Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

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Integrating Reviewing Processes


A Transdisciplinary Approach to Enhancing Online Engineering Education Through Learning Analytics
Masikini Lugoma, Lethuxolo Yende, Pule Dikgwatlhe, Akhona Mkonde, Rorisang Thage, Lucky Maseko, Ngonidzashe Chimwani
(pages: 1-6)

AI Disruptions in Higher Education: Evolutionary Change, Not Revolutionary Overthrow
Cristo Leon, James Lipuma, Maximus Rafla
(pages: 7-18)

Education, Research, and Methodology: A Transdisciplinary Cybernetic Whole
Nagib Callaos, Cristo Leon
(pages: 19-33)

Enhancing Educational Effectiveness Through Transdisciplinary Practice: The ETCOP Model
Birgit Oberer, Alptekin Erkollar, Andreas Kropfberger
(pages: 34-40)

From Instruction to Interaction: Reflexive Learning Design for Cross-Generational Engagement at the Workplace
Gita Aulia Nurani, Ya-Hui Lee
(pages: 41-44)

GIS in Aquatic Animal Health Surveillance: A Transdisciplinary eLearning Initiative Integrating Education, Research, and Methodology (The Aquae Strength Project)
Eleonora Franzago, Rodrigo Macario, Matteo Mazzucato, Federica Sbettega, Manuela Cassani, Guido Ricaldi, Francesco Bissoli, Anna Nadin, Fabrizio Personeni, Manuela Dalla Pozza, Grazia Manca, Nicola Ferré
(pages: 45-50)

Reflexivity as a Compass: The European AI Act and Its Implications for U.S. Higher Education Institutions
Jasmin Cowin
(pages: 51-56)

Required General Education Program Evaluation: Bridging the Gap Between Educators and Administrators
James Lipuma, Cristo Leon, Jeremy Reich
(pages: 57-61)

Researching Ourselves
Jeremy Horne
(pages: 62-72)

The Self-Aware, Reflective Learner: Fostering Metacognitive Awareness and Reflexivity in Undergraduates Through Service-Learning
Genejane Adarlo
(pages: 73-81)


 

Abstracts

 


ABSTRACT


The Necessity for Transdisciplinary Communication in Law-Making

Adrian Leka, Brunilda Jani Haxhiu


In modern societies and their governance, many societal issues have become complex and require a multidisciplinary approach to law-making, as many legal matters require knowledge and application of many other fields of study. This article focuses on the critical importance of transdisciplinary communication in shaping robust and responsive legislative frameworks. Based on a review of relevant literature and empirical research, the article demonstrates how collaboration across diverse fields of expertise enhances the quality and efficacy of legislative processes.

Transdisciplinary communication fosters dialogue among politicians, researchers, practitioners, and the public. This dialogue allows for a comprehensive understanding of societal challenges and the integration of research-based evidence, stakeholder insights, and ethical considerations into the legislative process, thereby promoting transparency, legitimacy, and accountability.

Through case studies and theoretical analyses, the article illustrates how transdisciplinary communication can help avoid unintended consequences, address inequalities in the system, and advance the realization of the public interest. Furthermore, the article highlights the potential of this approach in navigating the complexities of emerging issues such as climate change, technological innovation, and social justice.

The article critically examines the approval of Albania’s Sex Offender Registry Law 62/2023, using it as a case study to show the disconnection between scientific research and the formulation of public policy. By tracing the historical origins of sex offender registries and comparing various international models, the study highlights the lack of coherence between the approved law and established research findings. The analysis reveals the overestimation and misrepresentation of statistical data, shortcomings in the legislative process, and the absence of a transparent, evidence-based approach. The failure to implement the law and establish the registry within the provided timeframe and the inherent limitations of the approved model further emphasize the challenges in creating effective legislation. The findings not only critique the flaws in Law 62/2023 but also reflect.

broader concerns about the utilization of scientific research in shaping legal frameworks, underscoring the need for a more informed and evidence-driven approach to policymaking.

In conclusion, the article advocates for a shift towards embracing transdisciplinary communication as a fundamental pillar of contemporary law-making, which would help foster more resilient, equitable, and adaptive governance systems.

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