What kind of intuition for what kind of education: A scoping review

Rosa Cera; Marta Sinclair

doi:10.6092/issn.1825-8670/19650

Authors

Rosa Cera Università degli Studi di Foggia https://orcid.org/0000-0001-8891-5747

Researcher at the Department of Humanistic Studies of the University of Foggia. Her reserches focus on adult education; the relationship between artificial intelligence (AI), professional identity, and the labor market.
Marta Sinclair Griffith University https://orcid.org/0000-0002-6298-520X

PhD in Organizational Behavior. Dr. Sinclair is a senior lecturer in management at Griffith Business School. She is the founder of Intuition in Organizations, a global community of intuition researchers and practitioners; editor of the intuition handbook series (Edward Elgar, 2011, 2014, 2020); and convenor of the annual intuition symposia held at the Academy of Management meetings for the past 15 years. She has published a number of (co-) authored articles and edited chapters on intuition, and a practical intuition training guide (Windpferd, 2012), She has an extensive international management experience, including positions in Silicon Valley.

DOI:

https://doi.org/10.6092/issn.1825-8670/19650

Keywords:

Intuition, Educational design, Experiential learning, Visual elements, Higher education

Abstract

The general purpose of this scoping review is to investigate the role of intuition in Higher Education. In particular, it aims to understand the contribution of intuition to achieving disciplinary objectives. The review method used is that of Arksey and O’Malley, of a qualitative type, the data were extracted in an “analytical-descriptive” mode, in order to detect the profound meaning of the content present in the reviewed articles. The qualitative-interpretative approach and the thematic analysis of relevant parts of text have made it possible to grasp the essence of educating by means of intuition. ERIC, Education Source Ultimate, Scopus, Web of Science, APA PsycArticles are the electronic databases consulted, 2020-2024 are the years considered. The results show that STEM disciplines are more interested in the educational dimension of intuition and conceptualise it according to psychological or neurological theories; they find it useful in experiential learning for training expert intuition through visual elements. The disciplines related to humanities prefer, however, to train creative intuition, imbued with emotions, through readings and discussions in a small group.

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What kind of intuition for what kind of education: A scoping review

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