Lina Markauskaite
Biographic Data
| ID | 1499760 |
|---|---|
| NAME | Lina Markauskaite |
| GIVEN NAMES | Lina |
| FAMILY NAME | Markauskaite |
| SIGNATURE | MARKAUSKAITE L |
| AFFILIATIONS | The University of Sydney |
| ORCID | 0000-0002-3470-890X |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 35 |
| WORKS AS AUTHOR | 28 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Collaborative Making of a Boundary Object for Classifying Generative AI Learning Activities
Educational research has seen a surge in publications investigating the use of Generative AI (GenAI) for learning. The aim of this article is to initiate a discussion of how to systematise GenAI learning activities in a way that reflects the postdigital entanglement of humans and technology in contemporary learning, identifying key constituent aspects and how they mesh. We explore potential core categories of such a systematisation, and one way t…
Variation in approaches to interdisciplinary teaching and learning
Approaches to teaching and learning have been shown to play a significant role in disciplinary higher education but need further investigation in the context of interdisciplinary courses. This study uses phenomenographic interviews to address the question: How do course leaders approach teaching and learning in interdisciplinary courses? Analysis shows that course leaders approach interdisciplinary teaching and learning in four qualitatively diff…
Interdisciplinary course design processes
Early- and mid-career researchers’ agency in pursuing interdisciplinary careers
Interdisciplinarity has been identified as central to improving research impact and addressing complex problems, locally and globally. An interdisciplinary career is not, however, a simple proposition. Many researchers, particularly early- and mid-career researchers (EMCRs), encounter significant challenges, and their agency is key to success. However, little is known about how EMCRs exercise agency and how university environments shape it. To ad…
Epistemic placemaking
If university students can do many of their activities anywhere, how do students decide what is best done at different locations? This paper introduces the concept of ‘epistemic placemaking’ as a capability to understand how to best equip and arrange places for knowledge work. Epistemic placemaking involves making choices based on the understanding of how where we work (study, learn, inquire, collaborate) affects what we do, feel and achieve. It …
Course leaders’ conceptions of the purpose of interdisciplinary education
Universities are expanding the number of interdisciplinary courses they offer. These courses are often developed at the fringes of universities and academic departments by course leaders who often have significant design and teaching autonomy. Course leaders’ conceptions of the purpose of interdisciplinary education shape their decisions about course outcomes, content, and educational approaches, yet little is known about the rationales underlyin…
Fostering language student teachers’ transformative agency for embracing GenAI
This study aimed to explore the impact of a formative intervention on Australian student teachers’ agency when engaging with GenAI. Student teachers undertook structured group tasks using GenAI to prepare teaching materials, including output evaluation, prompt revision, and reflective discussion. Analysis of their GenAI interactions and discussions demonstrates the development of transformative agency as they evaluated GenAI outputs and formed pe…
Building Foundations for Interdisciplinary Education
This commentary, building on the work presented in Iris van der Tuin's (2025) edited volume, reflects on how the conceptual and empirical foundations for interdisciplinary education have been constructed over decades and considers the current epistemological maturity of the field. Recognising the field's current pluralistic ethos and openness to multiple perspectives, the commentary advocates for a more integrative and nuanced epistemological sta…
Academic Women Co-designing Education Futures in a Postdigital World
This paper draws on the collective knowledge-building of nine women from diverse disciplines, roles, cultures, and institutions in Australasian women in leadership programme. Brought together during Covid-19 through a shared interest and purpose concerning current and future developments in digital education, we offer knowledge and insight from our perspective as women leaders in academia, on co-designing futures in a postdigital world. Drawing o…
Beyond disciplinary engagement
The importance of engaging students with complex societal challenges has led to the adoption of various interdisciplinary teaching and learning practices in both K-12 and higher education. However, interdisciplinary learning is one of the most complex domains of contemporary educational practice, and, despite its significance, remains significantly undertheorized and under-researched. This Special Issue highlights empirical research efforts towar…
Constructing shared understanding of complex interdisciplinary problems
Background Constructing shared understanding of complex interdisciplinary problems is one of the most challenging aspects of interdisciplinary teamwork. How this process unfolds is under-researched, making it esoteric and difficult to scaffold. This paper aims to provide an articulated and nuanced account of what is involved in student teams' construction of shared understanding of complex interdisciplinary problems
Why and how academics become interdisciplinary researchers early in their careers
The complexity of interdisciplinary research, including the time needed to understand multiple approaches and develop skills, within a university structure organised in disciplines, means that interdisciplinary research can be difficult for a developing researcher.However, early-and mid-career researchers (EMCRs) are key to the future of interdisciplinary research.This paper asks, 'Why and how do EMCRs become interdisciplinarians?' It draws on an…
A phenomenographic exploration of course leaders' understandings of interdisciplinarity
The number of interdisciplinary courses being developed in higher education across different countries is increasing. The people responsible for developing and enacting interdisciplinary courses can have significant design and teaching autonomy, but little is known about how they understand interdisciplinarity. This study uses phenomenographic interviews to address the question: how do interdisciplinary course leaders understand interdisciplinari…
The role of teachers in a sustainable university
An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digital’. In this paper, we argue that this convergence demands us to go beyond ‘the great online transiti…
A sociocultural framework for exploring pre-service teacher dispositions
Teacher dispositions are important to teacher education. Although research recognizes the importance of context and experience in shaping pre-service teachers’ dispositions, the relationship between them and dispositions needs to be conceptualized and elucidated. This paper draws on Vygotsky’s concept of perezhivanie to develop an integrative framework for analysing the development of teachers’ dispositions within social situations. It illustrate…
Rethinking the entwinement between artificial intelligence and human learning
The proliferation of AI in many aspects of human life—from personal leisure, to collaborative professional work, to global policy decisions—poses a sharp question about how to prepare people for an interconnected, fast-changing world which is increasingly becoming saturated with technological devices and agentic machines. What kinds of capabilities do people need in a world infused with AI? How can we conceptualise these capabilities? How can we …
Dissolving the Dichotomies Between Online and Campus-Based Teaching
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
Investigating university students’ conceptions of engineering
Examining how learners ascribe meaning to different aspects of their university life is a necessary undertaking in higher education. This article aims to investigate university students’ conceptions of engineering and explore how these conceptions relate to the context of their experience. Our data collection method and data analysis are informed by the techniques of the phenomenographic approach and the Implied Identity Framework. Fifteen engine…
Learning for knowledgeable action
Learning for professional expertise
Developing young children’s empathic perception through digitally mediated interpersonal experience
There is an emerging concern that modern technology‐saturated environments, particularly computer games, are inhibiting the development of children’s empathic behaviour and social skills. We argue that the solution is embedded in the problem when hybrid learning design blends real‐life social interpersonal interactions with digital representations. We present theory‐informed design principles for creating tablet games with a focus on promoting em…
Commentary
Could knowledge work practices become pervasive in formal education? Could knowledge creation pedagogies help us close the gap between graduates’ knowledge work competencies and fast changing needs of the knowledge society? In this commentary, I first revisit the most notable contributions of this special issue. Then, I turn to some overarching challenges and discuss three thorny questions: 1) What is distinct to learning through knowledge creati…
Epistemic Fluency and Professional Education
Research students’ conceptions of the role of information and communication technologies in educational technology research
The emergence of big data , digital scholarship and eResearch raises the question of how these digital developments in research methods and practices affect research students. This paper presents findings from a phenomenographic study that investigated postgraduate students’ conceptions of the role of information and communication technologies (ICT) in research. Ten students conducting research in the broad area of educational technology were int…
Tapping into the mental resources of teachers' working knowledge
Professional identity creation
A sociocultural framework for exploring pre-service teacher dispositions
Teacher dispositions are important to teacher education. Although research recognizes the importance of context and experience in shaping pre-service teachers’ dispositions, the relationship between them and dispositions needs to be conceptualized and elucidated. This paper draws on Vygotsky’s concept of perezhivanie to develop an integrative framework for analysing the development of teachers’ dispositions within social situations. It illustrate…
Commentary
Could knowledge work practices become pervasive in formal education? Could knowledge creation pedagogies help us close the gap between graduates’ knowledge work competencies and fast changing needs of the knowledge society? In this commentary, I first revisit the most notable contributions of this special issue. Then, I turn to some overarching challenges and discuss three thorny questions: 1) What is distinct to learning through knowledge creati…
Gender issues in preservice teachers' training
Gender differences in self reported ICT experience and ICT literacy among first year graduate trainee teachers were investigated. Using a dynamic model, three main components of aspiring teachers' ICT literacy were covered: (1) present general problem solving and technical ICT capabilities; (2) situational and longitudinal sustainability, and (3) transferability of ICT capabilities into a future professional domain. No significant differences wer…
E-Portfolios for Developing Transferable Skills in a Freshman Engineering Course
Reflective thinking and learning skills are essential for engineers in the knowledge economy. This paper describes an approach to develop these and other transferable skills through individual and collaborative reflective learning using open-source software. The learning activities and an open-source e-portfolio system called Dotfolio were tested by freshman engineering students. Findings from a survey-based study, which investigated students' be…
Professional identity creation
Methodological Choice and Design
Tapping into the mental resources of teachers' working knowledge
Research students’ conceptions of the role of information and communication technologies in educational technology research
The emergence of big data , digital scholarship and eResearch raises the question of how these digital developments in research methods and practices affect research students. This paper presents findings from a phenomenographic study that investigated postgraduate students’ conceptions of the role of information and communication technologies (ICT) in research. Ten students conducting research in the broad area of educational technology were int…
Epistemic Fluency and Professional Education
Learning for professional expertise
Developing young children’s empathic perception through digitally mediated interpersonal experience
There is an emerging concern that modern technology‐saturated environments, particularly computer games, are inhibiting the development of children’s empathic behaviour and social skills. We argue that the solution is embedded in the problem when hybrid learning design blends real‐life social interpersonal interactions with digital representations. We present theory‐informed design principles for creating tablet games with a focus on promoting em…
Commentary
Could knowledge work practices become pervasive in formal education? Could knowledge creation pedagogies help us close the gap between graduates’ knowledge work competencies and fast changing needs of the knowledge society? In this commentary, I first revisit the most notable contributions of this special issue. Then, I turn to some overarching challenges and discuss three thorny questions: 1) What is distinct to learning through knowledge creati…
Learning for knowledgeable action
Rethinking the entwinement between artificial intelligence and human learning
The proliferation of AI in many aspects of human life—from personal leisure, to collaborative professional work, to global policy decisions—poses a sharp question about how to prepare people for an interconnected, fast-changing world which is increasingly becoming saturated with technological devices and agentic machines. What kinds of capabilities do people need in a world infused with AI? How can we conceptualise these capabilities? How can we …
Dissolving the Dichotomies Between Online and Campus-Based Teaching
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
Investigating university students’ conceptions of engineering
Examining how learners ascribe meaning to different aspects of their university life is a necessary undertaking in higher education. This article aims to investigate university students’ conceptions of engineering and explore how these conceptions relate to the context of their experience. Our data collection method and data analysis are informed by the techniques of the phenomenographic approach and the Implied Identity Framework. Fifteen engine…
The role of teachers in a sustainable university
An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digital’. In this paper, we argue that this convergence demands us to go beyond ‘the great online transiti…
A sociocultural framework for exploring pre-service teacher dispositions
Teacher dispositions are important to teacher education. Although research recognizes the importance of context and experience in shaping pre-service teachers’ dispositions, the relationship between them and dispositions needs to be conceptualized and elucidated. This paper draws on Vygotsky’s concept of perezhivanie to develop an integrative framework for analysing the development of teachers’ dispositions within social situations. It illustrate…
Academic Women Co-designing Education Futures in a Postdigital World
This paper draws on the collective knowledge-building of nine women from diverse disciplines, roles, cultures, and institutions in Australasian women in leadership programme. Brought together during Covid-19 through a shared interest and purpose concerning current and future developments in digital education, we offer knowledge and insight from our perspective as women leaders in academia, on co-designing futures in a postdigital world. Drawing o…
Beyond disciplinary engagement
The importance of engaging students with complex societal challenges has led to the adoption of various interdisciplinary teaching and learning practices in both K-12 and higher education. However, interdisciplinary learning is one of the most complex domains of contemporary educational practice, and, despite its significance, remains significantly undertheorized and under-researched. This Special Issue highlights empirical research efforts towar…
Constructing shared understanding of complex interdisciplinary problems
Background Constructing shared understanding of complex interdisciplinary problems is one of the most challenging aspects of interdisciplinary teamwork. How this process unfolds is under-researched, making it esoteric and difficult to scaffold. This paper aims to provide an articulated and nuanced account of what is involved in student teams' construction of shared understanding of complex interdisciplinary problems
Why and how academics become interdisciplinary researchers early in their careers
The complexity of interdisciplinary research, including the time needed to understand multiple approaches and develop skills, within a university structure organised in disciplines, means that interdisciplinary research can be difficult for a developing researcher.However, early-and mid-career researchers (EMCRs) are key to the future of interdisciplinary research.This paper asks, 'Why and how do EMCRs become interdisciplinarians?' It draws on an…
A phenomenographic exploration of course leaders' understandings of interdisciplinarity
The number of interdisciplinary courses being developed in higher education across different countries is increasing. The people responsible for developing and enacting interdisciplinary courses can have significant design and teaching autonomy, but little is known about how they understand interdisciplinarity. This study uses phenomenographic interviews to address the question: how do interdisciplinary course leaders understand interdisciplinari…
Epistemic placemaking
If university students can do many of their activities anywhere, how do students decide what is best done at different locations? This paper introduces the concept of ‘epistemic placemaking’ as a capability to understand how to best equip and arrange places for knowledge work. Epistemic placemaking involves making choices based on the understanding of how where we work (study, learn, inquire, collaborate) affects what we do, feel and achieve. It …
Course leaders’ conceptions of the purpose of interdisciplinary education
Universities are expanding the number of interdisciplinary courses they offer. These courses are often developed at the fringes of universities and academic departments by course leaders who often have significant design and teaching autonomy. Course leaders’ conceptions of the purpose of interdisciplinary education shape their decisions about course outcomes, content, and educational approaches, yet little is known about the rationales underlyin…
Fostering language student teachers’ transformative agency for embracing GenAI
This study aimed to explore the impact of a formative intervention on Australian student teachers’ agency when engaging with GenAI. Student teachers undertook structured group tasks using GenAI to prepare teaching materials, including output evaluation, prompt revision, and reflective discussion. Analysis of their GenAI interactions and discussions demonstrates the development of transformative agency as they evaluated GenAI outputs and formed pe…
Building Foundations for Interdisciplinary Education
This commentary, building on the work presented in Iris van der Tuin's (2025) edited volume, reflects on how the conceptual and empirical foundations for interdisciplinary education have been constructed over decades and considers the current epistemological maturity of the field. Recognising the field's current pluralistic ethos and openness to multiple perspectives, the commentary advocates for a more integrative and nuanced epistemological sta…
Pedagogy (17 works) · Sociology (17 works) · Psychology (16 works) · Computer Science (15 works) · Engineering (10 works) · Interdisciplinary Research and Collaboration (10 works) · Engineering ethics (9 works) · Innovative Education and Learning Practices (9 works) · Mathematics education (9 works) · Epistemology (7 works)