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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]

Virtual reality (VR) is an emerging technology that is being used in a wide range of fields such as medicine, gaming, psychology and sociology. The use of VR is promising in the field of education and requires investigation, but research on the use of VR in education is still limited. This enables the exploration of new territories, and design education is one of them. Design education, an important part of the curriculum of architecture students who aim to conceptualize problem-solving, is still taught using traditional methodologies with touches of digital technologies. Thus, there is limited research into the implementation of VR. This study proposes using VR in basic design education and focuses on the usability of VR, especially for problem-solving activities. It presents the literature on basic design education of digital approaches, VR technologies, usability criteria and the technology acceptance model. In order to analyse the usability of VR, we conducted an experimental study with 20 first-year interior architecture and architecture students. We found that, statistically, there is a significant difference in terms of 'the intention to use' and 'the perceived enjoyment' between the VR group and the paper-based group. Moreover, there is, statistically, a difference in effectiveness within the paper-based group and the VR-based group when one compares the success of two types of design problems in the same group. Thus, one can summarize that using VR can strongly enhance problem-solving activities in interior architecture and for architecture students and that one can consider it to be a promising and complementary tool in basic design education. [ABSTRACT FROM AUTHOR]

Background: The EAPC White Paper addresses the issue of spiritual care education for all palliative care professionals. It is to guide health care professionals involved in teaching or training of palliative care and spiritual care; stakeholders, leaders and decision makers responsible for training and education; as well as national and local curricula development groups. Methods: Early in 2018, preliminary draft paper was written by members of the European Association for Palliative Care (EAPC) spiritual care reference group inviting comment on the four core elements of spiritual care education as outlined by Gamondi et al. (2013) in their paper on palliative care core competencies. The preliminary draft paper was circulated to experts from the EAPC spiritual care reference group for feedback. At the second stage feedback was incorporated into a second draft paper and experts and representatives of national palliative care organizations were invited to provide feedback and suggest revisions. The final version incorporated the subsequent criticism and as a result, the Gamondi framework was explored and critically revised leading to updated suggestions for spiritual care education in palliative care. Results: The EAPC white paper points out the importance of spiritual care as an integral part of palliative care and suggests incorporating it accordingly into educational activities and training models in palliative care. The revised spiritual care education competencies for all palliative care providers are accompanied by the best practice models and research evidence, at the same time being sensitive towards different development stages of the palliative care services across the European region. Conclusions: Better education can help the healthcare practitioner to avoid being distracted by their own fears, prejudices, and restraints and attend to the patient and his/her family. This EAPC white paper encourages and facilitates high quality, multi-disciplinary, academically and financially accessible spiritual care education to all palliative care staff. [ABSTRACT FROM AUTHOR]

As an increasing number of British universities are now requiring/encouraging mathematics applicants to have taken ‘extension papers’ such as the Mathematics Admissions Test (MAT), Advanced Extension Award (AEA) and Sixth Term Examination Paper (STEP), current students were asked how useful they were in preparation for their degree. The MAT was most commonly described as good preparation for undergraduate mathematics, whilst most participants who had taken the AEA were indifferent regarding its usefulness. Participants were positive about STEP, commending its similarity to undergraduate-style assessment and its challenging questions. The students’ views suggested that those wishing to be well prepared for tertiary mathematics should take one of these papers, preferably STEP. However, whilst universities may not necessarily wish to require applicants to pass extension papers, it may be beneficial for universities to recommend students to take them in order to improve their mathematical thinking and expectations of undergraduate mathematics study. [ABSTRACT FROM AUTHOR]

NHS England’s Five Year Forward View outlines new care models and the need for a workforce that has the skills, values, and competencies to deliver this vision. This is a position paper detailing the context, method, and intentions of a Health Education England funded project led by Manchester Metropolitan University in the North West of England, which the authors see as making a key contribution to addressing issues of illness, crisis, and loss in the changing landscape of health and social care provision in England. Using an action research methodology and drawing together key stakeholders from the sector, the project aims to explore the potential for creating a professional health and social care graduate workforce which meets the needs of an integrated service delivery landscape by identifying key issues to be addressed when redeveloping the undergraduate curriculum. [ABSTRACT FROM AUTHOR]

The article highlights the integrated and less fragmented post secondary music curriculum advocated by Claire Detel. The author stated that the hard-boundedness that Detels wants to change is a significant problem for music education, thus music teachers need to work to make its boundaries more supple. In addition, music teachers need to carefully think about the kinds of dispositions it requires in order to flourish, to have interdisciplinarity benefit from music education. However, the author contradicts the claim of Detel that specialization and fragmentation are to blame for flagging support for the arts, since the reasons for the problem are more complex than his suggestions.

Aim A discussion of the concepts of leadership and emotional intelligence in nursing and midwifery education and practice. Background The need for emotionally intelligent leadership in the health professions is acknowledged internationally throughout the nursing and midwifery literature. The concepts of emotional intelligence and emotional-social intelligence have emerged as important factors for effective leadership in the healthcare professions and require further exploration and discussion. This paper will explore these concepts and discuss their importance in the healthcare setting with reference to current practices in the UK, Ireland and internationally. Design Discussion paper. Data sources A search of published evidence from 1990-2015 using key words (as outlined below) was undertaken from which relevant sources were selected to build an informed discussion. Implications for nursing/midwifery Fostering emotionally intelligent leadership in nursing and midwifery supports the provision of high quality and compassionate care. Globally, leadership has important implications for all stakeholders in the healthcare professions with responsibility for maintaining high standards of care. This includes all grades of nurses and midwives, students entering the professions, managerial staff, academics and policy makers. Conclusion This paper discusses the conceptual models of leadership and emotional intelligence and demonstrates an important link between the two. Further robust studies are required for ongoing evaluation of the different models of emotional intelligence and their link with effective leadership behaviour in the healthcare field internationally. This is of particular significance for professional undergraduate education to promote ongoing compassionate, safe and high quality standards of care. [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]

This scoping literature review was undertaken by the Science and Engineering Education Research and Innovation Hub at The University of Manchester to enhance the understanding of how teachers can be supported to plan for progression in engineering education in primary and secondary schools in England. The aim of this literature review is to provide insight into Learning Progressions (LPs) published globally for primary and secondary school level. In setting out the context and parameters for the study the paper identifies and compares definitions for LPs. It synthesises emergent themes from 25 academic papers. Four main findings were deducted from the data papers. Firstly, UK curricular were not discussed. Secondly, within the dataset near parity between science and engineering-focused papers was revealed. Thirdly, of the data papers reviewed nearly the same number used pre-existing definitions of LPs to those that did not offer any definition or description of LP. Furthermore, around half this number created their own, or used a generalised description of LPs. Finally, the data papers highlighted a lack of common definition for engineering education LPs, unlike science LPs. None of the data papers provided an LP specific to engineering education aligned to the National Curriculum (NC) in England. Four recommendations emerge: i) engineering education should be recognised as a distinct subject within the NC for England; ii) more academic research and curriculum development is required within the field of engineering education LP specifically aligned with the NC in England; iii) industry and education would benefit from further collaboration to ensure that their respective needs and positions are adequately met through schools; iv) teacher professional development and resources need focused auditing and investment. [ABSTRACT FROM AUTHOR]

Teachers have used many different techniques in efforts to augment engagement given the strong engagement-learning link. Teacher-student contact is one of the most effective tools for fostering engagement; however, some teachers find it hard to initiate contact in a way that seems natural. I present one method of initiating student-teacher contact: replying individually by e-mail to students' concerns raised in one-minute papers. I argue that, although this technique may require a greater time-commitment, the effort is worthwhile; it allows teachers to gauge and address students' misunderstandings effectively, and, at the same time, it can help teachers to establish contact with students in large classes or with quieter students and even help uncertain teachers to establish contact in a natural way. [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]

Developing Graduate Sales Curriculum Competency-based sales curricula provide a foundation that helps create competitive advantages for businesses searching for talent to engage and lead in sales, operations, and organizational leadership roles. Manuscripts for this special issue are likely to align with one of four areas: 1) Building Competency-Based Curriculum & Courses, 2) Developing Graduate Sales Curriculum, 3) Conducting the Sales Curriculum Review Process, and 4) Centering Curriculum: Corporate Executives & Data. Here, we seek ways to develop competency-based sales curricula and activities for teaching and developing the conceptual and applied skills for undergraduate and graduate education in sales. [Extracted from the article]

Background: Although medical school typically lasts 4 years, little attention has been devoted to the structure of the educational experience that takes place during the final year of medical school.Summary: In this perspectives paper, we outline goals for the 4th year of medical school to facilitate a transition from undergraduate to graduate medical education. We provide recommendations for capstone courses, subinternship rotations, and specialty-specific schedules, and we conclude with recommendations to medical students and medical schools for how to use the recommendations contained in this document.Conclusions: We provide an overview of general competencies and specialty specific recommendations to serve as a foundation for medical schools to develop robust 4th-year curricula and for medical students to plan their 4th-year schedules. [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]

In the early 1950s, the London Association for the Teaching of English (L.A.T.E.) became increasingly concerned about the syllabuses and examination papers for GCE ‘O’ English Language and English Literature. Worried about the potentially adverse effects of the London Board’s papers on children’s learning, teachers’ practice and curriculum design, L.A.T.E. worked with interested schools to draft, write and submit an alternative GCE syllabus and examination paper for ‘O’ Level English Language. This article is an account of that process, and its possible resonance for the subject community in the present day. [ABSTRACT FROM AUTHOR]

Teaching has a long and varied history in the life of departments of animal science and the American Society of Animal Science. Some of the earliest reports from meetings of the society have strong indication that planning the curriculum was a prominent feature of the meetings. Teaching symposia were also included almost from the beginning. The society went through a lengthy period from the 1940s through most of the 1960s when teaching was not a prominent focus, but a symposium in 1968 appeared to be a catalyst for change, and, since that date, teaching has again been an important part of the meetings. In recent years, out- standing symposia and contributed papers have made the teaching section a vibrant entry. Departments of animal science have changed considerably since the early days in which "men taught boys" and the primary goal was to produce farmers. More female students, more urban students, interest in a wide variety of animals, and greatly diversified career goals have been emerging during the last few decades. Departments of animal science and the American Society of Animal Science are positioning to be able to respond to change and face the challenge of providing excellence in teaching during the next century. [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]

There is an ongoing debate in the literature about the ways of using technology to enhance students' Computational Thinking (CT). This special issue further enriches this debate by investigating how educational technology could be used, and for which purposes, to facilitate learning CT. It includes six papers demonstrating the innovative design of curricula and the use of various technologies to teach CT for students in different educational levels. Based on these papers, this special issue points out that more research is needed to investigate the best educational practices that could be used to teach CT rather than focusing on the technology itself. It also reveals that future work could cover smart learning analytics and precision education to better model students' individual differences, hence effectively supporting learning CT. [ABSTRACT FROM AUTHOR]

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The article explores the possibilities of reconfiguring an Extended Curriculum Programme's history of art and design curriculum in a South African university of technology and examines whether critical arts-based pedagogical encounters can affect students and my own becoming. To this end, the paper describes and analyzes an art history pedagogical encounter that explores ways in which educators and students might respond to calls to decolonise the academy and work affirmatively with difference(s) both within classroom encounters and society at large. The paper draws on the work of Donna Haraway, Karen Barad and Bracha Ettinger, three feminist theorists who move beyond binary 'othering' and explore notions of both/and conceptions of difference(s) and share a common understanding of subjectivity as partial, co-affecting and coemerging. The entanglement between the afore mentioned theories brings together posthuman(ist) theories of diffraction and Ettinger's human(ist) matrixial theory that emerges out of her psychoanalytic and aesthetic practices. Rather than position them as incompatible, it is my hope that by reading them through each other, new possibilities for shifting the binaries between, to quote Thiele (2014: 203), 'what supposedly counts as posthumanism and humanism respectively' may emerge. [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 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]

Developing Graduate Sales Curriculum Competency-based sales curricula provide a foundation that helps create competitive advantages for businesses searching for talent to engage and lead in sales, operations, and organizational leadership roles. Manuscripts for this special issue are likely to align with one of four areas: 1) Building Competency-Based Curriculum & Courses, 2) Developing Graduate Sales Curriculum, 3) Conducting the Sales Curriculum Review Process, and 4) Centering Curriculum: Corporate Executives & Data. Here, we seek ways to develop competency-based sales curricula and activities for teaching and developing the conceptual and applied skills for undergraduate and graduate education in sales. [Extracted from the article]

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]

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]

The article lists studies and papers rated highly by AMEE MedEdPublish, an open access online journal, covering topics such as curriculum development, feedback in medical education, and sociology in British medical education curricula.

Focuses on the questions facing social work research. Development of a knowledge base in social work research; Relationship between social work research and education; Influence of stakeholders and service users on social work research priorities; Review of key research papers on research development in social work, including "The Place of Research in Social Work Education," by Karen Lyons, and "Some Thoughts on the Relationship Between Theory and Practice in Social Work," by Nigel Parton; Comments of the author on his paper, "Social Work, Social Networks, and Network Knowledge."

Children's Wear Design is an important part of the fashion design course. As a special category in design, children's wear plays a significant role in the growth and future of children. This paper starts by analyzing the status quo and the problems to be solved in the course of Children’s Wear Design, and then explores innovative teaching methods, teaching philosophies, and teaching objectives of the curriculum reform from three dimensions of teaching content, teaching structure, and teaching assessment. Thus, the analysis explores the new framework, new resources, and new perspectives of this course based on students’ individuality and design subjectivity, and then puts forward the implementation methods and optimization strategies for curriculum reform practices. The aim of the paper is to provide an effective framework reference for the teaching reform and practice of design courses, and also an inspiration for the future practice and teaching reforms of fashion design courses. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Work-integrated learning (WIL) is crucial for the development of employability skills and has an influence on employment outcomes. Given the significance of WIL pedagogies for graduate preparedness and transitions into work, concerns have been raised on the barriers to access and participation in WIL for some cohorts of learners. Equity and inclusion in WIL, that is, considerations for diverse learners once enrolled into a subject or course with varying WIL components, is not a new concept with some guidelines purported over a decade ago. Designing WIL to accommodate for equity and inclusion, however, has presented challenges with few studies offering navigation for curriculum design. This paper draws on empirically sound curriculum design principles for inclusion for learner variability through Universal Design for Learning (UDL), to offer the UDL for WIL design framework. The paper presents conceptual and practical contributions for educators of WIL experiences to reduce barriers and integrate student voice to support all graduates’ career transitions. [ABSTRACT FROM AUTHOR]

Ubuntugogy as a method of teaching and learning emerged from the African theory and philosophy called Ubuntu. Ubuntugogy was introduced by Bangura (2005) as a proposed strategy for teaching and learning in the African classroom. For almost three centuries Africa has been subjected to and/or implementing Western methodologies, thus suppressing the notions of Ubuntu in African classrooms. This paper aims to critically analyse the literature and attempt to portray the viability of Ubuntugogy as a feasible pedagogical construct in education. It is also important to take note of the limitations that come with Ubuntugogy as a pedagogical construct. Utilising the SWOT analysis framework, this paper discusses the strengths and limitations that come with the practice of Ubuntugogy in the African context. Literature has revealed that Ubuntugogy has the potential to promote communalism, collaboration, respect in the classroom and appreciation of African knowledge systems. In contrast, literature has also indicated that Ubuntugogy can face challenges like individualism, stereotypical mentalities, and lack of interest from the stakeholders. Taking into account the analysis, it is safe to mention that Ubuntugogy is a viable pedagogical construct to be utilised in the African classrooms. This paper recommends a change in stakeholders' mindsets, the practice of collaborative instruction and collaborations between the stakeholders and students. Taking into consideration the literature presented in this article, it is proposed that the teaching and learning paradigm should change from non-Africa philosophies to African-based theories and philosophies. [ABSTRACT FROM AUTHOR]

Over the past few decades, with a growing emphasis on learner-centric methodologies, the Outcome-Based Education (OBE) framework has become prominent, with the aim of bridging the gap between academic learning experiences and industry requirements. Outcome Based Education (OBE) has been proving its prominence to ensure intended outcomes and quality. Efforts in designing and development of outcome-based curriculum help to create an effective learning environment. Outcome Based Curriculum Development (OBCD) ensures not only the domain knowledge but also centennial mastery over the knowledge, skills and attitudes needed for Industry 4.0 and above. To fill the gap between academic learning and industry requirements, Studio Pedagogy is gaining prominence, particularly for a few hard core courses that require more activity-based learning rather than traditional teaching-learning, i.e. Studio-Based Learning (SBL). This paper discusses OBCD for such an engineering course, Data Mining that needs theoretical concepts to learn by doing, being taught to 5th semester students as a case study. The end survey and assessment performance demonstrated the effectiveness of designing and implementing curriculum for this course as a Studio course with Studio Based Learning. [ABSTRACT FROM AUTHOR]

The central problem addressed in this paper is the separation of Engineering Studies from the Humanities in our current engineering curriculum resulting in a myopic educational approach that does not take into consideration the holistic nature of either the planet or the engineering education. This separation of the humanities from the sciences, particularly engineering, has made it impossible for the engineering fraternity to effectively contribute to our twenty-first-century society. In other words, if all engineering problems are primarily human problems, then engineers need to be trained not only in the technical skills of engineering but also in social and human skills that enable the engineer to equally navigate the human world for whom all solutions are built. In this paper after exploring the problem, data is presented from the curriculum innovation that is currently underway at the Plaksha University. A case study of the course section 'Entangled Epistemologies' of a new transdisciplinary course called 'Entangled Worlds' is given. This paper demonstrates how the curriculum has been designed uniquely with contributions from both Engineering Sciences and the Humanities and thus is able to deliver a holistic understanding. [ABSTRACT FROM AUTHOR]

The article comments on the dilemma of the objective paper-and-pencil assessment within the Piagetian framework in the U.S. Paper-and-pencil measures also lack the flexibility of the clinical method in which a perceptive interviewer can explore the various ways in which a subject interprets his or her environment. Paper-and-pencil instruments attempt to retain various aspects of the clinical interview method. It must be noted that many measures of formal operational reasoning also assess other cognitive capabilities such as field independence.

A semester-long research project to synthesize unique compounds designed after published metalloprotease peptide inhibitors is presented. The research project encompasses a set of nine organic chemistry reactions traditionally taught in the second semester lab course, and the procedures are derived from scientific literature. The two principle goals of the course design are (1) to enhance student interest through the scientific applications of the research project and (2) to introduce students to a synthetic organic chemistry research experience to develop skills needed in this area. In addition to the exploratory synthesis of novel compounds, students read background review articles about metalloprotease inhibitors. The design of the project provides opportunity for collaboration over multiple years, between different courses within the university, and among different schools. [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]

Artificial intelligence (AI) has emerged as a pivotal force in modern society, significantly impacting various sectors, including academia. This paper examines the broad implications of AI, particularly Large Language Models (LLMs), and their transformative potential across educational institutions. The San Jose State University's iSchool is highlighted as a case study, demonstrating its proactive approach to integrating nascent technologies and revising curriculum competencies to address AI's influence. As AI reshapes library and information science (LIS) education, the development of new competencies, such as data privacy and ethical AI use, becomes essential. Furthermore, the ethical and societal implications of AI, including potential inequalities and biases, are explored. The response of scholarly publishing communities, illustrated by the iSchool's Student Research Journal's policies, underscores the need for adaptable frameworks to manage AI's impact on research integrity. This paper advocates for immediate curriculum design adjustments and ongoing policy reviews to ensure responsible AI integration, emphasizing the importance of equitable access and the ethical use of AI technologies. [ABSTRACT FROM AUTHOR]

Purpose: The Chartered Manager Degree Apprenticeship (CMDA) was approved for delivery in the UK in 2015 (IfATE, 2023). The CMDA offers future managers the opportunity to gain a recognised degree as well as the practical skills to thrive in today's competitive job market. A number of studies have been written on the development phase of the CMDA in various institutions, but to date no systematic review exists to provide an overview of commonalities and insights gained across these studies. This review aims to fill this gap. Design/methodology/approach: A systematic literature review (SLR) was used to identify studies written on the CMDA since its introduction. In total, 12 papers met the authors' selection criteria, and thematic coding was used to analyse and present the findings. Findings: Findings were grouped into five themes: (1) curriculum design; (2) programme delivery and support for apprentices; (3) portfolio of evidence and End Point Assessment (EPA); (4) working with employers and (5) recruitment and onboarding. Originality/value: This review is the first synthesis to date of literature written on the CMDA. The authors' analysis has allowed them to formulate recommendations for future practice that will be of use to providers in the next phase of the CMDA's development. [ABSTRACT FROM AUTHOR]

This survey describes the structure of the field of research on curriculum resources in mathematics education in the period from 2018 till 2023. Based on the procedures of a systematic review relevant literature was identified using Web of Science as a database. The included literature was analyzed and categorized according to the type of curriculum resource and the area of study. Seven areas of studies were identified: studies on the role of curriculum resources, content analysis, user studies, studies on the effects of curriculum resources, studies on curriculum resource design, curriculum resources as data, and reviews. The areas were further subdivided into different subcategories based on the research questions of the included papers. The findings show that research on mathematics textbooks is still predominant in the field. The most popular areas of research are content analysis, user studies, studies on design, and studies on effects. Emerging areas are research on students' use of curriculum resources and the employment of user data from digital curriculum resources as data basis in mathematics education research. [ABSTRACT FROM AUTHOR]

Purpose – To introduce to the special issues on threshold concepts in business education. Design/methodology/approach – Provides an overview of the various papers comprising this special issue. Findings – There are no specific findings in this paper as its purpose is to introduce the selected papers in this special issue. Originality/value – Editorial. [ABSTRACT FROM AUTHOR]

This paper introduces the second of two special issues of the International Journal of Mass Emergencies and Disasters focused on teaching and learning. Though there is much recent literature on teaching from other fields, the hazards and disasters community has produced little written scholarship on pedagogy and curriculum design. To address this gap, we produced a call for papers for a special issue and received many submissions. In this paper, we introduce the papers that make up this second special issue on “Curricular Innovations in Hazards and Disaster Studies.” We hope that the papers contained in both special issues will create a sustained dialogue on best practices in teaching about hazards and disasters. [ABSTRACT FROM AUTHOR]

This paper makes a theoretical contribution to the discussion of interdisciplinary knowledge in curriculum and research. As a challenge to much of the Mode 2 thesis concerned only with the importance of knowledge being socially relevant, this paper demonstrates how a Bernsteinian approach to interdisciplinarity relates to the internal configurations underpinning interdisciplinary knowledge. Inspired by explorations of Bernsteinian communities, this paper sets out to conceptualize the socio‐epistemic constraints under which powerful disciplinary boundary crossing occurs. The major claim is that the boundaries between disciplines and between them and the field of practice, are essential for boundary crossing. The interdisciplinary efforts do not necessarily involve diminishing disciplinary boundaries, but they are vulnerable to external weakening when there is little connection to the disciplinary core that provides stable internal norms. This paper adds to the discussion by suggesting alternatives to interdisciplinary integration, which do not require a background intellectual consilience between disciplines. It presents an appeal for a form of interdisciplinarity that is pursued to a practical end within refining disciplinary conceptual models, without invoking exaggerated claims for 'relevance', and with no need for a more complex edifice for crossing the established borders between disciplines. [ABSTRACT FROM AUTHOR]

The recent Norwegian curriculum reform for schools, called "The subject renewal", is part of an international trend regarding knowledge‐based curricula. The Norwegian curriculum, which places decisive emphasis on subjects and subject concepts, aims to bring in‐depth learning and knowledge back to schools. This paper is based on Rata's theory, referred to as the curriculum design coherence (CDC) model, and examines the curriculum for social studies. The analysis reveals significant differences in the curriculum's goal formulations, with designs that lack connections between subject concepts and content knowledge, which sheds light on how the transition to a knowledge‐based curriculum is accompanied by several unresolved issues. The paper explains why curricula with coherent designs and epistemically structured knowledge are a prerequisite for in‐depth learning and cumulative knowledge building in schools. [ABSTRACT FROM AUTHOR]

After generations of codifying curriculum, the Reconceptualization turned away from codified curriculum to better understand curriculum. Just as before the Reconceptualization, problematic curricula continue to proliferate creating a troubling inheritance. This paper turns to one such troubling inheritance, the problematic curriculum of Hirsch et al. (2002). Recognizing the field's limited influence in large-scale curriculum development, this paper considers what it might mean to "accept (some) educational responsibility" for a troubling inheritance. Drawing on the concept of the anarchive, both that which is left out of archives and the surplus value of archives, this paper develops an approach to anarchival assemblage art with problematic curricula. While the field's relationship with schools provides a source of simmering conflict within the field, this paper argues for an experimental approach to the troubling inheritance of problematic curricula, reactivating it in new events to find out what else it might do. [ABSTRACT FROM AUTHOR]