Abstract:

We live in a time where teachers and lecturers need to cope with new coming challenges. Deeply focused experts are confronted with the fact that knowledge and information from different domains are intertwined in real projects more than ever. For example - artificial intelligence augmented and virtual reality are all used in medicine, expertise in management and marketing needs to be mixed with knowledge of construction, etc. Generally, the main task of education, especially higher education, is to teach students to understand, analyze and solve complex tasks and problems.

The paper focuses on a specific example of this phenomenon which is teaching information and communication technology (ICT) with a big overlap to service design. The main motivation is to improve the study curricula to help the students implement ICT in real projects properly. For that, they need to understand the complexity of the problem and be able to analyze the source of the problem from different contexts. The researchers at the Faculty of informatics at Masaryk University in Brno, CZ have developed a comprehensive theoretical framework that should be used for leading the process to solve this problem.

The paper will present the results of a survey among the students on how they understand the analytics tools of decomposing a multicontextual service. Next, the paper will introduce the main insights of the way on how to improve the study materials and teaching focus to achieve a better understanding of the practical impacts of the framework.

The main value of the paper will be the overview of the principles the tutors should follow to acquire a better understanding of multicontextual environments and their peculiarities.

Keywords:

Multicontextual environment, multidisciplinarity, service science.