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Abstract: Through the critical lens of theological ecofeminism, this article offers a nu-anced analysis of the concept of the (emotional) cyborg, interrogating how the integration of technology into human (emotional) life reshapes individual iden-tity, affective experience, and social relationality. Central to this inquiry are the dynamics of human interaction with affective computing and artificial emotional intelligence, broadly defined as technological systems capable of mimicking, in-terpreting, simulating, and responding to human emotions. as developments in artificial intelligence and biotechnology continue to ad-vance, the boundary between human and machine becomes increasingly porous. Within this context, the figure of the emotional cyborg emerges as a compelling framework for examining the transformation of human emotion and connection in technologically mediated environments.This investigation is situated within broader socio-cultural concerns, particu-larly the contemporary quest for authenticity in a hyperconnected world, where digital interactions frequently eclipse embodied, face-to-face communication. Drawing on posthumanist and critical ecofeminist theory, this article explores the implications of the entanglement between human and artificial emotional intelli-gence. among the key concerns are the potential for emotional alienation, the ero-sion of empathy and emotional literacy, and the commodification of affective life.in addition, the analysis engages with the implications of these shifts for press-ing contemporary issues, including mental health, social isolation, and the recon-figuration of community and belonging. at its core, the presentation interrogates how emotional cyborgs intersect with gendered experiences within technologically saturated realities, and challenges and reimagines traditional theological concep-tions of embodiment and relationality.The emotional cyborg, conceived as the hybridization of human emotional capacities with artificial intelligence, functions simultaneously as a reflection of and intervention in prevailing social constructions of gender, affectivity, and in-tersubjective connection.
Keywords: emotional cyborgs, theological ecofeminism, emotions, relationality, hyperconnected reality, gender stereotypes
Published in DiRROS: 19.12.2025; Views: 320; Downloads: 109
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Abstract: Social transformations can lead to complex changes with significant impacts on the effectiveness of work teams. Human resources departments are responsible for monitoring, understanding, supporting, and reassessing employees during organizational restructuring brought about by new cultural, social, and technological contexts. Based on semi-structured interviews with R&D employees, this qualitative case study examines emotional experiences during simultaneous social (M&A) and technological (AI integration) transformations. Key findings revealed initial fear, uncertainty, and later optimism, alongside challenges in emotional recognition. The article highlights the critical role of external HR consultants in fostering emotional resilience and adaptation within contexts of organizational change.
Keywords: AI, artificial intelligence, emotional awareness, group dynamics, M&A, organizational restructuring, social transformation, SME, technological impact
Published in DiRROS: 13.06.2025; Views: 553; Downloads: 330
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Keywords: psychology, mental well-being, prevention, covid-19 anxiety, emotional self-efficacy, mindfulness, covid-19, adults, Slovenia
Published in DiRROS: 27.01.2025; Views: 728; Downloads: 426
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Abstract: The chapter is based on summarised findings of both the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges policy experiment (presented in volume 1) and analyses of current European Union and national policy frameworks (presented in this volume), and elaborates on the conditions needed to ensure the scalability, transferability and thus sustainability of the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project outcomes and the systematic policy and political support needed on the European Union and national levels. It sets out 39 guidelines organised in 5 areas: 1) Including social and emotional and diversity awareness content in teachers’ professional development; 2) Supporting the development and implementation of teachers’ social and emotional competencies and diversity awareness programmes; 3) Considering the role of working conditions in teachers’ well-being; 4) Enhancing teachers’ professional status in society; and 5) Improving policy frameworks for supporting teachers’ social and emotional competencies and diversity awareness on all levels of the European Union’s multi-level governance. While considering the differences in current national policy arrangements and challenges to teachers’ well-being and the development of their social and emotional competencies and diversity awareness in the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project field-trial countries (Austria, Croatia, Portugal, Slovenia, Sweden), the chapter also introduces specific guidelines concerning ways to foster teachers’ SEDA development in their respective national contexts.
Keywords: education, European Union, field trial countries, HAND:ET, social and emotional competencies, diversity awareness, initial and continuous professional development, professional development, working conditions, teachers' professional status in society
Published in DiRROS: 27.01.2025; Views: 842; Downloads: 468
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Abstract: The chapter presents the systemic support currently available for developing teachers’ social and emotional competencies and diversity awareness in Slovenia. It demonstrates that in educational legislation they are implicitly related to a safe and supportive learning environment. They are not systematically supported in initial professional development in various pedagogical programmes. Although several continuous professional development programmes in the field can be found in Slovenia, these are mainly shorter-term programmes that teachers attend voluntarily. Several developmental programmes conducted in the last few years in Slovenia were related to a safe and supportive learning environment and developing teachers’ diversity awareness. However, research shows that teachers’ social and emotional competencies and diversity awareness, based on the Teaching and Learning International Survey and rare national research findings, particularly in recent years, in addition to teacher shortages and stress, remain important challenges of the education system in Slovenia. The ongoing educational policy reforms aim to address them by recognising the importance of teachers’ social and emotional competencies and diversity awareness for the quality of teaching and learning and highlighting the need for systemic support for the development of teachers’ relational competencies and the intended renewal of initial and continuous teachers’ professional development in this respect.
Keywords: education, teachers, social and emotional competencies, diversity awareness, safe and supportive school environment, professional development, Slovenia
Published in DiRROS: 27.01.2025; Views: 1033; Downloads: 434
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