Aim. Children born outside marriage have historically faced legal, social, and symbolic exclusion, often through stigmatising naming practices, restricted inheritance, and ritual marginalisation. This study examines how the Sabu Indigenous community in East Nusa Tenggara, Indonesia, institutionalises child inclusion, focusing on Dabba Ana(newborn incorporation ritual) and the status of ana bui pa kepue ("child fallen from a tree stump"), the local category for children born outside marriage. Methods. An Exploratory Descriptive Qualitative design was used. Fieldwork was conducted between August and October 2025 in three sub-districts of Sabu Raijua Regency, purposively selected to capture variation in customary continuity and religious composition. Data comprised 21 semi-structured interviews with parents, customary leaders, ritual specialists (mone ama), and cultural scholars; three Focus Group Discussions with 16 children aged 11–17; and one month of participant observation, including attendance at Dabba Ana and Ruketu ceremonies. Data were analysed using reflexive thematic analysis with member checking and triangulation. Results. Three interrelated mechanisms of inclusion were identified: ritual incorporation through Dabba Ana, including restorative adaptations for children born outside marriage; affirmative naming practices encoding positive moral identity (e.g., Mengngi, "good fortune"); and equal inheritance rights secured through a dual kinship system (udu and hubi). Conclusions. Child personhood in Sabu is constructed as a communal achievement rather than a parental prerogative. The study introduces the concept of cultural inclusion infrastructure, in which inclusion operates as a moral baseline rather than a corrective response to exclusion, suggesting that legal protection may function most effectively when aligned with culturally embedded moral systems.
Thesis. This paper aims to explore how the concept of the rhizomatic curriculum can be expanded through its superimposition with posthumanism in order to better understand and enable transitions from (and between) humanist to posthuman conceptualisations of the curriculum. Concept. The exercise is undertaken as a superimposition – a concept and a practice stemming from photography, which generates overlaps, blends, and mergers. Using philosophical concepts drawn from Deleuzeguattarian thought – namely immanence, affirmation, and affect – the paper analyses the rhizomatic curriculum across ontological, epistemological, and ethical dimensions. Posthumanism is approached as a contemporary condition, a research medium, and a philosophical stance, each offering not so distinct entry points into rethinking the curriculum. Results and conclusion. The analysis reveals that a rhizomatic curriculum, when placed in dialogue with posthumanism, illuminates the role of bodies, relationality, and the non-human in classroom practice, allowing the curriculum to be viewed as both lived and planned, molar and molecular. This framing does not aim to resolve or replace humanism but to affirm its coexistence with posthuman perspectives. The paper concludes that such superimposition offers a generative framework for pluriversalising a curriculum enablement, inviting educators and researchers to pursue creative, situated, and response-able approaches to teaching and learning.
Aim. To address the rising demand for multifaceted skills in engineering, this research examines the integration of Project-Based Learning (PjBL) and Kolb’s Experiential Learning Cycle (KELC) within an introductory workshop at a Colombian university. The study aims to evaluate how this hybrid framework influences the development of technical and socio-emotional competencies—specifically problem-solving, teamwork, and technical communication—among first-year students. Methods. The study adopts a qualitative design involving comparative analysis centred on the "Engineering Workshop I" course. Data were gathered through pre- and post-intervention surveys. The analytical process involved categorising responses by focus to identify recurring themes, such as the transition from theoretical understanding to practical application and shifts in communicative proficiency. Results. Assessments indicate a marked progression in technical research, systemic problem-solving, and communicative proficiency. Beyond skill acquisition, student feedback primarily reflected increased confidence in applying theoretical concepts to practical engineering tasks. These data suggest that the integration of PjBL and KELC facilitates a dual maturation: the consolidation of theoretical constructs alongside the development of the socio-emotional resilience required for engineering practice. Conclusion. Although this study provides preliminary insights into how the hybrid framework aligns with Industry 4.0, the findings are based on a single cohort of 51 students (approximately 10 teams). Consequently, these results should be interpreted as exploratory and context-dependent. Future research involving larger, cross-institutional samples is required to confirm the scalability of the model across broader engineering education settings.
Aim. This study develops and empirically validates the KAT-Soft framework—integrating the Kano Model, TAM, and AI-TPACK – as a systematic instrument for addressing critical gaps in LMS adoption, pedagogical effectiveness, and digital readiness within higher education institutions (HEIs) in Latvia. Methods. A sequential mixed-methods design combined qualitative and quantitative data from a total of 240 participants across Latvian HEIs. Data collection included semi-structured interviews, workshop-based prototype testing, in-class student surveys, and a Kano-structured online questionnaire statistically validated using JASP. The framework integrates three established models – the Kano Model, Technology Acceptance Model (TAM), and AI-TPACK– to evaluate, classify, and map 28 proposed LMS features. Results. Findings reveal persistent gaps in training, accessibility, AI readiness, and localisation across Latvian HEIs. The KAT-Soft analysis classified 68% of the proposed features as attractive, 14% as must-be, 11% as one-dimensional, and 7% as indifferent, confirming a strong innovation-oriented design. Conclusions. The three-phase, AI-gated rollout directly responds to stakeholder needs, prioritising ease of use, genuine usefulness, and native language support as foundational requirements for technology acceptance. Research Restrictions. This article addresses one specific research question from a broader PhD study. The complete LMS ecosystem, traditional versus digital learning practices, and the commercial prospects of the proposed model are reserved for subsequent publications. Cognitive Value. The primary contribution is the KAT-Soft framework – a transferable, evidence-based instrument that systematically evaluates, classifies, and prioritises LMS features. Grounded in empirical data from Latvian HEIs, it offers any institution a replicable process for selecting and implementing LMS platforms responsibly, aligned with stakeholder readiness, pedagogical values, and technology acceptance principles.
Aim. This article explores how social work professionals and pedagogues negotiate tensions arising from paradigm shifts in their fields. The following objectives have been set: (a) to apply the dialogic communication theory to analyse professional practices in child welfare, inclusive education, and prison social work; (b) to explore how social care professionals apply dialogic principles of mutuality, propinquity, empathy, risk, and commitment; (c) to examine the cultural and structural constraints that hinder professional dialogue during ongoing transformations, creating dialogic loops, and how welfare workers navigate these tensions. Methods. Five focus groups with 25 participants from the fields of child welfare, prison social work and inclusive education were conducted. We used vignettes to initiate conversations with the interviewees, presenting realistic situations from the practical fields and stimulating real-life contextual reasoning. We employed thematic analysis, examining themes through the theoretical lenses of dialogic communication and engagement. Results. Professionals consistently demonstrate their capacity for compassion and emotional engagement with the social welfare clients, by showing mutuality, empathy and commitment. Tenets related to institutional constraints and barriers became apparent, such as a lack of managerial, methodological, financial and other support, institutional reluctance and resistance. Conclusions. The study revealed individual and structural barriers that create dialogic loops, which constrain the dialogic engagement and aspirations of welfare professionals for ‘true’ dialogue. These loops arise from broader public discourse, stigmatisation stemming from societal attitudes, and entrenched barriers within respective welfare systems.
