Politics, policy, and pedagogy: Preparing I-O psychology students amid ongoing policy shifts

Haley R. Cobb and Vanessa Burke

Industrial and Organizational Psychology, 2025, vol. 18, issue 3, 371-377

Abstract: The policy shifts the United States is facing as of late are creating a changing landscape for workers and organizations. These policy shifts are also impacting how industrial-organizational (I-O) psychology professors engage with pedagogy and politics in the classroom and training. Our policy brief emphasizes using policy shifts to support skill building around critical thinking and evidence-based decision making, thereby promoting classroom and training environments that empower the next generation. In this article, we discuss these implications and recommendations for I-O professors (including instructors, faculty, and others responsible for teaching and training the next generation of workers and I-O professionals). We call on I-O professors to intentionally engage with policy shifts in the classroom, emphasize evidence-based practice and provide opportunities to develop these skills, and support I-O advocacy. We recognize that these efforts are not without challenge, and we provide recommendations to reduce the burden on I-O professors and students when critically engaging with this content. Finally, we highlight several sources, including Society for Industrial and Organizational Psychology (SIOP), that provide information on navigating and understanding the ongoing policy shifts.

Date: 2025
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