Journal of Information Systems Education


The success of tertiary teaching depends much on teachers’ approach to teaching. Although the suitability of university teachers is often measured by teachers’ qualifications, publications in the relevant discipline, and teaching experience, a teacher’s understanding of the nature of what is taught in the classroom may more significantly influence students’ learning experience and future contribution to society. This commentary is based on Integral Theory, specifically the conceptualization of a wisdom meta-competencies model. We have developed an integral “knowledge-to-wisdom” teaching framework that proposes an integral set of pedagogical strategies for introducing wisdom-based teaching into Information Systems education. Implications of the study are presented as well as limitations and areas of future research.



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