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Background: The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has long recognized and championed increasing diversity within the surgical workplace. SAGES initiated the Fundamentals of Leadership Development (FLD) Curriculum to address these needs and to provide surgeon leaders with the necessary tools and skills to promote diversity, equity, and inclusion (DEI) in surgical practice. In 2019, the American College of Surgeons issued a request for anti-racism initiatives which lead to the partnering of the two societies. The primary goal of FLD was to create the first surgeon-focused leadership curriculum dedicated to DEI. The rationale/development of this curriculum and its evaluation/feedback methods are detailed in this White Paper. Methods: The FLD curriculum was developed by a multidisciplinary task force that included surgeons, education experts, and diversity consultants. The curriculum development followed the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model and utilized a problem-based learning approach. Competencies were identified, and specific learning objectives and assessments were developed. The implementation of the curriculum was designed to be completed in short intervals (virtual and in-person). Post-course surveys used the Kirkpatrick's model to evaluate the curriculum and provide valuable feedback. Results: The curriculum consisted of interactive online modules, an online discussion forum, and small group interactive sessions focused in three key areas: (1) increasing pipeline of underrepresented individuals in surgical leadership, (2) healthcare equity, and (3) conflict negotiation. By focusing on positive action items and utilizing a problem-solving approach, the curriculum aimed to provide a framework for surgical leaders to make meaningful changes in their institutions and organizations. Conclusion: The FLD curriculum is a novel leadership curriculum that provided surgeon leaders with the knowledge and tools to improve diversity in three areas: pipeline improvement, healthcare equity, and conflict negotiation. Future directions include using pilot course feedback to enhance curricular effectiveness and delivery. [ABSTRACT FROM AUTHOR]

Sonography is a highly specialized diagnostic imaging profession facing significant workforce challenges due to increased service delivery demands and a shortage of clinical training opportunities. Developing sustainable solutions is crucial for workforce growth. Using examples from the Australian workforce and education context, this paper explores the current sonography training pathways available and the benefits and challenges of each, highlighting the importance of work-integrated learning (WIL) in facilitating the development of professional identity, clinical competence and the quality of sonographer education. Conclusions are drawn that WIL is integral to the future of the sonography profession to improve patient outcomes and address workforce shortages. However, effective implementation requires careful planning and consideration of many factors, including regulatory requirements, industry partnerships, student and supervisor/tutor support, and issues related to equitable access and participation in WIL. Key recommendations are provided to encourage ethical student learning, university-industry collaboration, effective resource allocation, and WIL-specific research. [ABSTRACT FROM AUTHOR]

Entrustable professional activities (EPAs) have seen widespread adoption in medical education and other health professions education. EPAs aim to provide a bridge between competency-based education and clinical practice by translating competencies into fundamental profession-specific tasks associated with clinical practice. Despite the extensive use of EPAs in health professions education, EPAs have yet to be introduced into chiropractic education. The purpose of this paper is to describe the development and introduction of EPAs as part of 2 community-based chiropractic student preceptorship education programs in the United States. EPAs were developed and introduced at 2 community-based chiropractic preceptorship sites in 5 distinct steps: (1) differentiating EPAs from competencies, learning objectives, and knowledge, skills, and attitudes; (2) identifying EPAs; (3) mapping EPAs to competencies and necessary experience, knowledge, and skills; (4) designing EPA assessment strategies; and (5) implementing the use of EPAs. A total of 13 individual EPAs were developed and mapped to Council on Chiropractic Education meta-competency outcomes and underlying experience, knowledge, and skills. Three assessment tools were created to evaluate student entrustability for EPAs and enhance student self-assessment. The EPAs and assessment tools were integrated into chiropractic student preceptorships at each site. This paper describes the development and introduction of EPAs at 2 community-based chiropractic preceptorship sites. Future research is needed to develop and standardize EPA use and assessment, and to evaluate outcomes associated with EPA use. [ABSTRACT FROM AUTHOR]

Higher Education (HE) can play a fundamental role in the achievement of sustainable development, and particularly the Sustainable Development Goals (SDGs) as captured in the Incheon declaration. However, what approach HE should take in this mission is a contested space. In this paper, we interrogate the idea of indigeneity. The pursuit to ascertain how an indigenised approach to internationalisation can support or enhance the contribution of HE curricula towards sustainable development is driven by the understanding that for sustainable development to be achieved at all, the process of knowledge creation must strive to make integral those epistemologies that exist beyond the "West"; an understanding that aligns, in particular, with Target 7 of the United Nations (UN) SDG 4 and seeks to empower victims of epistemic violence. In doing so, we employed a bibliographic research which captured a dual approach consisting of a bibliometric analysis of literature and a review of case studies. The findings from both methods suggest that internationalisation appears in different disciplinary contexts, but these are not always aligned with indigenisation. We maintain that the construct of (inter)culturality can address aspects within the framework of indigeneity to boost the internationalisation of HE curricula and outcomes for sustainable development. Central to this are four factors, namely: the need for effective human engagement with (inter)cultural competence, medium/place of curricula interaction, the initiative form and the reach of the development. [ABSTRACT FROM AUTHOR]

Purpose: The Sustainable Development Goals (SDGs) were established by the UN in 2015 as an international call to action to end poverty, protect the environment, and ensure that everyone will live in peace and prosperity by the year 2030. (UNDP, 2015). Out of the 17 Goals, Goal 4 talks about "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The SDGs are essential to architectural education since buildings account for 40% of extracted materials used in construction and 39% of global energy-related carbon emissions. (Hendawy, 2023) To accomplish these objectives, the architecture curriculum must be up-to-date and efficient. It specifically takes into account the field of architecture. The purpose of this paper is to propose a framework for curriculum guidelines of B.Arch. design studios, focusing on the parameter designing for inclusivity (UIA2023CPH, 2020) of SDGs. Design/methodology/approach: Models, approaches and theories of curriculum development are studied. An evaluation matrix is made to evaluate different curriculum framework for government colleges on their incorporation of SDGs. A survey/questionnaire and interviews with academicians from architecture are conducted to analyze the incorporation of SDGs in design studios and find recommended solutions for its incorporation. Findings: Finally, this research paper proposes a set of Architecture curriculum guidelines based on the evaluation framework for B.Arch. and an exemplary curriculum design model for the Architecture design studio which is evaluated through the desk critique stage for analyzing its functionality and applicability. Originality/value: Despite the emphasis on SDGs in the present scenario, the "Council Of Architecture (Minimum Standards of Architecture Education in India) Regulations, 2020" does not include or mention SDGs as a key aspect (Architecture, 2020). [ABSTRACT FROM AUTHOR]

Purpose: Previous research has evidenced that communication design students wish to engage further with sustainable practices but struggle to understand how (Newton and Ellis, HER conference 2023). Whereas other design disciplines (fashion, product, furniture) can often focus on a "physical" output, communication design embraces multiple outcomes, distributed throughout a range of platforms, representing an area of industry and study which can prove difficult to define. This study aims to add further clarity as to how students consider sustainability aligned to their practice. Design/methodology/approach: Previous focus group research sought to uncover how communication design students implicitly consider "sustainability", uncovering that their knowledge is limited. Suggestions from participants emphasised that it was the role of the institution, not the student, to fully integrate sustainability into practice and to define methods they can deploy. This paper notes a subsequent workshop conducted with 33 Level 5 undergraduate students asking them to reflect on Sustainable Development Goals (SDGs) 12/13 in relation to meaningful practice and institutional responsibility. Findings: Workshops demonstrated the need to engage with sustainable thinking throughout every stage of development. It is clear that students demand more from academic staff at programme level, and from the institution at large, to provide further solutions to sustainability concerns which are relevant to their specific practice. Originality/value: Discussion surrounding pedagogical practice across communication design lacks interrogation, yet the discipline represents a significant aspect of both design and contemporary society. It is paramount that methods for reinforcing implicit engagement with sustainable best practice within students, their development and their future beyond university are therefore developed. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present a case study on how the strong relationships with multiple stakeholder groups can benefit educational programs through the curriculum redesign process by using the experience of Marshall University and Intuit. Design/methodology/approach: This paper highlights how Marshall's faculty used Intuit's Design Thinking process to engage with stakeholders to innovate a curriculum that is sustainable and socially responsible and transfers workforce skills and concepts. This case describes how to: involve stakeholders to discover their pain points and desired outcomes, develop prototype curriculums from stakeholders' feedback and test and iterate prototype curriculums on stakeholders until their expectations (e.g. quality, innovation and value) of the curriculum are exceeded. Findings: Faculty applied Design Thinking to engage with stakeholders to infuse contemporary knowledge and skills that positively impact their workforce development and societal goals into the curriculum. This process promoted critical thinking and a "stakeholder-centered" orientation with various groups including AACSB and employers. These curriculum changes ultimately provide greater experiences to students while providing relevant skills of interest to employers and society. Originality/value: Stakeholders are often consulted on educational programs; however, it is unusual for an industry stakeholder to provide their best innovative practices to assist colleges with the transformation of academic curriculums. Moreover, it is unusual for higher education institutions to fully embrace these industry processes and integrate these experiences within their collective culture. Finally, the detailing of this case allows for other colleges to apply these concepts to their curriculums. [ABSTRACT FROM AUTHOR]

Despite increased recognition of the importance and need for pedagogical training for public health and health promotion instructors in best-practices and inclusivity, formal training is often overlooked. This disregard for pedagogical training necessitates exploration of alternative and innovative approaches to enhance teaching and learning such as generative AI. This paper describes applied uses of generative AI, specifically ChatGPT, to enhance pedagogy in public health and health promotion education in the areas of curriculum design, instructional strategies, assessment and feedback, and diversity, equity, and inclusion. Generative AI as a supplemental tool shows immense promise for improving teaching and learning, however, inherent limitations and ethical considerations require caution and continued scrutiny. [ABSTRACT FROM AUTHOR]

Volunteer leaders and staff in NIRSA: Leaders in Collegiate Recreation (NIRSA) aimed to establish shared norms for belonging, guided by recommendations from the Association's climate study conducted by 122 Consulting Group. The climate study precipitated the formation of an implementation team for justice, diversity, equity, and inclusion (JDEI). This case study explored stakeholders' perspectives about shared norms (diversity, equity, inclusion, justice, and respect) for belonging, using multiple data points (historical context, JDEI trends, association reports, and focus groups) to ignite action. Analysis of these perspectives at in-person and virtual NIRSA educational sessions identified three themes: positive reception, action/accountability, and integration/ongoing engagement. The study provides valuable insights for association leaders to shape belonging initiatives by using shared expectations, thus effectively guiding actions based on the findings of a climate study. This study is essential for associations, and its findings can also empower members to drive similar initiatives on their respective campuses. [ABSTRACT FROM AUTHOR]

The mathematical construct of dimension is one of the fundamental ideas for developing a sound understanding of two-dimensional (2D) and three-dimensional (3D) shapes. Yet, research in mathematics education has rarely explored children's understanding of dimension in primary education. This paper explores how year 5/6 (9 to 11 years old) children construct and negotiate their meanings about dimension while engaging in classroom interactions about 2D and 3D shapes during geometry lessons in a New Zealand (NZ) English-medium multilingual primary classroom. Transcribed data of two key moments selected from six audiovisually recorded geometry lessons are presented. The findings suggest that children may use different discursive constructions—"another world", "different ways to go", and "flat vs fat"—to display their meanings about dimension. The findings also suggest that children and teacher participants may use prosodic features of their languages to interactionally construct the meanings of these discursive constructions. The paper discusses these findings in light of current research literature and offers a few implications for curriculum development and future research. [ABSTRACT FROM AUTHOR]

Purpose: Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes. Design/methodology/approach: The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom. Findings: Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed. Originality/value: This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations. [ABSTRACT FROM AUTHOR]

This paper focuses on how Asante's idea of Afrocentricity could assist in the understanding of the main challenges and opportunities associated with curricula in Africa's post-colonial universities. In terms of methodology, the paper constitutes a conceptual treatise that draws from previous empirical research that focused on Afrocentricity and a plural programme - the extended curriculum programme within a university context where neoliberalism remains dominant. In this regard, the paper combines an extensive review of empirical cases and the authors' experiences of the extended curriculum programmes in diverse South African universities. Literature was reviewed from a wide range of sources that included Afrocentricity and curriculum transformation through plurality at individual and institutional pedagogic levels. The paper explores the complex nature of pedagogic transformation mainly due to the persistence of Western ideals under a resurgent neoliberal philosophy that shapes practices in contemporary university spaces. The paper thus highlights how Afrocentricity transcends simplistic notions of intellectual discussions as it highlights serious and practical realities that shape the identities, ideals, aspirations, and values of students from disadvantaged backgrounds. In the process, ways in which pedagogic educational aspirations of the students could be redefined through an Afrocentric approach together with constraints are discussed. The individualist-oriented complications posed by neoliberal ideals that tend to contradict and, in some instances, hinder the Afrocentric core principle of inclusivity have left African universities at a crossroads with little to show in terms of progress in the transformation agenda. The paper concludes that Afrocentricity and its basis in cultural reconfiguration aims to ensure that people recognise their agency and affirm their identity and ability to draw from their existing agency to holistically transform the various aspects of their lives by overcoming the socio-economic and intellectual constraints. [ABSTRACT FROM AUTHOR]

This paper examined the impact of an environmental justice class positioned against the backdrop of the Flint, Michigan, water crisis. Students questioned the link between the water crisis and environmental and racial injustice, as Flint citizens are largely African American and reside below the poverty line. The inquiry guiding this research centered on how students might use their voices to garner agency due to their participation in this class. The students' narratives became counter-stories; at the end of the course, their counter-stories highlighted a positive relationship between students' agency and their desire to become involved in the democratic process. The findings illustrate how participatory projects, ones that students direct themselves, can result in students' feelings of anxiety and complicate the role of the teacher in shaping the curriculum. The discussion examines curriculum design and place-based education adjacent to the complex undertaking of civic engagement with students. [ABSTRACT FROM AUTHOR]

This paper focuses on the nature of the legacy that Lawrence Stenhouse bequeathed in the field of curriculum development and research, particularly in relation to his idea of 'the teacher as researcher'. In the process, it explores the contemporary relevance of this legacy to those who are currently attempting to rethink and re‐enact the relationship between teachers and the school curriculum in a policy context. It also explores the impact of Stenhouse's work on the development of a collaborative action research movement within the United Kingdom and beyond. The author distinguishes a particular strand of collaborative action research which he depicts as the neo‐Stenhouse tradition of applied research in education and distinguishes from the Stenhouse legacy as such. This distinction is based on a recognition that Stenhouse's legacy and idea of 'the teacher as researcher' was a work in progress, which he himself acknowledged. Drawing on ambiguities in Stenhouse's thinking about the relationships between educational theory and practice and between teachers and researchers, the author argues that there are strong conceptual links between Stenhouse's idea of 'the teacher as researcher' and his account of case study as a method of applied research in education. The paper concludes with an argument for the contemporary relevance of Stenhouse's work, and the tradition of applied research in education he wanted to establish, in policy contexts where curriculum development and research is dominated by a performative model of rationality. [ABSTRACT FROM AUTHOR]

Aim: To explore the feasibility of development and implementation of an educational intervention addressing sexual and gender minority healthcare issues; examine recruitment processes and instrument appropriateness. Design: Non‐randomized feasibility study. Methods: The educational intervention was developed and implemented in family nurse practitioner courses with data collection from August through December 2022. Clinical preparedness, attitudinal awareness and basic knowledge were measured using the lesbian, gay, bisexual and transgender Development of Clinical Skills Scale. Results: Development and implementation of the intervention was feasible but will require amendment before progressing to the pilot study. Clinical preparedness and basic knowledge increased post‐intervention, but attitudinal awareness did not improve. Recruitment did not achieve the desired sample size. Instrument internal consistency reliability was confirmed. Conclusion: Feasibility was established but will require amendment prior to the pilot study. Implications for the Profession and/or Patient Care: To prepare nurses and nurse practitioners to care for sexual and gender minority patients. Impact: This study addressed the feasibility of developing and implementing a sexual and gender minority healthcare education using an e‐Learning platform. Findings confirm that the intervention was feasible but will require amendment. The intervention increased knowledge and clinical preparedness in caring for this population, but recruitment was challenging. This research will impact nurses, nurse practitioners and nurse educators. Reporting Method: The authors adhered to the relevant EQUATOR guidelines. The Consolidated Standards of Reporting Trials guideline extension for reporting randomized and feasibility guidelines were used. Public Contribution: Sexual and gender minority community members contributed to the intervention development. What Does this Paper Contribute to the Wider Global Clinical Community?: The feasibility of using interactive e‐learning educational resources to provide sexual and gender minority healthcare curriculum.Evidence to support the use of the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale to measure learning outcomes. Trial Registration: This study was not prospectively registered because it was an educational intervention involving graduate student nurses and did not assess clinical outcomes of patients. [ABSTRACT FROM AUTHOR]

Educational programs are continually challenged with maintaining a curriculum that meets the current and future needs of the industry they serve, and accreditation requirements. Research methodologies of interviews, focus groups, and surveys to accomplish these requirements have a long-standing documented history in the literature. Interviews and focus groups can provide collection of rich information, but have limited sample size, and greater potential for participant and researcher bias. Survey research can be more objective and reach larger population, but results are limited to the type and quality of questions posed by the researchers, and honesty of the participant responses. Technological advances in data collection and analysis have been improving research methodologies for decades. This paper describes a research approach for conducting a program needs assessment. Using structured focus groups and qualitative artificial intelligence software, MAXQDA, the methodology identified 15 themes for activities commonly performed by entry-level construction management graduates. Within the themes, 17 common types of knowledge, and 15 types of skills were identified. Key knowledge included Terms & Symbols, Project Documents, Materials & Methods, Software Platforms, Scopes of Work, and Contract Structures. The top skills identified were Oral & Written Communication, Using/Learning Software/Technology, Collaboration/Teamwork, Analyzing/Interpreting Documents, and Personal Organization/Time Management. [ABSTRACT FROM AUTHOR]

This paper describes our equity-driven development of a chatbot curriculum for a journalism professional development center’s massive open online courses (MOOCs). A curriculum refers to entire student experiences that occur during the whole learning process in this context. We used a sequential and iterative development process with four phases to research and develop the chatbot curriculum: experimentation, evaluation, research and development reiteration, and implementation and evaluation in an ongoing course. In Phase 1, we tested whether a chatbot interface designed to answer frequently asked questions (FAQs) could provide more equitable student support than traditional FAQ pages, considering the widespread student frustration about FAQ pages. A total of 120 diverse students participated in this phase. In Phase 2, we conducted a case study to contrast the experiences of 27 non-native English users who used the FAQ chatbot, identifying what distinguished their experiences from those of 15 native English user counterparts. Based on this phase’s findings, the chatbot was further trained using an enhanced training set to better support non-native English users. In Phase 3, using a topic analysis result of 3,645 forum discussion posts from the center’s previous 21 courses, we ensured the chatbot’s expertise to cover nine additional topic themes. Phase 4 is where we examine students’ experiences with the chatbot’s latest version as a built-in course tool in MOOCs. This study suggests that systematic research and development of a chatbot curriculum is indispensable to fostering equitable learning environments in MOOCs. [ABSTRACT FROM AUTHOR]

Objective: To evaluate how surgeons in Australia and Aotearoa New Zealand perceive the effectiveness of the Operating with Respect (OWR) face-to-face training program in reducing workplace bullying. Methods: A cross-sectional survey examined the perceived effectiveness of the Royal College of Surgeons' (RACS) face-to-face OWR training and complementary interventions in reducing workplace bullying in surgical settings. The sample included supervisory surgeons, RACS committee members, and targeted educators. The survey instrument had 35 questions, including five related to the research question. In December 2020, the survey was distributed by RACS to all surgeons who undertook OWR training between April 2017 and December 2019. Likert scales and coded free text responses were used to explore the effectiveness of face-to-face OWR training and other interventions included in the 2015 RACS Action Plan. Results: Of the 756 surveys sent, 252 were received. The face-to-face OWR training program was rated as moderately effective. RACS's overarching approach to anti-bullying was almost equally important, highlighting the need to consider a broader ecosystem of reform. Conclusions: This study finds the RACS full-day anti-bullying training moderately effective in reducing bullying in surgical workplaces. However, enhancing its impact requires a sustained, multi-faceted strategy, including broader policy reforms, accountability measures, and cultural changes, to foster a long-term respectful environment in surgical settings. What is known about this topic? Anti-bullying interventions, including training, are prevalent in healthcare; however, there is conflicting data on their effectiveness. What does this paper add? This study addresses a gap in the literature on the effectiveness of anti-bullying training from the perspective of supervisory surgeons in Australia and Aotearoa New Zealand. What are the implications for practitioners? Practitioners should consider implementing a multifaceted and sustained approach to anti-bullying reform, including anti-bullying training, well-drafted policies, increased accountability, and improved complaints mechanisms to reduce bullying and improve workplace culture. [ABSTRACT FROM AUTHOR]

This paper explores the meaning and use of inclusive curriculum design by operationally defining inclusive curriculum and delineating the characteristics of this curriculum design. A systematic review was conducted that incorporates both peer-reviewed and non-peer-reviewed sources so that scholar and practitioner perspectives of inclusive curricula are considered. From this review, the development of inclusive curricula over the past 50 years is uncovered, inclusive curriculum is defined, and related theories and curricular designs are discussed. The systematic review resulted in the emergence of three core principles and six defining characteristics of inclusive curricula. Across K-12 and higher education settings, an inclusive curriculum (a) addresses discrimination, (b) meets the needs of all students, and (b) encompasses content, pedagogy, and assessment methods. Additionally, an inclusive curriculum is welcoming, accessible, challenging, flexible, intentional, and authentic. These principles and characteristics provide a framework for inclusive curriculum that educators can use to design and implement inclusive curricula across a variety of educational settings, as well as evaluate existing curricula to make them more inclusive. [ABSTRACT FROM AUTHOR]

The purpose of this perspective is to discuss the imperative for curricular change that focuses on the utilization of structural competency to promote excellence in physical therapist professional education, transform society, and achieve health equity. Pedagogy centered around biomedical and social determinants of health (SDOH) models are limited in that they lack self-reflexivity, encode social identities like race and gender as risk factors for poor health, fail to examine structural causes of health inequity, conflate SDOH and the structural forces that shape their unequal distribution, and overlook instances of injustice. Promoting health equity will require structural competency, an approach that considers drivers of health beyond the individual and their conditions of daily living (ie, SDOH). Utilizing this approach in physical therapist professional education will help learners understand the evolving needs of society in a deeper, more holistic way: one that considers structural determinants of health as the primary drivers of health equity and inequity. Impact This paper provides a perspective on how physical therapist professional education can promote health equity for all by embracing an equity-focused, structurally competent pedagogy/approach. [ABSTRACT FROM AUTHOR]

Purpose: A novel, Project- and Collaborative Learning-based educational method is proposed, implemented and evaluated in this paper. The aim is to exploit hands-on laboratory modules in Vocational Education in order to experientially introduce students to green, ecofriendly practices and the principles of sustainability and circular economy. Besides their apparent individual and social benefits, such knowledge and skills are also expected to raise qualifications and employability of Vocational Education graduates. Methods: The proposed method is tested through a quasi-experimental methodology, via an educational intervention with a class of Vocational Lyceum students, in the field of Electrical and Electronics Engineering. The learning content focuses on the reclaiming and reuse of operational components from damaged electrical/electronic equipment at end-of-life stage. Through repeated Analysis and Synthesis phases, students learn to extract, measure, classify and reuse operational components either to repair similar equipment or to design and construct novel devices. Results: Evaluation is carried out via closed and open type activities as well as by observation sheets of the teacher. Learning outcomes are evaluated through knowledge post-tests of the closed type while social/emotional outcomes are evaluated through questionnaires. Evaluation results indicate that the proposed method does produce cognitive and social/emotional skills gains for the students. The development of metacognitive skills and the stimulation of imagination and innovative thinking in the students is also observed by the teacher, but not formally evaluated due to practical constraints. Conclusions: The proposed method is implemented and pilot-tested with positive results both as to the cognitive and as to the social/emotional domain – yet, these results are of an indicative value, due to the limited scale of the educational intervention. Future research is necessary in order to evaluate the proposed method in extent and possibly compare results across education grades or engineering fields, as the method is generic enough to be easily adaptable for different ages/grades and engineering/technical fields of study. [ABSTRACT FROM AUTHOR]

Temporal knowledge graph representation approaches encounter significant challenges in handling the complex dynamic relations among entities, relations, and time. These challenges include the high difficulty of training and poor generalization performance, particularly with large datasets. To address these issues, this paper introduces curriculum learning strategies from machine learning, aiming to improve learning efficiency through effective curriculum planning. The proposed framework constructs a high-dimensional filtering model based on graph-based high-order receptive fields and employs a scoring model that uses a curriculum temperature strategy to evaluate the difficulty of temporal knowledge graph data quadruples at each stage. By progressively expanding the receptive field and dynamically adjusting the difficulty of learning samples, the model can better understand and capture multi-level information within the graph structure, thereby improving its generalization capabilities. Additionally, a temperature factor is introduced during model training to optimize parameter gradients, alongside a gradually increasing training strategy to reduce training difficulty. Experiments on the benchmark datasets ICEWS14 and ICEWS05-15 demonstrate that this framework not only significantly enhances model performance on these datasets but also substantially reduces training convergence time. [ABSTRACT FROM AUTHOR]

Following the increasing impacts on the value of Western play-based pedagogy, early childhood (EC) teachers in China face developmental challenges related to understanding and implementing play-based mathematical education. The purpose of this paper is to explore Chinese EC teachers' perspectives on play-based mathematics teaching. In this qualitative study, semi-structured interviews and lesson plans are collected from six EC teachers in a Chinese kindergarten. Hedegaard's model is applied to frame analysis for capturing EC teachers' views and practices from a holistic perspective. The findings show that all six EC teachers valued play as a pedagogical tool for teaching mathematics, while their pedagogical decisions in applying play to children's mathematics are determined by the various demands from society, parents and children. The multiple demands from different perspectives result in challenges for teachers in designing collective play. This study revealed that only when play activity caters to the possibility of satisfying those demands can teachers pedagogically implement play for children's mathematical learning. The insights emerging from this study might address the pragmatic challenges that teachers face by enhancing teachers' professional development to support the advance of culturally sensitive play-based mathematics teaching in China. [ABSTRACT FROM AUTHOR]

This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's 'three educational scenarios' (Young & Muller, European Journal of Education, 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential 'knowledge work', provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's (Journal of Curriculum Studies, 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum. [ABSTRACT FROM AUTHOR]

Coaching has become increasingly popular as a mechanism to support learning across the health professions education (HPE) continuum. While there is a growing body of literature in this area, there is minimal guidance related to the design and implementation of academic coaching in health professional courses. This paper seeks to contribute to this literature by presenting guidance for academic developers who are considering introducing academic coaching into a health professional course. The 12 tips are based on the authors' collective experiences of designing and implementing academic coaching in university medical courses in Australia and the UK. Although focused on medical education, this paper is intended to have applicability across the health professions, and potentially across university and postgraduate training contexts. Together, the tips offer a strategic and operational framework to guide the design and implementation of academic coaching initiatives in health professions education. [ABSTRACT FROM AUTHOR]

Researchers often develop teaching-learning solutions to improve the quality of instruction. Some of these solutions are developed in the paradigm of design-based research (DBR). The output of DBR projects goes beyond design products for practice and includes contributions to local theories about teaching-learning in specific subject areas and contexts as well as knowledge about how to design and implement these processes. Design knowledge and contributions to local theories are intended to construct a cumulative, content-specific body of knowledge about teaching and learning that is transferable to related subject areas or contexts. To make this process work, dimensions of DBR need to be systematically reported. However, DBR projects are sometimes criticized for focusing more on practical output than on reports about research output and the form of cooperation with practitioners. To empirically investigate these presumed voids, we examined DBR projects conducted by the German-speaking physics education research community during the past 20 years. [ABSTRACT FROM AUTHOR]

Background: Despite disproportionate rates of mental ill-health compared with non-Indigenous populations, few programs have been tailored to the unique health, social, and cultural needs and preferences of young Aboriginal and Torres Strait Islander males. This paper describes the process of culturally adapting the US-based Young Black Men, Masculinities, and Mental Health (YBMen) Project to suit the needs, preferences, culture, and circumstances of Aboriginal and Torres Strait Islander males aged 16–25 years in the Northern Territory, Australia. YBMen is an evidence-based social media-based education and support program designed to promote mental health, expand understandings of gender and cultural identities, and enhance social support in college-aged Black men. Methods: Our adaptation followed an Extended Stages of Cultural Adaptation model. First, we established a rationale for adaptation that included assessing the appropriateness of YBMen's core components for the target population. We then investigated important and appropriate models to underpin the adapted program and conducted a non-linear, iterative process of gathering information from key sources, including young Aboriginal and Torres Strait Islander males, to inform program curriculum and delivery. Results: To maintain program fidelity, we retained the core curriculum components of mental health, healthy masculinities, and social connection and kept the small cohort, private social media group delivery but developed two models: 'online only' (the original online delivery format) and 'hybrid in-person/online' (combining online delivery with weekly in-person group sessions). Adaptations made included using an overarching Aboriginal and Torres Strait Islander social and emotional wellbeing framework and socio-cultural strengths-based approach; inclusion of modules on health and wellbeing, positive Indigenous masculinities, and respectful relationships; use of Indigenous designs and colours; and prominent placement of images of Aboriginal and Torres Strait Islander male sportspeople, musicians, activists, and local role models. Conclusions: This process resulted in a culturally responsive mental health, masculinities, and social support health promotion program for young Aboriginal and Torres Strait Islander males. Next steps will involve pilot testing to investigate the adapted program's acceptability and feasibility and inform further refinement. Keywords: Aboriginal, Torres Strait Islander, Indigenous, Australia, male, cultural adaptation, social media, mental health, masculinities, social support. [ABSTRACT FROM AUTHOR]

institutions introduces entrepreneurship education (EE) with the aim to create sustainable job opportunities. However, higher education (HE) struggles to integrate EE within the university programmes and make it as practical as possible. Furthermore, fostering entrepreneurial mindset and intentions among students is not an easy task. The primary objective of this conceptual paper is to examine the level of entrepreneurship education and entrepreneurial intentions among the students within the South African higher education. We used qualitative case study methodology, to purposive select 30 articles using a google scholar search engine. The paper was driven by three research questions, namely, what is the level of entrepreneurship education among students in South African higher education? What are the entrepreneurial intentions of these students? Does the design of the EE curriculum foster students' entrepreneurial mindset and intentions? The findings identified a need to curriculum transformation that integrate EE across various disciples; not just a stand-alone module that fails to foster a broad-based entrepreneurial mindset. Furthermore, the findings shows that policy support and infrastructural development should be geared towards the growth and sustainability of EE programs and launching of innovation hubs and other support structures within universities to provide practical EE experiences. [ABSTRACT FROM AUTHOR]

Since the 1990s, the principles of Universal Design have offered design educators overarching guidelines to ensure the greatest extent of users are included in the design process. Universal Design education has grown widely, in turn inspiring the development of Universal Design for Learning. Universal Design education for design programmes at university level is evolving with an emphasis on addressing global challenges in inclusion. As a result of this change, the conditions in which we embed Universal Design in programmes and curricula need to be understood in greater detail. In this short paper, we initiate research on embedding Universal Design in design education at university level in a global context. We have developed a draft framework by gaining the cross-continental perspectives and reflections of senior design educators working in South America and Europe. The framework shows that the conditions for embedding Universal Design in design education rely on the application of real-world research overlapping with the creation of suitable learning environments for Universal Design. The findings of this draft framework will be leveraged to develop a deeper understanding of Universal Design across continents. The next stage of this research will be to expand the study with design educators in Asia, North America, Australia/Oceania and Africa. [ABSTRACT FROM AUTHOR]

This paper illustrates the use of curriculum mapping as a process that can support productive boundary encounters between lecturers in an initial teacher education (ITE) programme as part of curriculum review. Using mathematics as the context, lecturers in a 1-year primary graduate ITE programme developed a curriculum map to identify the mathematical thinking opportunities available to their pre-service teachers in their courses and across the programme. The coordinated approach to curriculum analysis/mapping expanded lecturers' definition of mathematical skills and reasoning and their awareness of opportunities their students had to engage with mathematical ideas. The mapping process included collaborative discussions, document analysis and iterative development of a curriculum map. In an overcrowded curriculum, which responds to government policies and university initiatives such as embedding critical literacy, mathematical foundations and cross-disciplinary study, the mapping process has potential to meet multiple demands and agendas. In our study, the mapping process and the map offered purposeful and productive grounds for learning and development. They were central to facilitating dialogic boundary encounters between programme lecturers resulting in the re-conceptualisation of course and programme curriculum boundaries. We expect study findings will be of interest to programme leaders, lecturers and researchers facing the challenge of identifying and supporting the development of competencies and multi-literacies that span courses and programmes. [ABSTRACT FROM AUTHOR]

The South African Basic Education System does little to provide skills, needed to survive outside the schooling system, for those who do not wish to pursue post-secondary school education. The education system produces secondary school graduates who are poised, as content carriers and an un-employable labour force. A research question grappled with in this paper is whether this secondary school curriculum design inherited from the colonial formal education system is beneficial for South African learners? The paper argues that the continuation of the provision of this curriculum is tantamount to contributing very little to the national educational strategic goals of creating a skilled workforce needed to run the South African economy. Additionally, this also contributes to the exacerbation of the unemployment in South Africa. From a decolonial point of view, the paper provides a comprehensive overview of the basic education curriculum from the colonial period until the contemporary period and shows how it has contributed to huge numbers of jobseekers visa-versa employees and subservient of the curriculum design and schooling system. Methodologically, this paper is informed by a qualitative research approach in the form of document review. The research revealed four major important elements in decolonization of the school curriculum namely; history lesson, social justice and self-determination, formulation and execution of the protection of indigenous knowledge systems and promoting the significance of indigenous languages and use. [ABSTRACT FROM AUTHOR]

This paper describes the implementation of curricula for Liberia's first-ever psychiatry training programme in 2019 and the actions of the only two Liberian psychiatrists in the country at the time in developing and executing a first-year postgraduate psychiatry training programme (i.e. residency) with support from international collaborators. It explores cultural differences in training models among collaborators and strategies to synergise them best. It highlights the assessment of trainees' (residents') basic knowledge on entry into the programme and how it guided immediate and short-term priority teaching objectives, including integrated training in neuroscience and neurology. The paper describes the strengths and challenges of this approach as well as opportunities for continued growth. [ABSTRACT FROM AUTHOR]

The evaluation process of English coursebooks in Saudi schools began long back when the English curriculum was updated in the 1980s. This paper reviews the works that have surveyed the Saudi English syllabi from the 1990s to the present. It aims to explore the timeline of the most prominent evaluation endeavors. The findings reveal that the common components of evaluations include content, form, learning tasks, and instruction methods. The majority of these attempts were executed using standardized checklists but implemented on a relatively small number of respondents. However, one study was conducted as part of a project launched by the Ministry of Education (MOE) for the development of the English curriculum. The distinctive satisfaction themes of merits among all evaluations were the visuals, syllabi appearance, and overall content. While teaching methods and the difficulty of tasks were highlighted as demerits. From a cultural perspective, syllabi tend to be contextualized in a Western way, based on the local Saudi culture. This paper recommends conducting a more comprehensive evaluation process online to cover more participants, developing a well-tailored checklist that suits the content and culture of Saudi Arabia, and considering the new technological changes in coursebooks. [ABSTRACT FROM AUTHOR]

In 2020, the IEEE/ACM Computing Curricula 2020 report, the ACM/AIS/ISCAP Undergraduate Model Curriculum, and the AASCB Standards for Business Accreditation were all released. Each expands on its predecessor to add aspects of disposition to the knowledge, skills, and capabilities in its curriculum. This curriculum is then used to shape, hone, and prepare graduates. Both the CC2020 and IS2020 reports specifically recommend a competency-based curriculum in which dispositions are both a relatively new addition as well as an addition that may be fraught as the consideration and/or adoption process proceeds. The competency model challenges Information Systems curriculum design in two key aspects that are the subject of this paper. First, the “disposition” dimension poses key challenges in the Information Systems discipline and provides a new area of focus in the literature on Information Systems curriculum development. Second, the inclusion of dispositions in the CC2020/IS2020 competency model provides an opportunity to explore interconnections that can be more informative than course containers, course descriptions, and lists of topics. We promote the uptake of the CC2020/IS2020 competency model by focusing on and advocating for dispositions as a means of accounting for, and designing for, students’ becoming as a complement to students’ application of skills and knowledge in the task environment. The “disposition” component of the competency model promises extended expression, facility of comparison, and clarity in exchange to bring utility and understanding in the Information Systems curriculum development process. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to describe and reflect on the position of what are called second additional languages in the language teaching landscape of South African schools. This landscape is crowded, with different South African languages vying for attention. Amidst efforts to increase the number of learners who offer an African language as one of the subjects in the school exit examination, initiatives to introduce languages like Mandarin and Swahili put additional pressure on an already over-burdened system. The paper considers this crowded landscape and the implications for the teaching of German, French and Mandarin at secondary school level. These are only three of at least fifteen languages offered as second additional languages. This paper focuses on these three because they are most widely taught in mainstream schools. The policies and practices as well as the problems with teaching these languages are described, focusing on the types of learner who will choose these languages, the approach to teaching them and possible actions that could ensure the continued offering of second additional languages at primary and secondary schools. [ABSTRACT FROM AUTHOR]

This research proposes that technology-supported cross-organizational (university-industry) Communities of Practice (CoPs), which are integrated into the Design Studies curriculum in Higher Education, can foster robust university-industry collaborations. These can help bridge the reported gap between the actual versus the expected soft skills and personae of young graduates transitioning to the creative industries today. CoPs are groups of people who share a common interest in an area of 'endeavor' and connect to co-create competence in that area through their practice. This paper makes two overarching research contributions. First, it informs about the design, enactment, and evaluation of a student CoP in an undergraduate Design course which was expanded to include members from the industry as clients, alumni mentors, and expert evaluators. Drawing from rich empirical data, the paper explains the designed and emergent learning phenomena of CoP participation and its effects on the students' creative and socio-epistemic outcomes, as well as their pre-professional identities. Second, it presents a governance model with three sets of actionable guidelines, namely the Set (technology), the Social (collaborative), and the Epistemic (learning) components. The entire body of work validates the critical interlocking of these components to form a robust social learning model that appropriates the complex practices of cross-organizational CoPs in Higher Education Design studies. [ABSTRACT FROM AUTHOR]

Background: Online interaction in blended learning is leveraged through social presence and convergence. However, little systematic work currently exists on how researchers have explored these challenges in higher education institutions and no studies have synthesised these challenges. Objectives: The purpose of this study is to give a novel overview of social presence and convergence to improve online interaction in blended learning in higher education. The findings will be synthesised into blended learning design principles. Method: Two systematic literature reviews, one on each challenge, were carried out through the Web of Science databases and consulting cited sources in review articles. Accordingly, 28 distinct studies were selected through the guidelines of the PRISMA statement, using predefined selection criteria. Results and Conclusions: The results show that social presence in blended learning is mostly evoked through course design, introductory f2f meetings, collaborative activities, prompt online feedback, the teacher's presence, and planned facilitation. To establish convergence, it is recommended to make basic theory available online through video clips, web‐lectures, articles, followed by simple online assignments or self‐study to increase understanding, thereby creating opportunities for deep learning during face‐to‐face through discussions and collaborative activities. Implications: This paper adds to the theory on blended learning and instructional design in higher education, and further offers an elaborate set of design principles for educational practice. Future research on instructional design may investigate in particular how a target group or student factors, are affected by the blended learning environment in order to tailor designs for a specific target group. Lay Description: What is known?: Online interaction is pivotal in blended learningOnline interaction is leveraged through social presence and convergenceSocial presence prevents the online student from feeling lonelyConvergence entails deciding the best‐suited delivery mode: online or face‐to‐face What this paper adds: A novel overview and critical analysis of social presence in blended learningA novel overview and critical analysis of convergence in blended learningA synthesis of the findings on social presence and convergenceExtraction of the findings into blended learning design principles Implications for practitioners: The teacher's presence through design and accessibility fosters students' social presencePlacing concepts online leaves room for deep learning during face‐to‐faceCollaborative activities evoke social presence and facilitate deep learningBlended learning designs should be further tailored for the target group [ABSTRACT FROM AUTHOR]

A broad range of health professionals can obtain the authority to prescribe in the UK upon successful completion of an accredited non-medical prescribing programme. Since the Covid-19 pandemic, many approved education institutions have adopted more permanent blended approaches to their programmes. This literature review aims to explore blended approaches to delivering postgraduate education to health professionals, with a view to improving the performance and satisfaction of students undertaking non-medical prescribing programmes. Seven papers were selected from a database search; five were research literature and two practice literature. The results suggest that social constructivism and laying a 'foundation' for effective study are key to student satisfaction. Advising students to engage with the provider's Virtual Learning Environment before a programme commences, dividing students into small groups that are designed to create communities of practice, scheduling face-to-face activities to provide early opportunities for social interaction and further research are recommended to enhance education for non-medical prescribers. [ABSTRACT FROM AUTHOR]

This paper explores the work of a particular document in issuing educational values. The document is the report Embedding Values and Attitudes in Curriculum: Shaping a Better Future, launched in 2021 and published by the Organisation for Economic Co-operation and Development (OECD). Inspired by a practice-oriented method of document analysis and the concepts of modifying work and contexting, we show how the issue of values is modified and transformed through the text. We illustrate how different data is used in the transformation with examples from the Nordic countries. Our analysis revealed five modifications that transformed the issue of values from a global societal issue embedded in international and national regulations to an issue defined by the OECD's Learning Compass and its nine competencies. The report gives prominence to the individual learner and competencies needed to navigate towards a future of well-being. Hence, the issue of values is reduced to universal competencies, and the report can manoeuvrer its argument to avoid issuing values as something controversial. Finally, we argue that the ways in which values are issued implies a curriculum design that is not compatible with the traditional curriculum format based on didaktik and Nordic ambitions. [ABSTRACT FROM AUTHOR]

Credentialing bodies increasingly focus on advocacy as a competency to be developed by physicians during residency. The skills of advocacy are especially important with the increased attention on social determinants of health, as restrictive state and federal health policy decisions gain widespread attention in the national news media. This movement is reflected in the ACGME's recently revised statement on the training mission of family medicine residencies with the most recent update of milestones, which identifies advocacy as a core competency. Additionally, the major family medicine organizations and governing bodies all similarly identify advocacy as an important professional responsibility for family physicians. Advocacy is a broad term that can be applied across a range of settings and scenarios. For the purposes of this paper we focus primarily on legislative advocacy as a specific area for growing curricular emphasis in family medicine residency programs. [ABSTRACT FROM AUTHOR]

Introduction: It is necessary to re‐imagine nursing curriculums utilizing a postmodern approach, as outdated teacher‐centred methods of nursing education with emphasis on memorization versus critical thinking no longer meet the needs of the contemporary learner and the current challenges of the healthcare environment. There is an explicit need to redesign nursing curriculums that are future‐oriented, adaptive and flexible and serve the learners' best interests. Background: Distilled from a decade of teaching experience in an undergraduate, second‐degree entry, accelerated nursing program, this paper describes the construction of a learner‐centred, postmodern, concept‐based nursing curriculum that aims to foster learners' inquiry skills, critical thinking, problem‐solving, and experiential learning—all which develop learners' autonomy, self‐direction, and lifelong learning. The objective is to foster learners' transformational and emancipatory learning and metacognition. Discussion: An extensive review of the current trends, contemporary nursing knowledge for the past decade (2013–2023), and seminal literature on theories and frameworks paralleled with the review of current and future trends in Canadian and global health care, including the socio‐economic, politico and environmental contexts, led to the formulation of a concept‐based curriculum. Grounded in the constructivist paradigm, the curriculum applies interperetivist, critical, feminist, and indigenous lenses. The Strength‐Based Nursing framework was selected as the core guiding framework. The curriculum's four curricular themes and foundational pillars were adopted directly from the framework to provide a starting point for concept development. These initial themes were then juxtaposed with relevant nursing, and social theories, policies, and frameworks, ensuring a robust coverage of modern nursing knowledge and allowing for the core concepts of the curriculum to emerge. A total of 21 concepts and 192 sub‐concepts were developed. Conclusion: Implications for future practice require nursing educators to receive support and professional development opportunities in developing skills and confidence in entering a classroom as co‐learners and facilitators. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to describe a response to the needs of mental health workers (MHWs) in India during COVID-19 pandemic, through an online training program on trauma-informed intervention and care. Design/methodology/approach: A four-module online training program was developed. Two modules were aimed to bridge the knowledge gap on trauma for MHWs, so that they could effectively address the associated symptoms of fear and grief. The other two modules aimed to support MHWs' self-care and create supportive connections among colleagues. In this mixed method evaluation study, needs expressed before the training and lessons derived from the training were collected through questionnaires, focus group discussion and interviews. Findings: Of the 3,168 MHWs who registered for the training, 534 completed the pre-questionnaire. Of the 125 post-questionnaire records, 38 had watched all four modules. A great need for learning to work with grief and manage the increased workload without burnout was observed. Post-training gains included skills for working with fear and grief, which increased the confidence of MHWs. The importance of self-care was an eye-opener for many. Social implications: This study indicates a way to equip MHWs to address the trauma that will continue to live in people in the aftermath of crises. Originality/value: This study examined the challenges MHWs in India faced during the COVID-19 pandemic, revealing a knowledge gap on dealing with this level of trauma. It can contribute to the knowledge on how to support MHWs in such crises. [ABSTRACT FROM AUTHOR]

Curriculum change is relatively frequent in health professional education. Formal, planned curriculum review must be conducted periodically to incorporate new knowledge and skills, changing teaching and learning methods or changing roles and expectations of graduates. Unplanned curriculum evolution arguably happens continually, usually taking the form of "minor" changes that in combination over time may produce a substantially different programme. However, reviewing assessment practices is less likely to be a major consideration during curriculum change, overlooking the potential for unintended consequences for learning. This includes potentially undermining or negating the impact of even well-designed and important curriculum changes. Changes to any component of the curriculum "ecosystem "- graduate outcomes, content, delivery or assessment of learning – should trigger an automatic review of the whole ecosystem to maintain constructive alignment. Consideration of potential impact on assessment is essential to support curriculum change. Powerful contextual drivers of a curriculum include national examinations and programme accreditation, so each assessment programme sits within its own external context. Internal drivers are also important, such as adoption of new learning technologies and learning preferences of students and faculty. Achieving optimal and sustainable outcomes from a curriculum review requires strong governance and support, stakeholder engagement, curriculum and assessment expertise and internal quality assurance processes. This consensus paper provides guidance on managing assessment during curriculum change, building on evidence and the contributions of previous consensus papers. [ABSTRACT FROM AUTHOR]

We live in a society in constant scientific and technological change, where engineering education is required to develop the competences needed for future engineers to be able to respond to the complex and interdisciplinary problems that arise from this. It is no longer enough just to provide updated scientific and technological training to students, but it is also required to articulate the needs of society with the design of the curriculum and the expectations of the different stakeholders. The present paper's goal is to present the perceptions about engineering education through the lens of different institutional stakeholders, following a qualitative design study, through semi-structured interviews with seven key-stakeholders representing different scientific and professional institutions. These interviewees play an important role in the definition of guidelines for the engineering profession and in (re)thinking curricula reflecting the interaction with society, training and research. In this sense, it aims to explore the following objectives: (i) to know the perception about the profession, the profile of engineers and the engineering curricula; (ii) to identify the challenges posed to engineers in the job market and in society, today and in the future; and (iii) to reflect on a desirable profile to be attained by engineering students at the end of their Higher Education path. From the interviewees' perspective, competences development effectively involves learning approaches that realize which problem-solving strategies, concepts and capacities for social action should be developed in students, which are not restricted to disciplinary or specific content, but which allow (de)constructing curricula that reflect the different needs of society. In fact, as well as including the point of view of renowned international associations, this article reinforces the idea that the integration of science, technology, engineering and maths (STEM) into curricula is not only a challenge, but also a growing and inevitable phenomenon in response to society's needs. The curriculum, the competences to be privileged, the importance of interdisciplinarity, and the contribution of STEM and STEAM approaches from an integrated engineering perspective are interpreted as difficulties but also the target opportunities. [ABSTRACT FROM AUTHOR]

Clinical reasoning is an essential component of nursing. It has emerged as a concept that integrates the core competencies of quality and safety education for nurses. In cooperation with five European partners, Instituto Politécnico de Setúbal (IPS) realized the "Clinical Reasoning in Nursing and Midwifery Education and Practice" project as part of the Erasmus+ project. As a partner, our team designed a multiplier event—the student training course. The aim of this report is to describe the construction and development of this clinical reasoning training course for nursing students. We outline the pedagogical approach of an undergraduate training course on clinical reasoning in 2023, which we separated into four stages: (i) welcoming, (ii) knowledge exploration, (iii) pedagogical learning, and (iv) sharing experience. This paper presents the learning outcomes of the collaborative reflection on and integration of the clinical reasoning concept among nursing students. This educational experience fostered reflection and discussion within the teaching team of the nursing department regarding the concept, models, and teaching/learning methods for clinical reasoning, with the explicit inclusion of clinical reasoning content in the nursing curriculum. We highlight the importance of implementing long-term pedagogical strategies in nursing education. [ABSTRACT FROM AUTHOR]

The article explores different types of academic partnerships through Gamification, Active learning, and the Universal Design for Learning (UDL) for effective collaboration between students, staff, and subject matter experts in curriculum design and content development. It presents practical teaching examples that may be relevant to various educational environments with a specific emphasis on the three UDL framework principles: multiple means of engagement, representation, and action and expression. The author reflects on the UDL journey in the Level 7 Bachelor of Science Additive Manufacturing programme design and delivery for the School of Engineering, SETU, and how that reflection may resonate with a broader cohort of teachers and educators. The paper highlights the importance of the student's voice and how it can be included in the learning process to make everyone feel involved, 'heard,' and responsible for the work outcome. The article considers partnership as a new addition to teaching and learning that can support the development of soft skills like problem-solving, critical thinking, team building, and time management and encourage engagement and collaboration through co-design, co-learning, and co-development. [ABSTRACT FROM AUTHOR]

This article introduces the notion of synergies between employability skills embedded within the university curriculum and the Universal Design for Learning (UDL) framework. It draws on a previous study which examined the disjuncture between espoused and that of actual teaching and assessment practice of employability skills within the business curriculum. While that study produced a typology to aid in the development of these skills, this paper now considers how a UDL perspective might make the teaching more relevant to individual students and in doing so more inclusive. We argue that employability skills applied through a UDL lens is particularly appropriate since they have a common goal - to create expert learners. As defined by the UDL guidelines (CAST, 2018) such learners are purposeful and motivated, resourceful and knowledgeable, as well as being strategic and goal-directed. While this is one example of UDL underpinning effective teaching and assessment practice, it also reflects a growing awareness around the potential of UDL within higher education curriculum design. [ABSTRACT FROM AUTHOR]

This paper is an experiential report describing the faculty and student experiences and knowledge gained from developing an Internet of Things (IoT) course within an Information Technology (IT) Department at a large southeastern United States public university. The paper contributes insights gained developing the introductory IoT course, and it recommends the inclusion of IoT technology within an IT curriculum due to its disruptive and transformative nature. Many industries are deploying IoT applications making it imperative that IT graduates have the knowledge and skills needed to work with this emerging technology. The faculty leveraged the use of the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) Instructional Design Model to develop a pilot course in the summer of 2022 and then, based on the pilot feedback and analysis using ADDIE, refined the course design for spring 2023. The continuing course development draws on IT undergraduate curricula guidelines in Information Technology Curricula 2017 (IT2017), research into how industry uses IoT applications, and the use of hands-on educational technologies to identify and apply IoT knowledge and skills needed for IT graduates. The pervasive nature of IoT requires IoT faculty to have knowledge of each of the IT Pillars (programming, networking, human-computer interaction, databases, and web systems) as well as the IT Supplemental IoT Domain guidelines developed in IT2017. [ABSTRACT FROM AUTHOR]