy: The philosopher and the people. University of Amsterdam Press.
Sinnreich, A., & Gilbert, J. (2024). The secret life of data: Navigating hype and uncertainty in the age of algorithmic surveillance. The MIT Press.
Siraisi, N. G. (2013). Communities of learned experience: Epistolary medicine in the Renaissance. The Johns Hopkins University Press.
Spring, J. (2021). American education. Routledge.
Stronati, C. (2023, April 5). The design of upper secondary education across OECD countries. OECD iLibrary. https://www.oecd-ilibrary.org/education/the-design-of-upper-secondary-education-across-oecd-countries_158101f0-en
United Nations. (2023). The sustainable development goals report 2023. Special edition: Towards a rescue plan for people and planet. United Nations Department of Economic and Social Affairs. https://unstats.un.org/sdgs/report/2023
Van Berkel, K., & Homburg, E. (Eds.). (2023). The laboratory revolution and the creation of the modern university, 1830–1940. Amsterdam University Press.
Volk, K. S., & Yip, W. M. (1999). Gender and Technology in Hong Kong: A study of pupils’ attitudes toward technology. International Journal of Technology and Design Education, 9(1), 57–71. https://doi.org/10.1023/a:1008894006039
Volk, K., Yip, W. M., & Lo, T. K. (2003). Hong Kong pupils’ attitudes toward technology: The impact of design and technology programs. Journal of Technology Education, 15(1), 48–63.
Wessels, K. R. (2022). Pedagogy of entanglement: A response to the complex societal challenges that permeate our lives. Springer.
Wilson, S., Schweingruber, H., & Nielsen, N. (Eds.). (2016). Science teachers’ learning: Enhancing opportunities, creating supportive contexts. National Academies of Sciences, Engineering, and Medicine. The National Academies Press. https://doi.org/10.17226/21836.
Xu, M., & Gu, J. (2021). Ji shu Li Jie Yue Shen Ke Ji Shu Tai Du Yue Ji Ji?—Ji Yu wo Guo 835 Wei Gao Zhong Tong Yong Ji Shu Jiao Shi de Shi Zheng Jian Yan [Is the Deeper the Technological Understanding, the More Positive the Technological Attitude?]. Zhong Xiao Xue Dian Jiao, (6), 121–128.
Xu, MD. (2020). Gao Zhong Tong Yong Ji Shu Jiao Shi de Ji Shu Li Jie, Ji Shu Tai Du. Ji Shu Xing Wei Ji Qi Guan Xi Yan Jiu [A study on technology understanding, technology attitude, technology behavior and their relationship among high school general technology teachers], [Unpublished doctoral dissertation]. Nanjing Normal University.
You, C., & Jin, J. (2020). Xin Mei Ti Huan Jing Xia Ke Xue Zhi Shi Dui Zheng Yi Xing Ke Ji Tai Du De Ying Xiang—Yi Zhuan Ji Yin Wei Li [The impact of scientific knowledge on controversial scientific and technological attitudes in the new media environment—taking genetic modification as an example]. Guo Ji Xin Wen Jie, (5), 81–98.
Yu, K. C., Han, F. N., Hsu, I. Y., & Lin, K. Y. (2005). The development of attitude toward technology scale for junior high school students. Kaohsiung Normal University Journal, 19, 69–83.
Zhang, C., Huang, L., & Ren, L. (2016). Zhong Guo Gong Min Dui He Neng Li Yong de Ren Zhi Ji Tai Du [The Chinese public’s understanding and attitude towards the use of nuclear energy]. Ke Pu Yan Jiu, (3), 53–58.
Zhang, G., & Li, Z. (2024). Human interests and dignity of life in environmental protection. Zhe Jiang Xue Kan, (1), 144–156. https://d.wanfangdata.com.cn/periodical/ChlQZXJpb2RpY2FsQ0hJTmV3UzIwMjMxMjI2Eg16anhrMjAyNDAxMDE2GghqZTc2NTQ5NQ%3D%3D.
All Time | Past 365 days | Past 30 Days | |
---|---|---|---|
Abstract Views | 58 | 58 | 7 |
Full Text Views | 0 | 0 | 0 |
PDF Views & Downloads | 0 | 0 | 0 |
Terms and Conditions | Privacy Statement | Cookie Settings | Accessibility | Legal Notice | Sitemap | Copyright © 2016-2025