Implications of the use of artificial intelligence in public governance: A systematic literature review and a research agenda

To lay the foundation for the special issue that this research article introduces, we present 1) a systematic review of existing literature on the implications of the use of Artificial Intelligence (AI) in public governance and 2) develop a research agenda. First, an assessment based on 26 articles on this topic reveals much exploratory, conceptual, qualitative, and practice-driven research in studies reflecting the increasing complexities of using AI in government – and the resulting implications, opportunities, and risks thereof for public governance. Second, based on both the literature review and the analysis of articles included in this special issue, we propose a research agenda comprising eight process-related recommendations and seven content-related recommendations. Process-wise, future research on the implications of the use of AI for public governance should move towards more public sector-focused, empirical, multidisciplinary, and explanatory research while focusing more on specific forms of AI rather than AI in general. Content-wise, our research agenda calls for the development of solid, multidisciplinary, theoretical foundations for the use of AI for public governance, as well as investigations of effective implementation, engagement, and communication plans for government strategies on AI use in the public sector. Finally, the research agenda calls for research into managing the risks of AI use in the public sector, governance modes possible for AI use in the public sector, performance and impact measurement of AI use in government, and impact evaluation of scaling-up AI usage in the public sector.     

How do Student Teachers Elicit their Mentor Teachers' Practical Knowledge?

The present study focuses on how student-teachers attempt to elicit the practical knowledge of the mentor teachers who supervise their practical training. Having access to the practical knowledge of their mentors means, among other things, that student-teachers have access to the cognitions underlying teaching that can help them to understand their mentors' teaching style, advice, and feedback. The analysis of 29 interviews with student-teachers revealed three self-initiated activities for this access: (1) observing a mentor's lesson; (2) asking specific questions about lessons observed; and (3) discussing the student's lesson or teaching and education in general. Not all the activities mentioned by the student-teachers elicited what is called 'practical knowledge' in the literature. As practical knowledge is an important element of the learning-to-teach process, it was concluded that the stimulation of activities aimed at exploring this knowledge could make a valuable contribution to teacher education. The instruments used in the research on teacher knowledge and beliefs could be helpful for attaining this objective. Implications of this research for teacher education and suggestions for further research are presented.     

Learning through the adventure of youth sport

Background: Participation in youth sport is often associated with a variety of positive development outcomes. In order to effectively utilize sport as a context of learning and development, the sport must be intentionally designed and programed. One often-used approach is known as sport-based positive youth development (PYD). Recently, to further enhance the intentionality of a sport-based PYD approach, several researchers have posited the potential benefits of applying experiential learning theory to youth sport programing. Through utilizing experiential learning within a sport-based PYD approach, it is believed youth sport can be designed to intentionally promote desired PYD outcomes.Purpose: Experiential learning theory offers a deep understanding and history of effective youth programing. However, within the field of experiential learning, many different pedagogical approaches exist. To date, sport-based PYD has yet to identify a specific pedagogical approach within experiential learning. In order to be accessible and applicable for youth sport leaders, a more definitive pedagogical approach is needed. One specific application of experiential learning which offers specific programing techniques that are compatible with a sport-based PYD approach is adventure pedagogy.Conclusions: Adventure pedagogy draws from adventure-based learning and adventure-based groupwork. Thus, adventure pedagogy is defined as a participant-centered approach consisting of intentionally designed and sequenced challenging group activities, which, when processed and debriefed, can lead to a shared opportunity for growth and development related to the intrapersonal development and interpersonal skills. Specifically, to enhance the programing and practices of the youth sport leader, this paper identifies key tenets of adventure pedagogy and highlights their applicability within a sport-based PYD approach. These tenets include the promotion of PYD outcomes, physical and emotional safety, intentionally designed activities, sequencing of prescribed activities, a novel learning experiences, intentional facilitation, challenging group activities, real and immediate consequences, and debriefing to transfer learning. Through the integration of adventure and sport-based PYD, youth sport leaders can effectively program and facilitate youth sport to promote desired PYD outcomes.