Potential Abstract:
This research article investigates the intersection of disruptive learnings, sociopolitical contexts, dev ops, and textuality in educational settings. Drawing on the growing recognition of the need to address the sociopolitical dimensions of education, this study aims to understand how disruptive learnings can be facilitated through the integration of dev ops practices and the textual nature of educational environments.
The study adopts a mixed-methods approach, combining qualitative and quantitative data collection methods. Qualitative data will be gathered through classroom observations, interviews with educators and students, and document analysis of curriculum materials. Quantitative data will be collected through surveys to measure student engagement, academic performance, and the impact of dev ops interventions on the learning process.
The findings from this research will contribute to a deeper understanding of how disruptive learnings can be effectively designed and implemented within sociopolitical contexts. By examining the role of dev ops practices, which emphasize collaboration, automation, and continuous improvement, this study aims to identify the mechanisms through which these practices can foster disruptive learnings in educational environments. Furthermore, by exploring the textual nature of educational settings, including the use of digital tools, online platforms, and multimodal texts, the study seeks to understand how textuality influences the facilitation and expression of disruptive learnings.
This research has practical implications for educators, policymakers, and curriculum designers. It provides insights into the potential of dev ops practices to support disruptive learnings, encouraging critical thinking, collaboration, and creativity among students. Additionally, by understanding how textuality shapes the learning process, educators can better utilize various textual resources to create engaging and meaningful learning experiences that foster disruptive learnings.
Potential References:
- Disruptive technologies, stakeholders and the innovation value‐added chain: a framework for evaluating radical technology development
- Supply chain sustainability: learning from the COVID-19 pandemic
- Safety culture: key theoretical issues
- STEM-focused academies in urban schools: Tensions and possibilities
- Shaping pedagogies through personal histories in preservice teacher education
