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The notion of powerful knowledge has received much international attention and has significantly influenced curriculum development in many countries, including South Africa, from where this paper is written. The paper’s argument begins with philosophical positions and tensions raised by both proponents and critics of the notion of powerful knowledge in curriculum contexts. In response, it then describes a knowledge model that incorporates, first, the value of specialized and systematic powerful disciplinary knowledge (described in this paper as potentially powerful knowledge). Second, the model describes the notion of kinetically powerful knowledge (its situated nature of contextualization, appraisal and transformation). This model is then translated into a tool for assessing curriculum (acronymised as D-CAT). The tool is illustrated by using it to probe two extracts from the South African curriculum. The implications are that the knowledge model and curriculum assessment tool can be used by designers in the official and pedagogical recontextualising fields either analytically or to inform curriculum development. This is with a view to maximize the power of curriculum texts for enabling epistemological access and developing at once the powers of abstract, positioned and judgemental rationality, each of which has an important role to play in understanding and changing the world. [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]

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 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]

The growing emphasis on inclusive education over the last decade has placed renewed focus on curriculum and the extent to which standard or different curricula should be enacted for learners with special educational needs. This paper explores the enactment process for a state-mandated, standard curriculum in Irish special schools. A two-phase, explanatory sequential mixed-methods approach to data-gathering was adopted. Phase 1 incorporated a questionnaire distributed to the principal of every special school in the Republic of Ireland (n = 133). Phase 2 consisted of a multi-site embedded case study with three special schools for children with varying levels of general learning disability. The findings illustrate how special education teachers modify the curriculum to make it more accessible for all learners and showcase the pertinence of curriculum design frameworks for framing those illustrations. The paper concludes by demonstrating the potential of a modified curriculum design framework for ensuring that learners with the most complex needs have better opportunities to access a curriculum with degrees of commonality to their peers. [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]

The nurse role on an Assertive Community Treatment (ACT) team requires a specialized set of skills in psychiatric community-based care. While the ACT model has existed for fifty years, no nationally recognized standard curriculum to train ACT nurses has been developed. The ACT Nursing Project described in this paper aimed to create a competency-based on-board training program using the Developing a Curriculum (DACUM) method. Eight ACT nurses from three states served as the expert panel to create a DACUM chart detailing the full set of nine duties and 127 tasks required of ACT nurses. To verify the DACUM results, 57 ACT nurses from four states completed a survey and confirmed that 80% of the tasks identified by the expert panel were also performed by the validation sample of ACT nurses. This paper describes how the DACUM duties and tasks provided the framework to develop onboard training curriculum for ACT program nurses. The next step is to pilot the onboard training curriculum to newly hired ACT nurses to ensure they are equipped to meet the complex needs of people living with serious mental illness, and to increase their competency, job satisfaction and decrease the high annual turnover rate among ACT nurses. [ABSTRACT FROM AUTHOR]

Many empirical studies about STEM (science, technology, engineering, and mathematics) curriculum present problems for students to solve. This paper draws upon the data collected from the enactment of an integrated STEM curriculum to discuss problems as constitutive of problem spaces where four Grade 5 Singapore students engage with the materialities and relationships to generate solutions from these spaces. The study seeks to address the nature of the problem spaces in STEM inquiry. Derived from the emergent coding of 12 hours of lesson videos, the findings illuminated that problem spaces emerged from familiar and dissimilar contexts in the curriculum. These problem spaces embodied epistemic infrastructures and epistemic emotions within which students exercised agency to collaborate productively and learn. Implications for STEM curriculum making that foregrounded epistemic considerations, rather than outcome-based learning, were discussed. This paper helps to further the field of curriculum studies in STEM education by contributing to the theorization of STEM curriculum by applying a process lens to deepen understanding of problems as problem spaces. [ABSTRACT FROM AUTHOR]

Curriculum has become a core element of universities' competitive positioning, internationally and nationally. This paper presents a longitudinal analysis of policy processes and outcomes associated with 'radical' university curriculum reforms that resulted in divergence from institutions' own historical patterns and national conventions and traditions. The empirical investigations draw on a policy trajectory conceptual framework and focus on how two research-intensive Australian universities navigated global–local policy flows throughout their curriculum transformations. Findings revealed that each reform project manifested proactive policy learning and, ultimately, agency, as global and national influences were articulated into local contexts, with the effect of 'breaking the mould' of relatively standardised university curriculum provision in Australia. At the same time, the analyses revealed a similar pattern of intensified bureaucratisation of curriculum governance within the two universities, as well as the compromising of initial reform objectives in key curriculum areas such as interdisciplinarity, internationalisation and so-called twenty-first-century skills. [ABSTRACT FROM AUTHOR]

The ability to demonstrate empathy is identified as a key social work attribute by the professional regulator and other professional bodies as well as in government guidance and the relevant QAA Subject Benchmark Statement. Empathy is strongly linked to the ability to learn from experience and, as such, has relevance beyond social work to higher education in general. This paper will focus on how a phenomenological approach to theorising empathy might provide a framework for the development of the social work curriculum. I argue that representational accounts of interpersonal understanding offer a conception of empathy that is both limited and hubristic. From a representational perspective, empathy involves making informed guesses about the experiences of other people, often described using the overused metaphor of 'walking in their shoes' (Lathrop & Parish 1895). In contrast, an enactivist understanding of interpersonal relations, based on a phenomenological approach, provides a more hopeful and socially just basis for social work practice. It also has clear implications for teaching approaches and curriculum design in social work education including a focus on the student- teacher relationship, embodied practice, and more effective use of simulation. [ABSTRACT FROM AUTHOR]

Background: This paper presents a counter-narrative to the long-held belief that Physical Education (PE) is impermeable to change. Transforming and enacting curriculum is incredibly challenging and sometimes impossible but if teachers have particular resources available to them over time, this makes 'radical reform more, rather than less likely' [Kirk, D. 2009. Physical Education Futures. London: Routledge]. Purpose: This paper addresses the on-going and pervasive issue of sustainable curriculum transformation and enactment in PE. More specifically, the purpose of this research is to examine the source, nature and purpose of resources that made curriculum transformation and enactment possible in one school. Data collection and analysis: As part of an exemplary case study, 7 Secondary PE teachers and one Principal from an Australian Secondary school engaged in the process of curriculum transformation and enactment. Data consisted of semi-structured individuals (3) and paired interviews (6) and field notes. We drew upon the notion of 'contextual dimensions' and 'activity layers' to support the analysis. Findings suggest that the teachers were supported by resources that spanned different contextual dimensions (situated, material, external contexts and professional culture) and layers of activity. The most valued resources identified by the teachers were (i) structural and networked support; (ii) sustained leadership; (iii) a clear vision for PE in their school; (iv) professional learning; (v) time. Conclusion: The findings suggest that while changes in policy do not necessarily prompt change in practice, particular kinds of policy are necessary if the change is to be viewed as possible and worthwhile by teachers. In this study, a layered policy landscape acted as a catalyst for the teachers to reimagine what PE could look like in their school. Moving from vision to action, it was the interplay of resources across the contextual dimensions and activity layers that the teachers drew on to support curriculum transformation and enactment. [ABSTRACT FROM AUTHOR]

A recent evaluation paper of the London General Practitioner Trainer Course by Knight et al questions the importance of educational theory in preparing GPs to become trainers and asks 'how much educational theory do GP trainers need to know in order to train effectively?' This paper places the authors' question under consideration, arguing that before the relationship between the theory and practice of education can be considered, the nature of 'educational practice' needs examination. There then follows a discussion of the work of Della Fish which presents two conceptualisations of educational practice in the context of postgraduate medical education in order to shed light on the different inferences contrasting epistemological and ontological conceptions can have, and the implications for curricula. This discussion is illustrated by offering the reader connections to papers in the field as evidence. At the heart of the paper is a conclusion that curriculum development and enquiry need to be sensitive to epistemological and ontological positionality as well as experiences and perceptions. [ABSTRACT FROM AUTHOR]

Online activities have spiked due to the COVID-19 pandemic, including language learning activities. As the world is aging, this affects senior citizens too. Yet, few studies have been conducted studying online (language) learning in this age-group. Moreover, no concrete pointers exist on how to go about such an online language learning course. This paper examines what should be considered when designing and implementing online language learning courses for seniors. To that end we present data from 73 senior language learners from two independent language learning contexts: the Netherlands and Scotland. The data were collected between May 2020 and August 2021. Data includes spoken and written samples from lessons, focus groups, interviews and questionnaires. Given the qualitative nature of the data and the aim of identifying patterns of meaning across the respective datasets, a reflexive thematic analysis (TA) approach was adopted. We employed an inductive approach to coding, using both semantic (explicit or overt) and latent (implicit, underlying) coding frameworks, in order to inform two overarching themes: "Navigating the digital highway" and "Camera ready for new friends." We discuss these themes and their sub-themes and arrive at concrete recommendations for the third-age language learning classroom. [ABSTRACT FROM AUTHOR]

Transformative curriculum innovation is needed in engineering education programmes, to continuously keep up to date with developments in the professional and research disciplines, in society, technology and pedagogy, and in the characteristics and needs of its diverse students. To enable and facilitate such innovations, both the curriculum's design and its institutional organisation need to be easily adaptable. This paper introduces Curriculum Agility, a concept that has been developed between 2018 and 2023 in a series of focus group sessions with engineering education practitioners and experts. Throughout these co-creational and iterative sessions, Curriculum Agility was defined as a responsively organised education, with dynamic learning contents and flexible pedagogics and didactics, while all involved staff is continuously developing competency to deal with the necessary transitions. Ten principles of Curriculum Agility are presented to guide curriculum innovators at programme and course level towards continuous transformation that is desirable, feasible, and viable within their context. [ABSTRACT FROM AUTHOR]

While feedback literate teachers play critical roles in enhancing feedback efficacy and students' learning, there is a paucity of studies on writing teacher feedback literacy. To address this issue, this study draws from the notion of teacher feedback literacy to explore two second language (L2) writing teachers' feedback practices in the context of L2 writing for doctoral publishing at a Chinese research-intensive university. The analysis of the interviews, classroom observations and such textual data as the participants' profile sheets and course materials informs the development of a contextualised, two-dimension framework of teacher feedback literacy, encompassing feedback design and process management. The first dimension features an integrated, purposeful and enabling design of feedback practices that aligns with the design of curriculum and teaching, and addresses specific pedagogical goals and practical constraints arising from the teaching context. The second dimension involves meticulous management of feedback process to ensure effective feedback enactment in teaching, contributing to developing student feedback literacy. This dimension underscores students' skills development, as well as internal and external feedback interactions characterised by varying patterns of student feedback engagement. The paper concludes with implications for L2 writing feedback research and practices. [ABSTRACT FROM AUTHOR]

Employability development has become a central concern of higher education, with many students attending university to enhance their employability and career development. Universities offer a range of curricular, co-curricular and extracurricular employability-building activities, including work-integrated learning, mentoring and career counselling. However, participation in these activities, barriers to engagement and their impact on employability are unclear. This paper examines student engagement in diverse employability-building activities, barriers impeding participation and their perspectives on how activities develop aspects of employability. The methodological approach encompassed an online survey of recent bachelor graduates (n = 324) from two Australian universities and focus groups to further explore participants' experiences (n = 11). Findings showed relatively low participation rates in most activities, with the greatest engagement in external paid employment and work-related activities (e.g., internship). These activities were also perceived as the most useful for developing a sense of professional self, networks and securing work. Barriers to participation included work/study commitments, financial/health pressures and lack of confidence and awareness, somewhat varying by graduates' background characteristics. Benefits from activities varied by their type, along with students' personal characteristics. Findings highlight the importance of embedding employability-building activities in the curriculum and signal potential ways to increase engagement in diverse cohorts. [ABSTRACT FROM AUTHOR]

This study sheds light on how to develop inclusive pedagogy in higher education, from the point of view of 42 inclusive faculty members from 6 Spanish universities. A qualitative methodology was used through semi-structured in-depth interviews. Data analysis was inductive, using a system of categories and topics. The results reveal that the faculty members which develop inclusive pedagogy in general have beliefs linked to the social model of disability and inclusive education approaches. They do not usually have specific training or knowledge about disability. They design their curricula in a flexible and open way to accommodate all students. They show a positive attitude toward students with disabilities and use diverse and participatory teaching methodologies, giving prominence to students. These data are consistent with those found in previous studies and offer keys to those faculty members who are interested in developing an inclusive pedagogy at the university. This paper examines in detail how faculty members of six faculties of educational sciences develop a theoretical framework comprising beliefs, knowledge, designs and actions. The research has found that faculty members hold beliefs about disability based on the social model of disability and inclusive approach. In general, inclusive faculty members' knowledge of disability and attention to diversity issues is scarce. The design of courses and teaching programmes led by inclusive university faculty is characterised by being open, flexible and providing clear and detailed information to students. Faculty who develop inclusive pedagogy use varied, participative and active methodologies, which are combined with a positive and approachable attitude towards students with disabilities. [ABSTRACT FROM AUTHOR]

This paper reports on the curriculum development for social work student placements in primary health care. Social work in General Practice [GP] is an emerging area for social work practice, able to fill a gap in primary health. The inclusion of social work in GP practices can be complex. Social work placements offer an opportunity for students to become familiar with this practice setting and undertake social work relevant learning; however, they need to be well prepared for such placements and able to articulate and use social work knowledge and processes. They offer an opportunity for GPs to understand what social workers can do and offer to the GP community. We have used available research, support of an active reference group and two surveys to develop a curriculum for social work students in GP practices. We provide an overview of the literature and the methods of developing the curriculum. We describe how feedback and curriculum design principles were used. Core aspects of the curriculum and accompanying resources are outlined. The discussion highlights that the curriculum was a valuable tool in not only inducting students into a GP placement setting but as a meaningful reference guide throughout the entirety of placement. Social work students undertaking placements in GP settings need to be able to understand and articulate the role of social work in primary health care; A curriculum for social work placements in primary health care provides students the opportunity to consider the clinic context, the role of social work in primary health care and getting started in GP settings; Feedback and guidance from a range of interdisciplinary stakeholders is invaluable in developing resources for interdisciplinary work. [ABSTRACT FROM AUTHOR]

Western modernity has systematically made ancestral and indigenous knowledge invisible through their use of scientific logic, making school a space of hegemonic control through the western knowledge taught in the official curriculum. Despite that, in Chile advances in matters of constitutional recognition and cultural value are rare. Ten years ago, on the country's southern coast, the first mapuce bafkehce school was erected with a curriculum designed to reflect and benefit its own territory. The Kom Pu Lof Ñi Kimeltuwe is an institution that, through mapuce bafkehce pedagogy and insurgent education, challenges and reframes kimeltuwun/kimkantun (teaching-learning) practices. This paper provides an account of the insurgent education which took place in Jaqepvjv lof1 while also exploring the central elements that constitute the educational project present in this Lof, known as Kom Pu Lof Ñi Kimeltuwe, located in the Araucanía Region, Teodoro Smith commune, Chile. [ABSTRACT FROM AUTHOR]

There is a growing worldwide interest in educating nurses at an advanced level. Advanced practice nursing (APN) refers to an umbrella term for master-educated nurses working within expanded nursing practice. Previous APN research has primarily addressed comparative characteristics of education globally and several aspects related to practice after graduation. This study aimed to explore how higher education institutions position and legitimize APN as an education requisite for nurses, the health care system, and society. Program descriptions of relevant educational programs in the Norwegian context were analyzed using documentary reality construction. The findings point to how APNs are positioned to have a prominent contextual perspective, which are given precedence over direct patient care, legitimized through descriptions of societal problems and demands. This paper argues that APNs are positioned to hold individual responsibility to solve unmet societal demands. [ABSTRACT FROM AUTHOR]

The objective of the ASPIRE award programme of the International Association for Health Professions Education is to go beyond traditional accreditation processes. Working in partnership with the ASPIRE Academy, the programme aims to encourage and support excellence in health professions education, in part by showcasing and exemplifying best practices. Each year ASPIRE award applications received from institutions across the globe describe their greatest achievements in a variety of areas, one of which is curriculum development, where evaluation of applications is carried out using a framework of six domains. These are described in this paper as key elements of excellence, specifically, Organisational Structure and Curriculum Management; Underlying Educational Strategy; Content Specification and Pedagogy; Teaching and Learning Methods and Environment; Assessment, Monitoring and Evaluation; Scholarship. Using examples from the content of submissions of three medical schools from very different settings that have been successful in the past few years, achievements in education processes and outcomes of institutions around the world are highlighted in ways that are relevant to their local and societal contexts. [ABSTRACT FROM AUTHOR]

An ongoing challenge for curriculum development in engineering programmes is ensuring that students graduate with appropriate writing skills. There is a need for effective and efficient integration of writing instruction within the engineering curriculum. Applied linguistics research provides valuable descriptions and understandings of the nature of writing for engineering purposes. This knowledge can be used to develop students' ability to adapt their own writing style to meet the expectations of the context for which they are writing. As such, this paper proposes embedding the Teaching Learning Cycle, a pedagogic model of literacy development, within relevant curriculum approaches already in use in engineering education, with a focus on those that prioritise authentic learning environments. Suggestions for activities to develop writing ability are given in relation to the stages of the cycle. [ABSTRACT FROM AUTHOR]

Field study and field courses are integral to the discipline of geography. While there are many forms that a field course might take, in this paper we draw on two university-level field courses in the U.S. Southwest to propose a road trip pedagogy for field study. We reflect on the particular resonance of the road trip in the American West and how Western road trip mythology, combined with our own road trip experiences, helped shape the design of two road trip field courses. The educational value of both planned and un-planned encounters is a key strength of a road trip field course. We conclude by briefly reflecting on two future considerations for road trip pedagogy: possibilities for aligning anti-racist pedagogy with road trip pedagogy and the potential transferability of our American West road trip to other locations. [ABSTRACT FROM AUTHOR]

This paper describes an example of collaborative course development, in which occupational therapy faculty members designed a two-course sequence for teaching content related to occupational therapy with children and youth. They used a backward course design approach and performance-based learning objectives to create alignment between Accreditation Council for Occupational Therapy Education (ACOTE) standards, course assignments and instructional content. The authors present examples from their course design, along with evidence-based resources to guide educators working on developing new courses or revising existing courses. Outcomes achieved from four years of teaching and refining the developed courses are also described. [ABSTRACT FROM AUTHOR]

Many students who take a mathematics course as part of their post-secondary education are not enrolled in a mathematically-intensive degree program. This poses a challenge to mathematics departments that, for example, value and privilege more traditional mathematics curriculum: should students in such courses be taught differently than those in more traditional mathematics courses? What should constitute the curricula of these courses and who should teach them? How might the local institutional context influence the courses that are ultimately offered? This paper sketches a theory intended to help frame responses to these questions. We then present an example of this theory in action, in the form of a general education mathematics course for first-year, underprepared students. The ongoing design, teaching, and evaluation of this course might inspire further revisions to general education in mathematics at the undergraduate level. We present the motivation for the design of the course, a summary of what was ultimately enacted, and our reflections of this ongoing event. Our intention here is not to present our course and an evaluation of its 'success' – however that might be conceptualised – but rather to display a rigorous vision for post-secondary general education mathematics. [ABSTRACT FROM AUTHOR]

Classroom music teachers in England design their own music curricula for Key Stage 3 (11 − 14 year olds, 6th – 8th Grades). These curricula are designed in a context where policymakers define, regulate and legitimate curriculum formulations. This study traced curriculum development in England, where government has validated a policy driven approach. It explored programs of study, which music teachers in England design as summaries of musical learning for Key Stage 3. The research consisted of documentary analysis in a two-phase study of 13 secondary (high) schools in the English midlands, exploring musical knowledge for musical learning, which is analyzed utilizing qualitative and quantitative methodologies. The paper concludes with a discussion which explores the impacts of music education policy on classroom practices, and presents a proposed model which captures this interaction. [ABSTRACT FROM AUTHOR]

This conceptual article is to problematize Western-centered comparative curriculum studies in South Korea, drawing on research related to postcolonial criticisms of comparative education and curriculum studies, and to suggest a decolonial research imagination for comparative curriculum research in South Korea and East Asia broadly, based on Kuan-Hsing Chen's idea of Asia as method. To this end, I elaborate on Chen's concepts of inter-referencing and critical syncretism for decolonizing the compliant research imagination. Additionally, I argue for the shift of the point of reference towards Asia, the extension of curriculum manifestation as a unit of comparison with curriculum conceptualized as a space for constructing cultural imaginary and subjectivity, and curriculum researchers' onto-epistemological considerations as a comparativist. I conclude the paper with a caution not to dismiss Western contributions to curriculum research in Asia and the possibilities of the existence of resistance to Western-dominant knowledge structure in South Korean curriculum scholarship in the forms of translation and/or hybridity. This study can contribute to decolonizing the intersection of comparative education and curriculum studies that has been Western-centered in South Korea and suggesting a transgressive onto-epistemological orientation for comparative curriculum studies in the contexts of South Korea in particular and East Asia in general. [ABSTRACT FROM AUTHOR]

AbstractCo-creation is the active involvement of all stakeholders, including students, in educational design processes to improve the quality of education by embodying inclusivity, transparency and empowerment. Virtual co-creation has the potential to expand the utility of co-creation as an inclusive approach by overcoming challenges regarding the practicality and availability of stakeholders, typically experienced in face-to-face co-creation. Drawing from the literature and our experiences of virtual co-creation activities in different educational contexts, this twelve tips paper provides guidelines on how to effectively operationalize co-creation in a virtual setting. Our proposed three-phased approach (preparation, conduction, follow-up) might help those aiming to virtually co-create courses and programs by involving stakeholders beyond institutes and across borders. [ABSTRACT FROM AUTHOR]

Despite the numerous calls for integrating quality improvement and patient safety (QIPS) curricula into health professions education, there are limited examples of effective implementation for early learners. Typically, pre-clinical QIPS experiences involve lectures or lessons that are disconnected from the practice of medicine. Consequently, students often prioritize other content they consider more important. As a result, they may enter clinical settings without essential QIPS skills and struggle to incorporate these concepts into their early professional identity formation. In this paper, we present twelve tips aimed at assisting educators in developing QIPS education early in the curricula of health professions students. These tips address various key issues, including aligning incentives, providing longitudinal experiences, incorporating real-world care outcomes, optimizing learning environments, communicating successes, and continually enhancing education and care delivery processes. [ABSTRACT FROM AUTHOR]

This paper makes a case for revisiting the understandings of translation to enhance the co-production of geographical knowledge on climate change. Specifically, it offers insights about the potential role that schoolteachers and students can have as knowledge producers in relation to climate change by drawing on a case study of collaborative research on El Niño in Sechura, northern Peru. We call for researchers to pay greater attention to how co-production can be achieved through the integration of research agendas and practice with curricula development and innovation in school education. We contribute to work on how a generational shift in understanding about climate adaptation can be achieved through exploring communities' knowledge of the lesser-known opportunities of the El Niño phenomenon in northern desert regions. We conclude by arguing that revisiting how geography engages in and with translation is an urgent priority in climate-challenged times. [ABSTRACT FROM AUTHOR]

Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities. [ABSTRACT FROM AUTHOR]

Systematic uptake of family-centered care (FCC) interventions remains challenging and frequently suboptimal in many neonatal intensive care units (NICUs). Across NICUs in the United States, integrating family members as partners in infant caregiving and decision-making has not been well supported and routine screening and provision of psychological support for parents remains inadequate. Trauma-informed care (TIC) may offer a more comprehensive approach to NICU care which can encompass FCC principles and promote family recovery and resilience by recognizing and responding to the traumas experienced by NICU infants and families. The current paper aimed to understand needs identified by mothers of NICU-hospitalized children and reports a focused analysis of one-on-one interview data (n = 13 mothers) collected during a larger mixed methods study. Reflexive thematic analysis was used to understand needs identified by mothers and to explore how these needs aligned with TIC principles. Six themes were identified and subsequently examined in the context of the principles of TIC: I Just Had No Control, That Really Caught Us Off Guard, So Much Was Already Taken Away, We're People and There Needs To Be More Support and Practices Which Helped. Mothers' care needs were found to align with TIC principles. Findings suggest that implementation of TIC principles in NICU settings can support parental presence, participation in infant care, and mental health and support the potential of TIC as a more comprehensive approach to meeting the needs of NICU parents. [ABSTRACT FROM AUTHOR]

The purpose of this paper was first to gain an in-depth understanding of the barriers and facilitators to implementing the BPS model and pain neuroscience education in the current Lebanese physical therapy health care approach and explore its acceptability. A qualitative semi-structured interview using purposive sampling was conducted with eight Lebanese physical therapists practising in different governorates. The transcribed text from the interviews was analyzed using inductive thematic analysis. Two topics were generated and constructed by the researchers: (1) "barriers to the implementation of pain neuroscience education, with subthemes including (a) "current health care approach," (b) "basic curriculum and continuing education," (c) "patients' barriers"; (2) "facilitators to the implementation of pain neuroscience education," with subthemes containing (a) "interest in the BPS model, (b) "therapeutic alliance," and (c) "motivation for future training on BPS approach." The analysis of the results showed that Lebanese physical therapists currently hold a strong biomedical view of chronic pain, assessment, and treatment. However, despite the presence of barriers and challenges, they are aware and open to consider the implementation and future training about the BPS model and pain neuroscience education in their approach. The exploration of potential barriers and facilitators to the bio-psychosocial model and pain neuroscience education implementation may provide an opportunity for better development and design of a culturally sensitive pain neuroscience education material for Arab-speaking and Lebanese physical therapists. The exploration of barriers and facilitators to the implementation of pain neuroscience education will help to improve pain education and ensure better clinical pain management. The most important barriers were the dominant characteristic of the Lebanese physical therapist's health approach, which is focused on a biomechanically oriented model, and their lack of knowledge to approach chronic pain from a biopsychosocial perspective. [ABSTRACT FROM AUTHOR]

High-value care is what patients deserve and what healthcare professionals should deliver. However, it is not what happens much of the time. Quality improvement master Dr. Don Berwick argued more than two decades ago that American healthcare needs an escape fire, which is a new way of seeing and acting in a crisis situation. While coined in the U.S. context, the analogy applies in other Western healthcare contexts as well. Therefore, in this paper, the authors revisit Berwick's analogy, arguing that medical education can, and should, provide the spark for such an escape fire across the globe. They assert that medical education can achieve this by fully embracing competency-based medical education (CBME) as a way to place medicine's focus on the patient. CBME targets training outcomes that prepare graduates to optimize patient care. The authors use the escape fire analogy to argue that medical educators must drop long-held approaches and tools; treat CBME implementation as an adaptive challenge rather than a technical fix; demand genuine, rich discussions and engagement about the path forward; and, above all, center the patient in all they do. [ABSTRACT FROM AUTHOR]

This research paper investigates the impact of conventional curriculum design in hospitality programs on Millennials' commitment to a career in the hospitality industry. Quantitative data was collected through a survey to gather the perceptions and feedback of Indonesian hospitality graduates. The results revealed a significant influence of theoretical knowledge and complementary industry-relevant soft skills on Millennials' career commitment. However, the practical curriculum did not show the same influence, as respondents expressed concerns about the physical demands of the hospitality industry, which negatively affected their commitment to a career in the field. These findings provide valuable insights for hoteliers, suggesting the need for strategic adjustments in their employment plans to ensure a sustainable workforce supply, particularly among Millennial hospitality graduates. Additionally, the study underscores the importance of modernising hospitality education curriculum design, highlighting the more significant impact of theoretical knowledge and relevant soft skills on career commitment compared to practical skills. [ABSTRACT FROM AUTHOR]

This paper investigates the potential that mediated text can have on expanding Lebanese young people's notions and understandings of sexuality beyond their personal boundaries and the immediate local context to uncover the portrayal of these notions within a global mediated space. It specifically seeks to examine the intersection between Lebanese youth media practices and sexual learning by identifying the extent to which watching the hit Netflix series Sex Education, affected young people's sexual identities, knowledge and practices. Four focus groups, each comprised of six respondents, described the importance of the series in influencing young people's sexual learning and thoughts in a society where sexuality and sexual subjects are taboo. The four main discussion themes that were developed – namely, Open Mindedness: transgression, acceptance and respect; Transformation: life skills and right choices; Gender Equality, Well-being and Health; Reliability/identification and the Need for Trustworthy Connections; and the Need to Re-educate Family and Society about Sex – underscore the importance of the series as a learning tool, the need for the re-introduction of sexual education as part of school curricula in Lebanon, and the re-education of society more generally to help foster healthier sexual lives among young people. [ABSTRACT FROM AUTHOR]

This paper contributes to the ongoing debate surrounding the place of 'worldviews' in Religious Education. We examine the British Commission on Religious Education proposal that the subject be renamed 'Religions and Worldviews' from the perspective of Worldview Theory and Critical Religious Education and make the following suggestions: (a) the twin notion of 'ultimate nature of reality' and 'our place in the 'ultimate order-of things' provides a substantial content for RE largely absent from the Commission's vision; (b) worldviews are frequently implicit rather than explicitly affirmed in religious creeds and philosophical assertions; (c) worldviews are complex, interpersonal and take varying communal forms, surpassing the polarity of 'personal' and 'institutional'; (d) the concept of 'worldview' has pedagogic and hermeneutical potential transcending content-driven curriculum development. [ABSTRACT FROM AUTHOR]

This article considers students in Grades 3 and 4 and their parents' views regarding learning English as a modern foreign language (MFL) in the primary school, through questionnaires in the Muscat region and AL Dahira region, and interviews with students. This study found that Omani people are interested in language learning. Parents were willing to help their children in their learning of English. Given that earlier studies highlighted the benefits of learning an MFL at primary school, learning English at an early age has gained interest in Oman. Students were highly motivated in the MFL classroom due to the learning context activities, tasks and support from their parents. Teachers' contributions also influenced students' positive attitudes to learn English. However, the English curriculum also reveals some difficulties with learning vocabulary, and productive skills (speaking and writing), which suggests that policymakers should frame the primary curriculum according to the needs of MFL Learners. [ABSTRACT FROM AUTHOR]

Academic development is a mammoth undertaking that requires collective effort from all stakeholders, extending beyond academic developers alone. As early career academics, we explore our experiences of academic development within our community of practice. Through a collaborative self-study, we reveal how our community of practice has bolstered our academic progress. Utilizing a metaphoric drawing, we visually represent the rigorous and fulfilling practices within our community of practice. Our illustration underscores the advantages of establishing communities of practice in liminality. Moreover, we advocate for liminal spaces as potent hubs for collaborative initiatives to expedite the academic growth of early career academics. [ABSTRACT FROM AUTHOR]

This article introduces a curricular design that brought together faculty and members of local immigrant and oppressed groups to build, teach, and evaluate a culturally-informed social work course. Course design was grounded in multiple theories including transcultural competence theory, critical multicultural social work theory and transcultural perspective. Trauma-informed principles guided content and teaching methodologies. A culturally-informed survey was developed to measure learning outcomes and feedback was gathered from student focus groups. Survey themes indicated students benefited from learning with and from cultural stakeholders and valued the integration of cultural- and trauma-informed perspectives. [ABSTRACT FROM AUTHOR]

Recalling Freire's lessons on education and teacher development, this study embraces the transformative power of dialogue. In the context of Brazilian public schools, where education faces challenges such as rigid curriculum prescriptions, the researchers implemented a Lesson Study cycle as a dialogic teacher development intervention. Despite constraints, it fostered a collaborative and dialogic space, enabling English teachers to share and reflect in formative interactions. This approach allowed for critical discussions, empowered teacher agency, and enhanced the quality of English teaching. Inspired by Freire's vision, dialogic Lesson Study proved to be a liberating experience for teachers, promoting active and meaningful practices. [ABSTRACT FROM AUTHOR]

One issue facing teachers who implement model-based instruction within the school system is the tight curricular schedule. The 'lesson objective tension' calls for investigations to address instructional issues such as how to organise modelling-based instruction at the curriculum level which is across multiple units. We investigated the effect of the cyclic curricular design spacing out three modelling-based instruction units with virtual labs over three semesters, each involving 73, 181, and 150 junior high school students, respectively. Results indicate that, overall, the approach of modelling with virtual labs better promoted students' scientific literacy than the traditional instruction did. Specifically, students with low and moderate school science achievements benefitted more as shown in their scientific literacy scores than did the high achievement students. Furthermore, this study found that receiving one unit of modelling-based instruction may not be sufficient to promote students' scientific literacy, whereas the cyclic approach that suggests students receive two or more units of modelling-based instruction with virtual labs spaced over consecutive semesters had significant effects on promoting students' scientific literacy. The results provide insights into when and how modelling-based learning with virtual labs can promote scientific literacy at a curricular level. [ABSTRACT FROM AUTHOR]