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Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design patterns for connected learning at scale at an Australian university may be adapted to a Vietnamese higher education context.

12 educational design patterns that address the challenges of active learning and large teaching team management are discussed. The authors then critically reflect on their cross-cultural adaptation for the higher education context, from an Australian to a Vietnamese university.

Transitioning from passive to active learning strategies and effectively leading large teaching teams present similar challenges across our contexts. Educational design patterns, when dynamically adapted, may assist educators to teach skills that are critical for work and the future. Higher education institutions globally could enhance their practices by incorporating international best practice approaches to educational design.

The Connected Learning at Scale (CLaS) educational design patterns explored in this article offer solution-oriented strategies that promote a more active learning experience. This paper identifies adaptations for educators, especially those in Vietnamese higher education that respect traditional structures, cultural nuances and resource limitations in implementation.

Whilst educational design patterns are well-researched in the Western contexts, few studies analyse design patterns in an Asian, and in particular the Vietnamese context. More research is needed in the cross-cultural adaptation of educational design patterns that joins practice and theory.

This empirical study uncovers emotional sensemaking factors that cause changes in management perceptions about wicked strategic problems under dynamic complexity. These perception changes improve understanding of, and solutions to, the wicked problem.

Senior managers from three large organizations in different sectors participated in gaming simulation workshops. The strategic issues at stake were intractable and divisive. Qualitative methods captured participants' perceptions of the problems and the dynamic complexity that they faced and how they changed.

Flawed management perceptions were revised as sensemaking processes were catalyzed by emotions of shock/surprise that came from experiencing unexpected stakeholder conduct within a simulation. The plausibility of the conduct was strengthened because managers were role-playing stakeholders. The shock/surprise emotion uncoupled attachment to entrenched beliefs, leading to a willingness to revise the flawed perceptions. The changed perceptions created new insights for a solution to the wicked problem.

Practical implications are how management practitioners can improve the tackling of wicked strategic problems through the use of shock and surprise in a gaming simulation.

This research extends theory on the role of emotions in sensemaking under dynamic complexity. The authors uncover how a hierarchy of managers' emotions used in sensemaking explains the catalytic effect of the shock and surprise of unexpected stakeholder conduct on revisions to their perceptions of the outcomes of the dynamic complexity.