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Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA.

This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL.

Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA.

This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

Few resources exist to incorporate principles of modular approach to course design. This research aimed to help instructors by presenting principles for practical and empirically informed modular course design in engineering education.

In the first phase, a systematic literature review was completed to identify categories addressing a modular course design. Search and screening procedures resulted in 33 qualifying articles describing the development of a modular course. In the second phase, 6 expert interviews were conducted to elaborate on the identified categories.

Guided by the interview results and the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) course design model, the categories were compiled into six design principles. To present the design principles in relation to the guiding principles of modular approach, an overarching conceptual model was developed.

Here, we present our innovation; a foundation for an evidence-based systematic approach to modular course design. Implications have value for supporting flexibility and autonomy in learning.

The lack of conceptual approaches for organizing and expressing capabilities, usage and impact of intelligent machines (IMs) in work settings is an obstacle to moving beyond isolated case examples, domain-specific studies, 2 × 2 frameworks and expert opinion in discussions of IMs and work. This paper's purpose is to illuminate many issues that often are not addressed directly in research, practice or punditry related to IMs. It pursues that purpose by presenting an integrated approach for identifying and organizing important aspects of analysis and evaluation related to IMs in work settings. 

This paper integrates previously published ideas related to work systems (WSs), smart devices and systems, facets of work, roles and responsibilities of information systems, interactions between people and machines and a range of criteria for evaluating system performance.

Eight principles outline a straightforward and flexible approach for analyzing and evaluating IMs and the WSs that use them. Those principles are based on the above ideas.

This paper provides a novel approach for identifying design choices for situated use of IMs. The breadth, depth and integration of this approach address a gap in existing literature, which rarely aspires to this paper’s thoroughness in combining ideas that support the description, analysis, design and evaluation of situated uses of IMs.

Design-based research (DBR) involves multiple iterations, and innovations are needed in analytical methods for understanding how learners experience a learning experience in ways that both embrace the complexity of learning and allow for data-driven changes to the design of the learning experience between iterations. The purpose of this paper is to propose a method of crafting design moves in DBR using network analysis.

This paper introduces learning experience network analysis (LENA) to allow researchers to investigate the multiple interdependencies between aspects of learner experiences, and to craft design moves that leverage the relationships between struggles, what worked and experiences aligned with principles from theory.

The use of network analysis is a promising method of crafting data-driven design changes between iterations in DBR. The LENA process developed by the authors may serve as inspiration for other researchers to develop even more powerful methodological innovations.

LENA may provide design-based researchers with a new approach to analyzing learner experiences and crafting data-driven design moves in a way that honors the complexity of learning.

LENA may provide novice design-based researchers with a structured and easy-to-use method of crafting design moves informed by patterns emergent in the data.

To the best of the authors’ knowledge, this paper is the first to propose a method for using network analysis of qualitative learning experience data for DBR.

Sustainable design is a new paradigm to localize sustainable development. The Union Internationale des Architectes (UIA) prepared guidelines for architectural projects to contribute to the Sustainable Development Goals (SDGs). Using the theory of change, the Department of Architecture at Menofia University set the 2023 graduation project to explore the possibility of adopting sustainable design principles and integrating SDGs into architectural education. The paper documents and evaluates the experiment to drive best practices and lessons learned.

The paper utilized a mixed design strategy utilizing qualitative and quantitative techniques. It gathered data from various sources, including a student questionnaire and unstructured interviews with external examiners. Data analysis included frequency distribution and sentiment, content and thematic analyses. Triangulation is applied, combining data, investigator and methodological triangulation to enhance the paper’s validity.

Integrating SDGs into the 2023 graduation project contributed to students’ understanding of sustainable urban development. Students demonstrated varying receptiveness to guidelines, focusing mainly on the SDGs (1-5, 7, 8, 10 and 11). Gender equality and economic empowerment struck a chord with the mostly female students, acknowledging that securing well-paying jobs is a way to escape the cycle of poverty. Challenges included limited resources and time constraints, a scarcity of Arabic reading materials and misunderstandings among students and staff, thus prompting collaborative efforts beyond standard studio hours. Despite challenges, the initiative contributes to sustainable urban development, providing valuable lessons learned and insights.

Integrating sustainable design principles into architectural education is doable but involves a complex process requiring careful preparation. The value lies in the tangible impact on sustainable urban development, emphasizing the importance of incorporating sustainable development concepts throughout the architectural curriculum. The authors advocate for increased awareness and education among stakeholders and suggest areas for future research by exploring a broader implementation and assessing the long-term effects on students’ mindsets and practices. Sustainable development is a means toward community prosperity, and the inquiry highlights the collective responsibility of scholars, practitioners and students in shaping a better future.

There is a renowned interest in adaptability as an important principle for achieving circularity in the built environment. Circular building adaptability (CBA) could enable long-term building utilisation and flexible use of space with limited material flows. This paper identifies and analyses design strategies facilitating CBA to propose a framework for enhancing the implementation of the concept.

Interviews were conducted with professionals experienced in circular building design to explore the questions “How do currently applied design strategies enable CBA?” and “How can CBA be implemented through a conceptual design framework?”. The interviews encircled multi-residential building examples to identify currently applied circular design strategies. The interviews were analysed through qualitative content analysis using CBA determinants as a coding framework.

The results show that all ten CBA determinants are supported by design strategies applied in current circular building design. However, some determinants are more supported than others, and design strategies are often employed without explicitly considering adaptability. The design strategies that enable adaptability offer long-term solutions requiring large-scale modifications rather than facilitating low-impact adaptation by dwelling occupants. The proposed conceptual design framework could aid architects in resolving these issues and implementing CBA in their circular building design.

This paper’s contribution to CBA is threefold. It demonstrates design strategies facilitating CBA, proposes a conceptual design framework to apply the concept and identifies the need for a more comprehensive application of available adaptability strategies.

This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.

A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.

The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.

This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.

The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.

This paper aims to explore how the scientific literature and company reports have addressed inclusive workplace design and strategies to date.

This paper adopts a scoping review to answer the following question: To what extent is inclusion present in workplace design and related strategies? An analysis of 27 scientific papers and 25 corporate social responsibility reports of the highest-ranked companies in the Great Place to Work global ranking disentangles the main aspects related to workplace design and strategies for promoting inclusion.

This paper opens avenues for four macro-categories of diversity (psycho-physical aspects; cultural aspects; socio-economic conditions; and ability, experience and strengths) to support the development of inclusive workplace design and strategy. Besides, multiple spatial scales emerged as material and immaterial elements of the workplace encountering inclusion and diversity.

Nowadays, the workforce is becoming more diverse. Although diversity, equity and inclusion (DE&I) has become key to many organizations, it remains unclear how DE&I principles are applied in workspace design and strategies. This scoping review provides a novel perspective on the topic by integrating scientific knowledge and practice-based approaches which still address this matter independently.

Snap fits are crucial in automotive applications for rapid assembly and disassembly of mating components, eliminating the need for fasteners. This study aims to focus on designing and analyzing serviceable cantilever fit snap connections used in automobile plastic components. Snap fits are classified into permanent and semi-permanent fittings, with permanent fittings having a snap clipping angle between 0° and 5° and semi-permanent fittings having a clipping angle between 15° and 45°. Polypropylene random copolymer is chosen for its exceptional fatigue resistance and elasticity.

The design process includes determining dimensions, computing assembly, disassembly pressures and creating three-dimensional computer-aided design models. Finite element analysis (FEA) is used to evaluate the snap-fit mechanism’s stress, deformation and general functionality in operational scenarios.

The study develops a modified snap-fit mechanism with decreased bending stress and enhanced mating force optimization. The maximum bending stress during assembly is 16.80 MPa, requiring a mating force of 7.58 N, while during disassembly, it is 37.3 MPa, requiring a mating force of 16.85 N. The optimized parameters significantly improve the performance and dependability of the snap-fit mechanism. The results emphasize the need of taking into account both the assembly and disassembly processes in snap-fit design, because the research demonstrates greater forces during disassembly. The approach developed integrates FEA and design for assembly (DFA) concepts to provide a solution for improving the efficiency and reliability of snap-fit connectors in automotive applications.

The research paper’s distinctiveness comes from the fact that it presents a thorough and realistic viewpoint on snap-fit design, emphasizes material selection, incorporates DFA principles and emphasizes the specific requirements of both assembly and disassembly operations. These discoveries may enhance the efficiency, reliability and sustainability of snap-fit connections in plastic automobile parts and beyond. In conclusion, the idea that disassembly needs to be done with a lot more force than installation in a snap-fit design can have a good effect on buzz, squeak and rattle and noise, vibration and harshness characteristics in automobiles.

This paper aims to propose and provide an overview of a model analysis that considers the main spatial design attributes that influence and produce the most relevant salutogenic outcomes. These results are essential for a healthy work experience, especially in shared workspaces.

This study departs from the theoretical contributions of the salutogenic approach, principles from supportive design theory, psychosocial supportive design and the environmental demands and resources model. After a scoping literature review covering different fields of workspace design, environmental psychology and evidence-based design of health-care facilities, a conceptual analysis is done on a proposed understanding of work, health and environmental relations to overview spatial attributes that enhance specific salutogenic and well-being-promoting outcomes needed for a healthy work experience.

The model of analysis, as a theoretical element that helps create methodological tools, combined with the application of a post occupancy evaluation, is thought to assist architects, designers, workspace owners and stakeholders in their new designs or to evaluate existing ones.

Studies on defining spatial attributes and their intended salutogenic outcomes have been formally done in health-care facilities. However, applying this idea to shared workspaces is something new and is expected to contribute to their design and evaluation, especially if the notion of environmental demands and resources is complemented.