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Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education 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.)

Copyright of GW-Unterricht is the property of Oesterreichische Akademie der Wissenschaften Verlag 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.)

The objective of this research is to describe the situation of mathematical training in the early childhood education degree curricula in Spain through the analysis of the teaching guides of the subjects with mathematical content offered in the different Spanish universities. The aim is to identify the typology of subjects, the number of subjects offered, and the recommended bibliography. The methodology used is descriptive, exploratory, ex post facto, and census. For this purpose, the registry of universities, centers, and degrees was first consulted during the 2019-2020 academic year to obtain a list of all the Spanish universities that offer degrees in early childhood education and, therefore, to be able to download the corresponding teaching guides. Of the 91 universities in Spain, the early childhood education degree is taught in 66. Likewise, 101 subjects with mathematical content have been identified, although only 99 are available for analysis. Most are compulsory, have a study load of six European credit transfer system (ECTS) credits, and are taught in the third year of the degree. The recommended bibliography mainly concentrates on publications from 2001-2010 and mostly on book references. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ingeniería e Investigación is the property of Universidad Nacional de Colombia, Facultad de Ingenieraia 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.)

Background: Curriculum analysis involves unpacking the curriculum into its component parts and evaluating how these parts fit together. The aim of this study is to analyze the curriculum of the Faculty of Medicine, University of Kordofan (FM-UK), Sudan, using Harden’s 10 questions of curriculum development framework. Methods: This is a mixed qualitative and quantitative descriptive purposive study. The qualitative descriptive study is based on documents analysis. All necessary documents of the college were reviewed. Intensive interviews were performed with the leading administration personnel in the College, Regional Ministry of Health, Teaching Hospital and Community Leaders. Focus Group Discussions were conducted separately for representatives of the students and representatives of the nonacademic staff. Thematic analysis was then used to categorize the findings. This quantitative study used a self-administered questionnaire for fifth-year students’ perceptions of the educational environment including Likert scale and open-ended questions. The quantitative data were analyzed using SPSS. Results: The curriculum is built to meet the needs of the local community. The objectives are clear, and the content is adequate. The educational strategies, teaching methods, student assessment, and study organization need to be updated. There are deficiencies in the learning environment, delivery of the curriculum, and how it is communicated. Conclusion: Harden’s 10 questions are all addressed by the curriculum of the FM-UK. There is a need for establishment of the school in this community and the curriculum supports the mission and objectives. There are areas identified for improvement.

The evolving landscape of data science education poses challenges for instructors in general education classes. With the expansion of higher education dedicated to cultivating data scientists, integrating data science education into university curricula has become imperative. However, addressing diverse student backgrounds underscores the need for a systematic review of course content and design. This study systematically reviews 60 data science courses syllabi in general education across all universities in Taiwan. Utilizing content analysis, bibliometric, and text-mining methodologies, this study quantifies key metrics found within syllabi, including instructional materials, assessment techniques, learning objectives, and covered topics. The study highlights infrequent textbook sharing, with particular focus on Python programming. Assessment methods primarily involve participation, assignments, and projects. Analysis of Bloom's Taxonomy suggests a focus on moderate complexity learning objectives. The topics covered prioritize big data competency, analytical techniques, programming competency, and teaching strategies in descending order. This study makes a valuable contribution to the current knowledge by tackling the challenge of delineating the specific content of data science. It also provides valuable references for potentially streamlining the integration of multiple disciplines within introductory courses while ensuring flexibility for students with varying programming and statistical proficiencies in the realm of data science education. [ABSTRACT FROM AUTHOR]

This study provides a comprehensive assessment of how the concept of energy is addressed in secondary and baccalaureate curricula in Spain, with a focus on alignment with the Sustainable Development Goals (SDGs) and the promotion of sustainable development. Through a qualitative analysis of recent educational legislation, the research highlights the integration and contextualization of energy in different knowledge domains to promote understanding of current environmental challenges. Using a mixed methodology, the study examines curricular references to energy and categorizes them according to their emphasis on energy sources, consumption, technology, ethical awareness, and sustainability. The findings reveal a significant presence of the topic of energy, highlighting efforts to align educational curricula with the SDGs. Despite the significant focus on energy, the study identifies areas for improvement, including the need for greater interdisciplinary and practical integration that equips students to address energy challenges in innovative and sustainable ways. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has emerged as a pivotal technology for enhancing national and industrial competitiveness in the digital transformation era. Consequently, the cultivation of specialized talent in AI has garnered significant attention. This study analyzed AI-related department curricula at major universities worldwide, identifying critical courses for each academic semester. The data we collected included course titles, syllabi, and learning objectives, which were refined and analyzed afterward. Furthermore, we comparatively examined university AI education programs based on the content of Computer Science Curricula 2023, a widely recognized framework for computer science education. The insights gleaned from our analysis revealed that AI curricula are built upon a foundation of computer science, emphasizing the importance of a deep understanding of various related domains within the field of computer science. Based on these findings, we proposed a curriculum for AI departments, considering the need for a comprehensive understanding of computer science alongside specialized AI courses. This study aims to provide foundational data for advancing AI education and guide educational program improvements. Ultimately, it aspires to contribute to developing specialized professionals in the AI field, thereby bolstering national and industrial competitiveness in the rapidly evolving digital landscape. [ABSTRACT FROM AUTHOR]

Abstract The United Nations Sustainable Development Goals (SDGs) Target 4.7 stated that by 2030, all learners should acquire the knowledge and skills needed to promote sustainable development. However, only scattered studies outline how SDG knowledge has been taught in public K12 curricula. This study aims to identify SDG topics in 13 subjects in the Hong Kong Diploma of Secondary Education curriculum and the perceptions of teachers in relation to SDG education. Data were collected through a machine learning approach and semi-structured interviews. Analysis of the module, subject, and curriculum level was conducted. By examining how teachers perceive in relation to the results of SDG classification and implementation of SDG education, the findings showed that teachers and administrators have adopted positive attitudes towards SDG classification, and supportive government can positively influence teachers and administrators in implementing SDG education. Such findings can be useful for policymakers to develop strategies to facilitate SDG education.

Education is a key element in addressing the current socio-environmental crisis. The LOMLOE claims to introduce the spirit of the 2030 Agenda and thereby to promote Sustainability. This article aims to study the boost provided by this framework for Education for Sustainability. A comparison was made between the LOMCE’s and LOMLOE’s minimum teachings of Primary Education, followed by a descriptive analysis of the current law’s content. The results show the progress made in all the proposed dimensions and how the LOMLOE offers opportunities to favour educational approaches aligned with Education for Sustainability. The analysis also shows relevant shortcomings and suggests the need for teacher training, the involvement of the entire educational community, and leadership from school management for its effective implementation [ABSTRACT FROM AUTHOR]

Copyright of Guiniguada is the property of Guiniguada 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.)

Copyright of Mutatis Mutandis is the property of Universidad de Antioquia 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.)

Recent science education reforms center at having students learn the practices of scientists. In this study, we aim at exploring how science curricular documents reflect the latest updates from the "practice turn" reform. To do that, we utilize the notion of the scientist's ways of doing science as a perspective to observe the distribution of components constituting scientific practices in national science curricula. Current literature provides several curriculum analysis frameworks based on taxonomies of cognitive demands or international tests. Still, those frameworks are either not intended for science curricula or limited in indicators and hence failed to capture an updating picture of science curricula that reflect the recent practice turn. We employ multiple case study research design and qualitative content analysis approach to compare learning outcomes in Taiwan and Vietnam's two national science curricula. Results from this study offer maps of scientific practices across curricular documents and relevant suggestions for stakeholders to improve science curricula. The study opens a new direction on researching science curricula to make science learning approaching the scientist's ways in reality. [ABSTRACT FROM AUTHOR]

Major aviation organizations have highlighted the need to adopt artificial intelligence (AI) to transform operations and improve efficiency and safety. However, the aviation industry requires qualified graduates with relevant AI competencies to meet this demand. This study analyzed aviation engineering bachelor's programs at European universities to determine if they are preparing students for AI integration in aviation by incorporating AI-related topics. The analysis focused on program descriptions and syllabi using semantic annotation. The results showed a limited focus on AI and machine learning competencies, with more emphasis on foundational digital skills. Reasons include the newness of aviation AI, its specialized nature, and implementation challenges. As the industry evolves, dedicated AI programs may emerge. But currently, curricula appear misaligned with stated industry goals for AI adoption. The study provides an analytical methodology and competency framework to help educators address this gap. Producing graduates equipped with AI literacy and collaboration skills will be key to aviation's intelligent future. [ABSTRACT FROM AUTHOR]

The evolving landscape of data science education poses challenges for instructors in general education classes. With the expansion of higher education dedicated to cultivating data scientists, integrating data science education into university curricula has become imperative. However, addressing diverse student backgrounds underscores the need for a systematic review of course content and design. This study systematically reviews 60 data science courses syllabi in general education across all universities in Taiwan. Utilizing content analysis, bibliometric, and text-mining methodologies, this study quantifies key metrics found within syllabi, including instructional materials, assessment techniques, learning objectives, and covered topics. The study highlights infrequent textbook sharing, with particular focus on Python programming. Assessment methods primarily involve participation, assignments, and projects. Analysis of Bloom’s Taxonomy suggests a focus on moderate complexity learning objectives. The topics covered prioritize big data competency, analytical techniques, programming competency, and teaching strategies in descending order. This study makes a valuable contribution to the current knowledge by tackling the challenge of delineating the specific content of data science. It also provides valuable references for potentially streamlining the integration of multiple disciplines within introductory courses while ensuring flexibility for students with varying programming and statistical proficiencies in the realm of data science education.

The United Nations Sustainable Development Goals (SDGs) Target 4.7 stated that by 2030, all learners should acquire the knowledge and skills needed to promote sustainable development. However, only scattered studies outline how SDG knowledge has been taught in public K12 curricula. This study aims to identify SDG topics in 13 subjects in the Hong Kong Diploma of Secondary Education curriculum and the perceptions of teachers in relation to SDG education. Data were collected through a machine learning approach and semi-structured interviews. Analysis of the module, subject, and curriculum level was conducted. By examining how teachers perceive in relation to the results of SDG classification and implementation of SDG education, the findings showed that teachers and administrators have adopted positive attitudes towards SDG classification, and supportive government can positively influence teachers and administrators in implementing SDG education. Such findings can be useful for policymakers to develop strategies to facilitate SDG education. [ABSTRACT FROM AUTHOR]

Physics teaching in Basic Education has been discussed at length in recent and past bibliography. Researchers have publicized the evolution of school curricula and discussed how this discipline and its concepts were included in the curriculum over the years. Changes were recently made to this organization of contents, to the detriment of the homologation of the National Common Curricular Base (BNCC) and the publication of new guiding documents for the elaboration of school curricula. Thus, this work aimed to analyze the guidelines and contents present in the official documents for Basic Education in the state of Paraná regarding the teaching of physical and astronomical concepts in the scope of the final years of Elementary School. For that, we analyzed the document that represents the old guidelines of the State of Paraná, the State Curricular Guidelines, and the new document, represented by the Curriculum of the Paraná State Network (CREP). The research is classified as a qualitative documentary study and revealed that there was a small increase in the physical and astronomical concepts present in the reference curriculum in the final years of Elementary School, in addition to indicating that the teaching strategies remain, for the most part, the same. Something common in both documents is the indication of the contextualization of knowledge as an essential element for achieving the listed learning objectives. [ABSTRACT FROM AUTHOR]

The roles of physical activity and the reduction in sedentary activities in the healthy physical, psychosocial and mental development of children and adolescents are undisputed. This is where the concept of Moving School comes in, which has been expanded to a holistic approach that takes into account all areas of the school, including lessons, after-school care and breaks, and aims to provide students with a sufficient level of physical activity. There are no current studies that show to what extent this concept has arrived in the theoretical specifications for higher secondary schools and to what extent it is implemented in practice. In this study, by conducting a narrative review, we determine the core elements of the concept of Moving School. Furthermore, we analyse the extent to which these elements of Moving School are taken into account in the school curriculum, in published school programmes and on school homepages. In this study, we revealed that the concept of Moving School has hardly been implemented in practice in Bavarian higher secondary schools as mostly only single elements of it are referred to in the school curriculum, programmes and school homepages. It can therefore be assumed that the concept has not yet been able to achieve its intended effect, namely, to fill the daily lives of schoolchildren with movement, play and sport. [ABSTRACT FROM AUTHOR]

Copyright of Društvena Istraživanja is the property of Institute of Social Sciences Ivo Pilar 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.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED 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.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education 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.)

Climate change education has gained attention in recent years, with curriculum analyses conducted primarily at the national level. However, a comparative analysis of implementation in different European countries is still lacking. This study aims to address this research gap by comparatively examining the geography curricula of France, Spain, Germany, and Italy. The analysis reveals differences in the inclusion of physical-geographical content related to climate change. Likewise, the emphasis on either the natural or the socio-economic effects of climate change varies across the countries. All curricula include concrete competencies and learning objectives for climate education, but a gap is visible in social learning objectives. The analysis highlights the importance of exchanging best practices an experiences among European countries.

COVID brought many changes to the workplace. Now that most COVID restrictions have been removed, organizations are faced with a diminished workforce, with a national unemployment rate of 3.4%. As with other occupations, cybersecurity professionals are in demand. Low unemployment often means changing educational requirements and/or years of experience to attract a wider range of candidates and potential employees. This paper examines and compares pre-COVID (2019) and post-COVID (2022) position descriptions and current cybersecurity curricula to how well the curricula is preparing new graduates for employment in the workplace. This study is limited to US based organizations. Results indicate that the position description changes in required skills have mostly resulted in an increase in soft skills, and that most curricula remain strong on the technical skills but few are explicit regarding building the soft skills. [ABSTRACT FROM AUTHOR]

The aim of this study is to provide a content analysis of the new Swedish preschool curriculum in comparison with the previous preceding curriculum to investigate how sustainability and education for sustainability (EfS) have been described, and whether there have been any changes in terms of the scope of their inclusion in the new curriculum. The study adopts a holistic view of sustainability, meaning that the environmental dimension, social dimension, and economic dimension, along with a pluralistic and transformative view of EfS, form the analytical framework. Using content analysis, the frequency of explicit and implicit descriptive words for sustainability and EfS in both curricula were investigated. A contextual analysis was also conducted that involved an interpretation of the meaning of the implicit words. Two main findings could be identified in the new curriculum in comparison to the previous curriculum. The first was that the term sustainability is now used from an explicit and holistic perspective that includes all three dimensions. The second was that the new curriculum provides guidance as to how to incorporate EfS where such words as investigating, participation, collaborate and develop are used. Together with the context in which these words appear, a picture forms of a pluralistic teaching tradition in preschool curricula. Overall, the analysis provides a picture of change in the Swedish preschool curriculum that is in line with the intentions of international policy and research relating to a need for increased focus on sustainability and EfS.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Abstract This article contributes to the debate on the growing number of interdisciplinary study programs in learning and technology, and aims to understand the diversity of programs as well as curricula structure in an international landscape. Scientific fields share their knowledge and recruit young researchers by offering discipline-specific study programs. Thus, study programs are a reflection of the fields they represent. As technology-enhanced learning is considered to be particularly interdisciplinary and heterogenous, it is important to better understand the landscape of study programs that represents the field. This article presents an analysis of master programs in technology-enhanced learning. A systematic review and analysis of master programs offered in English has been conducted and further used as input for hierarchical cluster analysis. The study identified general characteristics, curricula structure, and organization of topics of these programs. Hierarchical cluster analysis and qualitative content analysis helped us to identify the major types of curricular structures and typical topics covered by the courses. Results show that most study programs rely on interdisciplinary subjects in technology-enhanced learning with a considerable number of subjects from education, learning and psychology. Subjects related to technology, information and computer science appear in such programs less frequently.

The purpose of this study is to analyze the Merdeka Curriculum Learning (Kurikulum Merdeka Belajar) in the subject of PAI (Islamic Religious Education) and moral character applied at SMK Negeri 1 Depok Yogyakarta. The main goal of the Merdeka Curriculum is to prepare students for spiritual maturity, wisdom, and noble character. This research uses qualitative library research method and involves the analysis of content description. Data is collected through observation, in-depth interview, and documentation study. The results of the analysis indicate that the Merdeka learning achievement formulation contains comprehensive competencies and scope of materials in the form of narratives that are adjusted to the developmental stage of students in phase E for grade 10. The ideal learning objective formulation consists of two components: First, attitude, knowledge, and skills competencies; Second, the content, which is core knowledge. The learning objective flow formulation describes the coverage and stages of learning from the beginning to the end of the phase in a linear manner.

Curriculum is an inseparable part of the education system. This study will analyze the Merdeka-Merdeka Campus Curriculum Learning from a Humanist-Religious Perspective (Study of the MPI Curriculum of UIN Sunan Kalijaga Yogyakarta). This research is a field research with a descriptive-qualitative approach. Research subjects used purposive sampling. Data collection was carried out by observation, interviews and documentation. Data analysis using data reduction and data presentation. Test the validity of the data using triangulation. The results of his research show that MBKM gives freedom to students to take programs according to their talents and interests, and encourages link and match. The MBKM curriculum is in line with the theory of religious humanist education both in terms of goals, learning processes, methods and evaluation. Because students can express their ideas and thoughts into a program that is of value to society.

Major aviation organizations have highlighted the need to adopt artificial intelligence (AI) to transform operations and improve efficiency and safety. However, the aviation industry requires qualified graduates with relevant AI competencies to meet this demand. This study analyzed aviation engineering bachelor’s programs at European universities to determine if they are preparing students for AI integration in aviation by incorporating AI-related topics. The analysis focused on program descriptions and syllabi using semantic annotation. The results showed a limited focus on AI and machine learning competencies, with more emphasis on foundational digital skills. Reasons include the newness of aviation AI, its specialized nature, and implementation challenges. As the industry evolves, dedicated AI programs may emerge. But currently, curricula appear misaligned with stated industry goals for AI adoption. The study provides an analytical methodology and competency framework to help educators address this gap. Producing graduates equipped with AI literacy and collaboration skills will be key to aviation’s intelligent future.

The roles of physical activity and the reduction in sedentary activities in the healthy physical, psychosocial and mental development of children and adolescents are undisputed. This is where the concept of Moving School comes in, which has been expanded to a holistic approach that takes into account all areas of the school, including lessons, after-school care and breaks, and aims to provide students with a sufficient level of physical activity. There are no current studies that show to what extent this concept has arrived in the theoretical specifications for higher secondary schools and to what extent it is implemented in practice. In this study, by conducting a narrative review, we determine the core elements of the concept of Moving School. Furthermore, we analyse the extent to which these elements of Moving School are taken into account in the school curriculum, in published school programmes and on school homepages. In this study, we revealed that the concept of Moving School has hardly been implemented in practice in Bavarian higher secondary schools as mostly only single elements of it are referred to in the school curriculum, programmes and school homepages. It can therefore be assumed that the concept has not yet been able to achieve its intended effect, namely, to fill the daily lives of schoolchildren with movement, play and sport.

Abstract One of the most fundamental understandings within biology is evolution, yet often ascribed as one of the most misunderstood scientific concepts by the American public. Despite not being explicitly mentioned in most American science standards, human evolution is nevertheless taught as an engaging context for understanding complex evolutionary processes among pre-college science students. Therefore, pre-college science teachers seek out human evolution content experts (e.g., Smithsonian Institution, NOVA, ENSI) to procure curricula (lesson plans) to teach these concepts in their classrooms. For students to accurately understand human evolution, research recommends lesson plans employ a diversity of direct and indirect evolutionary evidence, infused with social science perspectives related to the nature of science (NOS) and/or socioscientific issues (SSI) to foster necessary conceptual change. Given such empirical affordances of using multiple sources of evidence and integrated social science perspectives to foster conceptual change in teaching human evolution, it is unknown to what extent these attributes are present in lesson plans created by these entities and targeted to pre-college science teachers. To ascertain to what extent pre-college lesson plans on human evolution employ these research-based best practices, this paper analyzed 86 lesson plans created by 18 entities with content expertise in human evolution concepts that had developed online pre-college lesson plans. Among the sampled lesson plans, less than one third (29%) presented a combination of direct and indirect evidence. Further, a mere 17% incorporated elements of NOS, where SSI (like historical (n = 3) and racial (n = 1)) perspectives were fewer. In sum, findings suggest available resources are deficient in fostering the conceptual change necessary for pre-college students to fully understand human evolution concepts. This study evidences a continued need to ensure best practices are incorporated into human evolution lesson plans created for pre-college teachers.

Perkembangan ilmu pengetahuan berperan sebagai perbaikan dan penyempurnaan pengetahuan yang bisa bermanfaat bagi semua aspek lapisan masyarakat. Ilmu pengetahuan sendiri muncul dari pengalaman, pengamatan, serta akal pikiran manusia sebagai upaya untuk menyelesaikan permasalahan yang dihadapi. Dengan demikian, perkembangan ilmu pengetahuan lahir karena adanya pemikiran yang lebih logis dan sesuai dengan keadaan yang sedang terjadi. Ilmu Perpustakaan dan informasi pun mengalami perkembangan sesuai dengan kondisi era dan kemajuan teknologi informasi yang sangat berpengaruh terhadap perubahan aktivitas. Perubahan yang terjadi akan berdampak pula pada pelaksanaan pendidikan yang harus menyesuaikan dengan fenomena dan kemajuan bidangnya. Program studi harus merancang kurikulum yang sesuai dengan keadaan serta mengarah pada arus perkembangan ilmu perpustakaan dan informasi. Tidak semua perkembangan hadir dengan sendirinya, sehingga setiap faktor yang mempengaruhi adanya perubahan sebaiknya diamati dan ditelusuri. Penelitian-penelitian terkait keilmuan perpustakaan dan informasi saat ini meluap sejalan dengan pola pikir manusia, kebutuhan, dan perkembangan zaman. Maka perlu diketahui topik-topik yang banyak dikaji pada suatu penelitian agar pemilihan topik lebih terstruktur, merata, dan muncul inovasi-inovasi baru. Artikel ini menggunakan metode tinjauan literatur untuk mengetahui topik yang banyak diteliti serta untuk melihat kontribusi kajian bibliometrik dalam menganalisis literatur sebagai penunjang analisis pengembangan kurikulum bidang perpustakaan dan informasi. Hasil dari tinjauan literatur tersebut adalah topik penelitian yang banyak dikaji pada bidang keilmuan perpustakaan dan informasi adalah mengenai perpustakaan dengan sub topik layanan, perpustakaan, pemustaka, teknologi perpustakaan, dan perpustakaan digital. Kata Kunci: Bibliometrik; Analisis kurikulum; Perpustakaan dan informasi Abstract The development of science plays a role as an improvement and refinement of knowledge that can be useful for all aspects of society. Science itself arises from experience, observation, and the human mind as an effort to solve the problems faced. Thus, the development of science was born because of thinking that is more logical and in accordance with the current situation. Library and information science has also developed in accordance with the conditions of the era and the advancement of information technology which greatly influences changes in activity. Changes that occur will also have an impact on the implementation of education which must adapt to the phenomena and progress of the field. The study program must design a curriculum that is appropriate to the situation and leads to the flow of library and information science developments. Not all developments present themselves, so every factor that influences change should be observed and explored. Researches related to library and information science are currently overflowing in line with the human mindset, needs, and developments of the times. So, it is necessary to know the topics that are widely studied in a study so that the selection of topics is more structured, evenly distributed, and new innovations emerge. This article uses the literature review method to find out the topics that are widely researched and to see the contribution of biblical studies in analyzing the literature as a support for the analysis of curriculum development in the field of library and information. The results of the literature review are the research topics that are widely studied in the field of library and information science, namely libraries with sub-topics of services, libraries, users, library technology, and digital libraries.

Introduction The integration of digital health and health informatics into medical education is essential for preparing future healthcare professionals in the rapidly evolving healthcare landscape. Digital health encompasses various technologies, including electronic health records, telemedicine, mobile health applications, and data analytics, all transforming healthcare delivery and management. Health informatics focuses on the efficient use of information technology to support and improve healthcare services. This study aims to analyze the extent to which digital health and health informatics are integrated into the study plans of medical colleges across Saudi Arabia, in alignment with the national goals outlined in Vision 2030. Methods A document analysis methodology was employed to review study plans and curricula from a purposive sample of medical colleges in Saudi Arabia. The sample included both public and private institutions such as King Abdul Aziz University, University of Bisha, Dar Al Uloom University, and Princess Nourah bint Abdulrahman University. Data were collected from official university websites, academic catalogs, and through direct communication with university departments. Key information regarding course offerings, credit hours, course content, and objectives related to digital health and health informatics was extracted and recorded in a structured format. Results The analysis revealed that only a few medical colleges in Saudi Arabia have integrated dedicated courses on digital health and health informatics into their curricula. For instance, Dar Al Uloom University, Princess Nourah bint Abdulrahman University, and University of Hail offer specific courses on medical informatics. However, the majority of the institutions either lack such courses or offer them in a limited capacity. The extent and depth of coverage of these courses vary widely among the institutions that offer them. Conclusion The study highlights the need for a more standardized and comprehensive approach to integrating digital health and health informatics into the medical curricula of Saudi Arabian universities. Recommendations include expanding course offerings, developing standardized curricula, investing in faculty development, and utilizing advanced technologies. Addressing these gaps will better prepare medical graduates for the modern, technology-driven healthcare environment and align with the national objectives of Vision 2030., Competing Interests: Human subjects: All authors have confirmed that this study did not involve human participants or tissue. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Alhur et al.)

This article contributes to the debate on the growing number of interdisciplinary study programs in learning and technology, and aims to understand the diversity of programs as well as curricula structure in an international landscape. Scientific fields share their knowledge and recruit young researchers by offering discipline-specific study programs. Thus, study programs are a reflection of the fields they represent. As technology-enhanced learning is considered to be particularly interdisciplinary and heterogenous, it is important to better understand the landscape of study programs that represents the field. This article presents an analysis of master programs in technology-enhanced learning. A systematic review and analysis of master programs offered in English has been conducted and further used as input for hierarchical cluster analysis. The study identified general characteristics, curricula structure, and organization of topics of these programs. Hierarchical cluster analysis and qualitative content analysis helped us to identify the major types of curricular structures and typical topics covered by the courses. Results show that most study programs rely on interdisciplinary subjects in technology-enhanced learning with a considerable number of subjects from education, learning and psychology. Subjects related to technology, information and computer science appear in such programs less frequently. [ABSTRACT FROM AUTHOR]

Digitalization presents many opportunities but also challenges for society. This also entails new tasks for the field of education. This article discusses how geography teaching can contribute to these opportunities and challenges from a subject- and education-specific perspective. To this end, we analyse aspects of subject-specific digitalization and terms associated with digitalization in curricular and framework requirements (n = 57 documents) for different types of schools in every German federal state. We use this to deduce the extent to which the state of subject-specific digitalization is in line with the society’s requirements. In addition, we derive insights into why digitalization is critical to geography education. [ABSTRACT FROM AUTHOR]

The aim of this study is to provide a content analysis of the new Swedish preschool curriculum in comparison with the previous preceding curriculum to investigate how sustainability and education for sustainability (EfS) have been described, and whether there have been any changes in terms of the scope of their inclusion in the new curriculum. The study adopts a holistic view of sustainability, meaning that the environmental dimension, social dimension, and economic dimension, along with a pluralistic and transformative view of EfS, form the analytical framework. Using content analysis, the frequency of explicit and implicit descriptive words for sustainability and EfS in both curricula were investigated. A contextual analysis was also conducted that involved an interpretation of the meaning of the implicit words. Two main findings could be identified in the new curriculum in comparison to the previous curriculum. The first was that the term sustainability is now used from an explicit and holistic perspective that includes all three dimensions. The second was that the new curriculum provides guidance as to how to incorporate EfS where such words as investigating, participation, collaborate and develop are used. Together with the context in which these words appear, a picture forms of a pluralistic teaching tradition in preschool curricula. Overall, the analysis provides a picture of change in the Swedish preschool curriculum that is in line with the intentions of international policy and research relating to a need for increased focus on sustainability and EfS. [ABSTRACT FROM AUTHOR]

One of the factors associated with the less than positive mathematics performance of American students could be poorly designed textbooks that fail to facilitate the development of critical mathematical ideas. This study examined two reform‐based textbooks (Go math! and Investigations) in reference to essential, mathematical big ideas emphasized in the Essential Understanding Series (EU) presented by NCTM against the backdrop of mathematics education reform. In particular, we analyzed the features of the lessons for teaching addition and subtraction word problem solving. In some aspects, the results indicated that in terms of teaching problem comprehension and algebra readiness, the two textbook series showed improvement compared to formerly used textbooks. However, both textbook series may fall short of reflecting some important EU big ideas (e.g., teaching the underlying structure and part‐part‐whole relation of addition and subtraction word problems; providing students with chances to deal with exhaustive problem types and situations). In particular, our findings highlight the need for teaching word problem solving through building abstract level conceptual understanding. Implications for future textbook developing and limits are discussed. [ABSTRACT FROM AUTHOR]

This article presents three case studies of elementary art education curriculum in districts across the United States. The study uses content analysis, which is grounded in Critical Whiteness Studies in order to examine the ways district art curricula address issues of race and whiteness in elementary art education. Findings suggest that district curricula reinforces racial inequities by omitting artists of color, reaffirming racial hierarchies through the master narrative of white progress, and decontextualizing the socio-cultural concerns of non-white artists. The article ends by suggesting reforms in order to create anti-oppressive multicultural art curricula. [ABSTRACT FROM AUTHOR]

Educational equality has been a central tenet framing educational policy in Nordic welfare states and stimulating school reforms in the 1960s and 1970s. However, the conceptualisation of equality has fluctuated, reflecting the changing economic and political climate within which policy statements have been made. In this article, we analyse policy and curriculum documents relating to upper secondary education from the 1970s to the 2010s in two Nordic countries. Drawing on Nancy Fraser's theorisation of different forms of injustice, we focus on the aims and goals that are attached to the concept of educational equality, analysing how ideas about society and educational equality have changed over these decades. Our analysis suggests that over this period there have been quite dramatic shifts in how equality is conceptualised, inter alia shifting from a focus on economic inequalities to questions of sexuality and ethnicity. Furthermore, ambitions about tackling economic inequality have largely been replaced with ambitions about promoting employability, which is particularly visible in the curriculum of vocational upper secondary education. The Finnish general upper secondary education (GUS) curriculum has gone against the tide. In the 1970s the GUS curriculum had the most conservative tone in terms of equality, whereas the current curriculum requires an agentic stance against discrimination and a critical stance towards marketisation. [ABSTRACT FROM AUTHOR]

This study investigates the objectives and competence aims in the digital competence curricula of two Nordic countries for compulsory education and an international framework, DIGCOMP. The main aim of the study is to analyze the visions and main features of the Norwegian and Swedish national curricula, and inspect the extent to which they align with the DIGCOMP framework. The results show that the underlying visions and objectives of the frameworks largely converge. However, there are large discrepancies between the national curricula and DIGCOMP regarding the structure, the content covered (e.g., competence aims) and the instructional aspects. The findings and their implications for researchers, policy makers and curriculum developers are discussed.

Objective:The purpose of our study was to analyze and reveal the similarities and differences between the curriculums of the physical therapy and rehabilitation (PTR) faculty departments/ colleges (FD/C) in foundation and state universities in Turkey.Methods:The student quotas and curriculums of PTR FD/Cs in foundation (Group 1) and state (Group 2) universities were reached. The number of FD/Cs and their student quotas were calculated. Curriculum parameters were investigated from the FD/Cs official websites and compared between groups.Results:64 universities were found to get permission to give PTR education, and 46 of these obtained student quotas in the 2014–2015 academic year. Curriculums of 41 out of 46 FD/Cs (89.1%) were reached from their websites. The only statistically significant difference was found in student quotas (z=−3.422; p0.05).Conclusion:As a conclusion, the curriculums of the FD/C in foundation and state universities in Turkey were determined to show compliance with each other and with other countries.

Many organizations apply information technologies to support their business processes. Using the information technologies, the actual events are recorded and utilized to conform with predefined model. Conformance checking is an approach to measure the fitness and appropriateness between process model and actual events. However, when there are multiple events with the same timestamp, the traditional approach unfit to result such measures. This study attempts to develop a sequence matching analysis. Considering conformance checking as the basis of this approach, this proposed approach utilizes the current control flow technique in process mining domain. A case study in the field of educational process has been conducted. This study also proposes a curriculum analysis framework to test the proposed approach. By considering the learning sequence of students, it results some measurements for curriculum development. Finally, the result of the proposed approach has been verified by relevant instructors for further development.