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Community-Driven Governance: Between Complex Education and Flipped Inclusion - Research Perspectives for an Eco-Sustainable Economic Pedagogy

Community-Driven Governance: Between Complex Education and Flipped Inclusion - Research Perspectives for an Eco-Sustainable Economic Pedagogy
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Author(s): Maria Carbone (Pegaso Telematic University, Italy), Alessia Sozio (Pegaso Università Telematica, Italy)and Tonia De Giuseppe (Giustino Fortunato University, Italy)
Copyright: 2024
Pages: 8
Source title: Disruptive Technologies in Education and Workforce Development
Source Author(s)/Editor(s): Julie A. Delello (The University of Texas at Tyler, USA)and Rochell R. McWhorter (The University of Texas at Tyler, USA)
DOI: 10.4018/979-8-3693-3003-6.ch013

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Abstract

Technological progress and, in particular, the spread of artificial intelligence, constitutes in the context an element of innovation no longer only at the level of production but also at the level of administration and control. This chapter explores the potential and risks that directors are faced with as a result of the entry of artificial intelligence into the boardroom, proposing to investigate whether in the corporate governance of small and medium-sized companies it is possible to act pedagogically to form an organizational culture devoted to inclusion through the application of cooperative learning methodologies that allow, in fact, to achieve greater inclusiveness among the individuals working there. The project proposes to apply the methodology of flipped inclusion, and more specifically Cohen's method of complex instruction because through the creation of heterogeneous teamwork and interdependence of roles, the resources of all group members can be enhanced.

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