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The development of a K-12 computer science curriculum based on constructivist principles needs to be informed by knowledge of content and process concepts that are central to the discipline of computer science. The paper aims to discuss this issue.

Taking a cross-cultural approach and using an experimental design (a SPF-2•15×16 split-plot design), this study compares the combinations of content and process concepts identified as important in Germany with those considered relevant in the US context.

First, the combinations of content and process concepts identified in the German context can be generalized to the US context. Second, it is possible to identify combinations of content and process concepts in the US context that are also important in the German context. Third, content and process concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts.

The results can be used for consolidating available curricular drafts for computer science as a teaching subject at school of the type available in many. The present findings are of great relevance for research-based approaches to the pre- and in-service education of computer science teachers. The methodological approach taken is important in efforts to consolidate curricular models of computer science education, as have been initiated by the Bologna process in Europe and by the organizations Association for Computing Machinery, Association for Information Systems, and Institute of Electrical and Electronic Engineers-Computer Society in the USA.

Results show that competence areas of central concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts.

The purpose of this paper is to present principles from the complex approach in education and describe some practical pedagogic experiences enhancing how “real world” perspectives have influenced and contributed to curriculum development.

Necessity of integration in terms of knowledge modeling is an historical trend in Engineering and Computer Sciences curricula. Integration of particular technical aspects with wide global aspects is a response to globalization demands. Globalization demands require new approaches, at both educational and teaching levels. Also, educational level embeds a wide range of pedagogical proposals or teaching proposals. Since the 1990s, Engineering and Computer Sciences curricula have emphasized, increasingly, the project‐oriented approach in the Engineering field of knowledge and software engineering contents has migrated to beginners or fresh‐man level in Computer Sciences courses. This approach is called the Complex Approach in education. COOL – “Comprehensive Object‐Oriented Learning” – is an educational project mentored by Emeritus Professor Kristen Nygaard, from the Department of Informatics at Oslo University, which deals with the complex approach in education. Professor Nygaard passed away in 2002. This project was published in 2006 under the title of “Comprehensive Object‐Oriented Learning: the Learner’s Perspective”. This paper analyses theoretical aspects in Nygaard's project and also compares aspects with the author's work teaching Object Oriented Modeling in Computer Sciences and Engineering, at Federal University of Santa Catarina – UFSC, Florianopolis, Brazil. The author's pedagogic proposal, developed on those contexts, since 1997, is supported by Nygaard theory and also by Edgar Morin “Complex Thought” theory adopted by UNESCO, titled Complex Thought cathedra.

Innovation, in terms of Engineering and Computer Sciences curriculum development, is deeply related to the complex approach educational paradigm. Consequently, innovation in terms of pedagogic practices is also deeply related to the complex approach perspective. Complex approach overpasses fragmented view of knowledge towards integrative view concerning curriculum development in technological areas.

The comprehensive object‐oriented learning presented here is applied to Computer Science and Engineering. However its development and application could impact other disciplines and education, especially in relation to technology integration in education.

The paper presents and discusses COOL as a concept and approach for enhanced learning, in a novel manner, taking account of theoretical underpinnings developed aligned to modern thinking.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this study is to investigate the narratives of 93 Black women in computing in the USA to identify salient themes that are at the intersection of race and gender in the field of computer science.

The study uses a multi-method approach with a survey to describe the sample and a series of focus groups for in-depth analysis of themes. The qualitative methodology uses a grounded theory and consensual qualitative research approach with a research team that includes computer scientists and social scientists to collect and analyze data. Given the highly technical field of computer science and the intersectional experiences of the participants, this approach was optimal to capture and code data through the lens of Black women in computing.

The authors found four main themes that represented specific needs for Black women in the computing community. The first is the importance of linking Black women in computing (i.e. their recruitment, retention and career growth) to the bottom line of organizational and personal accountability. The second is effective cultural and educational supports for Black women in computing across pathways, starting in middle school. The third is to provide leadership development as a part of their educational and workplace experience. The fourth is a collection of empirical research and scholarship about and for Black women as a part of the computing literature.

Black women comprise one of the most underrepresented subgroups in the area of computer science in the USA. There is very little research about Black women in computing. To promote broadened participation in computing, there is a critical need to understand the narratives of successful Black women in the space.

Research in undergraduate mathematics education (RUME), the study of teaching and learning of college mathematics, is a new area of research in mathematics. Information to support this discipline is found in publications from all over the world, in the form of monographs, reports, research guidelines and resource manuals, as well as journal articles. Researchers in RUME require access to materials that are specific not only to their field, but also to the broader literature of mathematics, education, learning theories, instructional strategies, alternative assessment techniques, cognitive development and human behavior. This annotated bibliography is designed to be a template for a comprehensive and up‐to‐date collection of RUME resources. World Wide Web (Web) locations for many of the items are provided, as are descriptions of several Web sites that present information of interest to RUME researchers.

This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes.

This paper draws upon the notions of practise variation and institutional work from institutional theory and empirically focusses on the case of Kristianstad University (Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by six colleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes.

The findings highlight how academics representing different disciplines, with specific traditions and characteristics, face the sustainability challenge. Despite being bound by similar sustainable development goals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is the ultimate goal.

Although the intrinsic motivation of individuals to work with sustainability might be a strong driver, the implementation of sustainability within courses/programmes and across disciplines requires joint efforts and collective institutional work.

By highlighting how academics engage in the work of integrating sustainability, this study emphasizes that managers of higher education institutions need to account for the time and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsic motivation may not last if organizational structures and leadership are not supportive on a practical level and in the long run.

With the successful implementation of a holistic approach to sustainability, students will have better insights and understanding of both themselves and the surrounding society, laying the ground for an inclusive future society.

This paper emphasizes the gradual approach to be followed when sustainability becomes part of an organization-wide discourse. Dialogues within and across disciplines are needed to overcome silo thinking and stimulate cooperation within a trans-disciplinary approach.

This paper aims to explore the characteristics of knowledge diffusion in library and information science (LIS) to reveal the impact of knowledge in LIS on other disciplines and the disciplinary status of LIS.

Taking the 573 highly cited papers (HCP) of LIS during the years 2000–2019 in Web of Science and 85,638 papers citing them from non-LIS disciplines as the analysis object, this paper analysed the disciplines to which the citing papers belonged regarding the Biglan model, and the topics and their characteristics of the citing disciplines using latent Dirichlet allocation topic clustering.

The results showed that the knowledge in LIS was exported to multiple disciplines and topics. (1) Citations from other disciplines were overall increasing, and the main citing disciplines, mainly from applied science disciplines, were medicine, computer science, management, economics, education, sociology, psychology, journalism and communication, earth science, engineering, biology, political science, chemistry and agronomy. However, those disciplines had fewer citations to LIS during for the years from 2000 to 2004, with rapid growth in the next three time periods. (2) The citing papers had various topics and showed an increasing trend in quantity. Moreover, topics of different disciplines from 2000 to 2019 had various characteristics.

From the perspective of discipline and topic, this study analyses papers citing the HCP of LIS from non-LIS disciplines, revealing the impact of knowledge in LIS on other disciplines.

To develop a testable model for girls' career choices in technology fields based on past research and hypotheses about the future of the information technology (IT) workforce.

Review and assimilation of literature from education, psychology, sociology, computer science, IT, and business in a model that identifies factors that can potentially influence a girl's choice towards or against IT careers. The factors are categorized into social factors (family, peers, and media), structural factors (computer use, teacher/counselor influence, same sex versus coeducational schools), and individual differences. The impact of culture on these various factors is also explored.

The model indicates that parents, particularly fathers, are the key influencers of girls' choice of IT careers. Teachers and counselors provide little or no career direction. Hypotheses propose that early access to computers may reduce intimidation with technology and that same‐sex education may serve to reduce career bias against IT.

While the model is multidisciplinary, much of research from which it draws is five to eight years old. Patterns of career choices, availability of technology, increased independence of women and girls, offshore/nearshore outsourcings of IT jobs are just some of the factors that may be insufficiently addressed in this study.

A “Recommendations” section provides some practical steps to increase the involvement of girls in IT‐related careers and activities at an early age. The article identifies cultural research as a limitation and ways to address this.

The paper is an assimilation of literature from diverse fields and provides a testable model for research on gender and IT.

This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical skills required for IT professionals are presented and a conceptual model for including leadership training in technical courses is outlined. To implement this model, we adopted the Problem-Based Learning approach to teach an IT course. Qualitative and quantitative data were gathered, through a survey, from 52 undergraduate students in the College of Information Technology at Zayed University. Our results show that our adopted approach was successful in teaching IT skills as well as developing leadership skills. Given these findings, we highlight the importance and feasibility of integrating leadership development on a daily basis within technical courses to develop both the technical and non technical skills required by the job market.

Telepresence robots (TPRs) are an emerging field of application and research that have received attention from various disciplines, including computer science, telehealth and education. The purpose of this study is to conduct a bibliometric analysis of publications on TPR in the Web of Science database from 1980 to 2022 to gain a better understanding of the state of research on TPRs and explore the role of pedagogical and psychological aspects in this research.

The analysis of research publications on TPRs was made on the basis of papers published in the Web of Science database from 1980 to 2022. The following research questions were proposed: What are the main tendencies in publication years, document types, countries of origin, source titles, publication authors, affiliations of authors and the most cited articles related to TPRs? What are the main topics discussed in the publications from the perspective of psychology? What are the main topics discussed in the publications from the perspective of educational sciences?

The results indicate that it is in the computer science where most of the existing research has been conducted, whereas the interest in the psychology and educational science has been relatively low. The greatest regional contributor has been the USA, whereas the effort in the European Union lags behind. Research publications in psychology in the Web of Science database related to TPRs can be grouped into three broad thematic categories: features of TPRs, degree of social presence compared to physical presence or other mediated technologies and opportunities for using TPRs. The results suggest that from the perspective of psychology, TPRs are one of the approaches that could enable greater social presence in remote communication. Most of the analysed papers in educational sciences investigated the opportunities of using TPRs in various educational fields. However, while the findings of the studies indicated significant potential of TPRs for education, their acceptance for wider use is still challenged.

The limitations of this research are that this study only analysed research papers in the Web of Science database and therefore only covers a limited number of scientific papers published in the field of psychology and educational sciences on TPRs. In addition, only publications with the term “telepresence robots” in the topic area of the Web of Science database were analysed. Therefore, several relevant studies are not discussed in this paper that are not reflected in the Web of Science database or were related to other keywords.

The field of TPRs has not been explored using a bibliographic analysis of publications in the Web of Science database from the perspective of psychology and educational sciences. The findings of this paper will help researchers and academic staff better understand the state of research on TPRs and the pedagogical and psychological aspects addressed in this research.