Interdisciplinary understanding requires integration of insights from different perspectives, yet it appears questionable whether disciplinary experts are well prepared for this. Indeed, psychological and cognitive scientific studies suggest that expertise can be disadvantageous because experts are often more biased than non-experts, for example,…

This study addresses a call for the design and implementation of course curricula that prepare students to develop their CQ and gain experience working with peers on global virtual project teams. We explored how US-based and Peru-based students' cultural intelligence (CQ) impacted their sense of psychological safety (PS) during a month-long…

This article explores the potential use metacognitive skills learned in computer games to teach mathematics. This study explored the similarities and differences in the learning of metacognitive skills between computer games and mathematics education. A mixed-methods approach was employed in which a quantitative survey (students, n=174) and a…

This article describes an action research (AR) project for designing and implementing a structured mentoring programme in a Spanish university. A student affairs unit, a team of researchers, faculty-mentors and student-protégés worked together on three cycles of AR. The result is a programmatic mentoring programme for the development of…

The study examined how student control over metacognitive prompts in a multimedia environment affects students' ability to solve mathematical problems in immediate comprehension tasks using a multimedia program and a delayed-transfer test. It also examined the effect on metacognitive discourse, mental effort, and engagement with multimedia-based…