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

Dental education continuously strives to provide students with positive and meaningful learning experiences. Developing or improving a curriculum usually encompasses three main phases: design, implementation, and evaluation. Most research on curriculum development in dental education has focused on the last two phases. Our commentary addresses this gap by describing a new model for curriculum design that effectively guided the design phase of the complete overhaul of the four‐year Doctor of Dental Surgery curriculum at the School of Dentistry, University of Alberta. Built on the strengths of pre‐existing curriculum design models, the new model provided enough structure and rigour to support the complexity required during a complete curriculum redesign whilst still allowing sufficient consultation and flexibility to encourage stakeholder engagement. The steps of the new 4P's model (preparation, planning, prototyping, and piloting) and main actions within each step are described. Challenges observed in each step and strategies to address them are reported. Other institutions embarking on renewing or redesigning a curriculum at a program level may benefit from using a curriculum design process similar to the 4P's model. Recommendations are discussed including the inclusion of educational consultants in the curriculum renewal committee, the importance of a leadership that effectively supports curriculum reform, purposeful engagement of stakeholders during each step of the design phase and ensuring that project and change management occur concurrently. [ABSTRACT FROM AUTHOR]

Current global drivers have challenged higher education and increased institution-wide top-down managed reforms, including curriculum reforms. As academics are vital in curriculum development, listening to their voices is essential for understanding actors' experiences of curriculum change processes in top-down managed reforms. The present study examined spectrum and qualitative differences in academics' experiences by analysing seven group interviews (n = 35). Using phenomenographic analysis, four different ways of experiencing the curriculum reform process were identified: (1) stilted adoption, (2) conciliation, (3) active development and (4) collaborative renewal. The categories differed according to six dimensions of variation. The study shows that top-down managed and supported curriculum change was rather well accepted by the academic staff, but several features in the function of the university administration aroused criticism and resistance among academics. By revealing the critical aspects of the curriculum development process, the study provides both a theory of curriculum development from the participants' point of view and conceptual tools for the management and guidance of curriculum reform. [ABSTRACT FROM AUTHOR]

Planning departments in Türkiye recently witnessed a boom. In less than 20 years, the number of universities offering urban planning programs increased from a dozen to 45, most accepting students with limited resources. Urban planning education has faced many challenges over the last two decades, and offering education with limited resources carried this problem to another level, increasing concerns among scholars about the quality of the education and the learning outcomes a planner should possess at graduation. While planning schools in Türkiye deals with the issues above, global debates in planning education revolve around integrating topics such as climate change, inequality, informality, and decolonization into the curriculum. This study aimed to reveal to what extent global issues find their way into Turkish planning school agendas in an environment where more pressing matters threaten the quality of education. To look further into this issue, all documents published by TUPOB (Türkiye Planning Schools Association) since its foundation were analyzed, and seven in-depth interviews with TUPOB members were conducted. A predominantly qualitative approach was utilized. The findings suggest that the lack of resources is the most critical problem for urban planning schools, followed by insufficient teaching faculty. The curriculum updates and integration of global issues such as climate change and urban poverty come later in the priorities list. This research showed that concerns regarding resources and lack of standards take precedence over global discussions in planning curricula. [ABSTRACT FROM AUTHOR]

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

The article examines the evolving concept of curriculum evaluation, highlighting the shift from traditional technical approaches to more nuanced interpretive and critical perspectives. It also discusses the three evaluation orientations: Ends-Means (technical), Situational Interpretive, and Critical Theoretic.

Objective: The notion of revision has garnered considerable attention across various sectors of society, with higher education institutions also placing significant emphasis on it as a key performance evaluation metric. The burden of cultivating educators and facilitators for an evolving educational framework in society predominantly falls on universities and educational establishments. Consequently, there is a pressing need for this university to approach curriculum revision with heightened seriousness. Thus, the primary aim of this manuscript is to provide a succinct overview of the curriculum revision frameworks employed by Farhangian University, highlighting their shared characteristics as identified through research conducted in Iran, Turkey, and Australia. Methods: The methodology adopted for the study is both descriptive and analytical in nature. The study's participants consist of a panel of experts, with 13 individuals selected for interviews and 20 individuals chosen to respond to the questionnaire (which assesses indicator importance). Results: The study's results have indicated that the fundamental features common to curriculum revision models include: a strategic, long-term perspective on the revision process; a cyclical and continuous nature; an emphasis on interpretative and analytical procedures; recognition of the role played by organizational structure and stakeholders; and an approach to revision that integrates management principles with a research-oriented outlook. Conclusions: The findings reveal that effective curriculum revision models, as exemplified by Farhangian University and corroborated by research in Iran, Turkey, and Australia, share several key characteristics. [ABSTRACT FROM AUTHOR]

Teacher curriculum leadership is a key driver of curriculum reform in basic education and of improvements in student literacy. The mechanisms that underlie its development therefore constitute an important area of study. This case study analyzed the developmental trajectory of three teachers who became curriculum leaders. Results showed that from the static "macro" perspective, teacher curriculum leadership was generated by developing a sense of autonomous leadership, practicing culture leadership, and achieving an implicit leadership identity. From the dynamic "micro" perspective, teacher curriculum leadership comprised a permeable process of development from lower to higher levels. The study recommends creating an environment that nurtures teacher curriculum leadership by supporting professional competence and collaboration. [ABSTRACT FROM AUTHOR]

Curriculum reform worldwide has often reflected changing perspectives on the teaching and learning of science. Such perspectives underline the notion that not only the teaching of science content knowledge is relevant but also the aims and methods scientists use to further their knowledge and the social context in which science is applied. We call this the 'cognitive-epistemic' and 'social institutional aspects' of science. They form the hard core of the nature of science (NOS) concept for curriculum reform. In South Africa, after years of Apartheid, a key focus of school science curriculum reform is for importance to be given to NOS due to the potential benefits of learning and understanding of NOS for students. This study analyses cognitive-epistemic and social-institutional categories of NOS in the South African Life Sciences and Physical Sciences school curricula. A critical finding for both Life Sciences and Physical Sciences curricula was the imbalance in the NOS categories. In the curricula, there is less presence of the social-institutional categories compared to the cognitive-epistemic categories. In general, there was poor interconnectedness amongst NOS categories, with the strongest interconnectedness revealed for the cognitive-epistemic categories 'scientific practices' and 'methods and methodological rules'. Implications for the design of future curricula and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

The article offers information on the History Teaching & Learning Project (HTLP), with the aim to reform the history curriculum at the University of Colorado Boulder. The project's origins, development, and implementation goals, including the development of student learning objectives, the promotion of a culture of scholarly teaching, and the revision of the curriculum, are discussed.

The article discusses the revision of the curriculum in history education, with the goal to offer a curriculum that is more inclusive and committed to antiracism. It notes that history students were surveyed. Additional topics mentioned include allowing for academic freedom, revising scholarly literature, considering the function of history education, and implementing the changes.

This article discusses challenges posed to the design and enactment of twenty-first century school curricula by examining three core issues: pedagogical autonomy, the balance and integration of knowledge and thinking skills, and curricular flexibility. It focuses on how a committee of experts commissioned by the Israeli ministry of education to advise it on reforming the state curriculum responded to these challenges. The discussion highlights two fundamental questions in curriculum design: how to integrate global research finding with local conditions? and how to respond to a changing and unpredictable reality? To deal with the challenges, the article offers a model that aims to enhance the flexibility of the curriculum, and a list of criteria to assist educators on all levels in making informed curricular decisions. Although the analysis is situated within a particular cultural and national context the issues addressed have general and global implications. [ABSTRACT FROM AUTHOR]

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]

Increasingly, internationalisation at home and internationalisation of the curriculum are adopted by universities across the globe but their systemic implementation is a complex process. For instance, academics and academic disciplines understand and approach internationalisation differently, as previous studies have shown. However, there is little research on the role of such disciplinary perspectives in relation to different internationalisation practices and interventions. Using the Becher-Biglan framework of academic tribes, this exploratory study compares 12 undergraduate programmes at a Dutch university of applied sciences and addresses the question if the different disciplinary approaches to internationalisation as identified in previous studies are also reflected in the choices of internationalisation at home activities. The findings show there is more variation in the range of activities rather than in the types of activities and that it is within the rationales underlying those choices where the influence of disciplinary perspectives is more visible. [ABSTRACT FROM AUTHOR]

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

There exists a critical knowledge deficit in undergraduate nursing students when caring for multiculturally diverse clients. A mixed-methods study was conducted with a sample of undergraduate nursing faculty and students. Foronda's Cultural Humility Scale was used, along with a survey about cultural experiences in undergraduate nursing education. The study found that to provide opportunities for psychologically safe conversations and simulated cultural encounters, concepts related to cultural humility should be considered when redesigning nursing curricula. [ABSTRACT FROM AUTHOR]

Collaboration between staff and students for improved curriculum design is presented as highly beneficial in many contexts. In particular, Education for Sustainable Development (ESD) is seen as facilitating co-design and collaboration. However, students tend not to be actively involved in curriculum change, especially in whole programme design or review. Furthermore, few studies consider partnership with students in the context of ESD inclusion, which was the focus for this collaboration. The aim of this study was to explore staff and student perceptions of participating in a collaborative approach to the review and development of the undergraduate law curriculum in a university in the UK. A developmental evaluation using mixed methods was used to study the expectations and experiences of students and staff through a process of curriculum review and change to incorporate ESD. Our findings demonstrate the rewards of a collaborative process incorporating diverse perspectives. However, they also highlight barriers for students and staff, including perceptions of risk associated with student involvement in the process, and we offer reflections on navigating these potential risks. [ABSTRACT FROM AUTHOR]

In the article, the author discusses the topics of race, queerness and disability in French studies. Also cited are her book "Queer Velocities: Time Sex and Biopower on the Early Modern Stage," the issues in said studies like social inclusion, opposition to structural change, and the efforts to reform the French studies curriculum.

Teacher agency in times of curriculum reform has often been researched and studied from a humanist perspective that focuses on human experiences and narratives. While this way of conducting research has contributed to a better understanding of curriculum design and implementation, it is nevertheless important to move away from a human-centred approach and to consider intra-actions between teachers and their material conditions as they inhabit multiple macro-policy and micro-institutional spaces across temporal dimensions. In this article, emphasis is laid on teacher agency as a hybrid collective between teachers and others (policy documents, formal and informal infrastructures, technology, textbooks). Teacher agency is consequently rethought as a fluid process of entangled and diffracted possibilities that is not predetermined, but as a result of intra-actions, it is one that is always in "becoming". [ABSTRACT FROM AUTHOR]

Experience shows that the separation of curriculum and instruction can seriously block the process of curriculum reform. In the context of the new round of elementary education reform, curriculum and instruction plans should involve developing in an integrated way to implement the goal of students' key competencies. Therefore, there is great value to resist one-size-fits-all thinking and reassess the issue of curriculum and instruction integration from a practical perspective. Following the practical essences of the key competencies, the research involved constructing three dimensions, practice, system, and structure, to reconstruct the connotation of curriculum and instruction integration. Curriculum and instruction integration is defined as the process of reorganizing and sequencing the internal elements of the system to form a new structure and new educational function in practice. There are three characteristics: it takes student learning practice as the goal, the existing curriculum and instruction structure as the basis, and the system hierarchical structure integration as the result. Based on the determined connotation and characteristics, authors constructed a hierarchical framework model for curriculum and instruction integration that was oriented around the key competencies. Research may provide useful references for promoting the high-quality development of curriculum and instruction. [ABSTRACT FROM AUTHOR]

In Europe, with the dissemination of curriculum autonomy policies, teachers tend to be more involved in curriculum reforms as curriculum designers. In Portugal, in 2016, the government unprecedently commissioned eighteen teachers' associations to define a curriculum benchmark – 'Essential Learning'. Studies have shown the difficulties felt by teachers in their role as curriculum designers due to a lack of the knowledge and skills required to enact collaborative curriculum design. However, few studies have investigated the kind of knowledge, skills and support teachers need for curriculum design. This paper aims to present a theoretical model of the knowledge and skills required for curriculum design at the macro‐level, verify to what extent the eighteen associations master them, and describe the type of support that teachers need to design the curriculum. For data collection, the focus group technique was applied to the teachers' associations and to two curriculum experts hired by the Ministry of Education to support them. The results show that the associations had difficulties in three domains of knowledge and skills, regarding curriculum design expertise, pedagogical content knowledge, and knowledge required to create external curriculum consistency, presenting some guidelines to increase the quality of curriculum design in future curriculum changes. [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]

Copyright of Mavi Atlas is the property of Mavi Atlas 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.)

This study explores the agency of academics and the structures that enable or impede agency in curriculum change. The study was conducted at a research university that experienced curriculum change in two waves: the first on a departmental level, and the second as a university-wide curriculum change. Interviews were conducted with the same academics after both waves. Thematic analysis generated six forms of agency. Progressive, oppositional, territorial, bridge-building, and accommodating agency appeared in both contexts. Powerless agency was identified in only the university-wide curriculum change. Individual, community, and institutional structures enabled or impeded agency. Instead of focusing on the micro or macro levels exclusively, this study highlights the interwovenness of structural-agentic processes, including the critical role of social cultures and relationships, and reveal how academic freedom is used in many ways as room for manoeuvring in curriculum changes. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The engagement of community partners, including patients, is increasingly recognized as important in developing medical education curricula. Structured methodology for partner engagement in curriculum development is lacking in the existing literature. This article describes a structured approach to engaging community partners to provide input on revising a curriculum for pediatric residents about pregnancy options counseling with adolescents. METHODS: We used the five-step Method for Program Adaptation through Community Engagement: (1) development of a panel of community partners including patients and professionals, (2) and (3) partner evaluation of the existing curriculum and recommendations for revisions, (4) summarization of partner feedback, and (5) development of the revised curriculum. We surveyed partners about their perceived impact on the revision and satisfaction with the process. RESULTS: Seventeen partners participated. Five experienced adolescent pregnancy, while the remaining 12 included healthcare and social service professionals. All partners provided multiple recommendations, generating 124 discrete recommendations. Twenty recommendations were suggested by multiple individuals. The authors reviewed all recommendations by category during consensus meetings and determined which recommendations would be incorporated into the revised curriculum to meet stated learning objectives. We implemented 14 of these 20 recommendations, including adding a values clarification exercise, information about mental health crisis resources, and more detail about adoption. We also incorporated 15 individual recommendations pertaining to curriculum clarity. Recommendations from professionals and patients were similar. Fourteen out of 17 participants completed the survey at the close of the project. All respondents understood their roles, were satisfied with their degree of engagement, and felt that their expectations for participation were met or exceeded. CONCLUSIONS: This study describes a methodology for a formal process to engage community partners in curriculum development and revision processes. Such methodology can ensure that medical education curricula are optimally attuned to the needs of key community members and integrate the patient's voice. [ABSTRACT FROM AUTHOR]

Background and Purpose: The curriculum design underwent chronological pattern adjustment globally; however, the alterations are heavily contextualized. Therefore, this article is aimed to understand how futuristic curriculum design is perceived in South East Asia (SEA). The understanding of how futuristic curriculum design is perceived in the past is achieved through retrospective examination of published documents. After identifying past trends, anticipation from historical trends refer to a systematic projection of how the curriculum would be constructed for the future generation in the SEA region. Methodology: This study presents an in-depth bibliometric analysis and visual scientific mapping of 2733 published documents in a reputable database. To examine how a futuristic curriculum is regarded throughout time, temporal, geographical, institutional, partnership and keyword mapping were quantitively analyzed. The succession of events in the past and the emerging keywords visible in the present were then qualitatively assessed in order to anticipate what is viewed as future curriculum in SEA. Findings: According to the findings, the design of the futuristic curriculum has changed since the 1980s in terms of 1) centricity, 2) measured dimensions, 3) technological advances to support the 4) learning dynamics between internalization, regionalization and localization. Based on past and current trends, it is anticipated that curriculum design for the future will be 1) centered on an individual as a unit of a larger society, 2) focuses on measuring the tangible and intangible one's performances using indicators by benefitting the technologically advanced 3) seamless and self-regulated learning. Contributions: The findings and recommendations of this article serves as the baseline evidences in curriculum design in SEA education ecosystem to inform pedagogy and policy by exploring new areas of research and fostering the evidence-based knowledge in education. [ABSTRACT FROM AUTHOR]

This study explored the factors affecting curriculum delivery as well as the way in which subject advisors deliver curriculum changes in selected rural schools in a selected education district in South Africa. Quantitative research was adopted for data collection. Questionnaires were administered to 17 educators, 35 school management team (SMT) members, and 165 subject advisors, who were purposively selected. The findings of the study show that non-involvement of educators in the curriculum planning phase, political instability, poor infrastructure, workload of educators, among other things, affect curriculum delivery, leading to curriculum change. The study recommends that educators be involved in and consulted during curriculum planning, and that political instability of the state not interfere with the planned curriculum guiding teaching and learning activities in the state. Adequate infrastructure should be provided to enhance teaching and learning activities, while more educators are recruited to reduce their workload. [ABSTRACT FROM AUTHOR]

Engineering education require timely changes in curriculum in order to keep its relevance with technology upgradation. The outcome-based education (OBE) has become a preferred vehicle of education reform through curriculum upgradation. In the College of Engineering King Saud University three reform regimes have been undertaken. Plan A was from 1990-2002, Plan B was from 2003-2007 and Plan C from 2008-2018. Curriculum plans B and C were considered ABET accreditation requirements in their constitutes. The consistent increase in number of students earning GPA from 4.5 to 5 was 2%, 7% and 33% during Plan A, B and C. The increase in mean average GPA of plan B registered 10% increase in comparison of plan A bench mark. However, the mean average GPA of plan C registered significant increase of 34%. The percentages of honor degree holders in each successive curriculum plan A, B and C exhibited increase of 0.9%, 2.1% and 16% respectively. The average number of years taken by the students to complete the graduate program decreased from 6 years to 5.5 years and to 5 years under plan A, B and C respectively. All above parameters exhibited fulfilment of OBE criteria and justifies the modifications in plans of curriculum. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore and provide an alternative theoretical viewpoint, informed by empirical studies, of the curriculum policy enactment process which spans across different curriculum policy spaces by drawing on figurational sociology. This paper constructs this alternative figurational viewpoint of the policy enactment process by drawing on curriculum policy and policy enactment literature. This viewpoint highlights how a curriculum policy can be (re‐)interpreted, (re‐)translated and (re‐)enacted by multiple, interconnected and interdependent (face‐to‐face and non‐face‐to‐face, recognised and unrecognised, past and present) relationships. We argue the need for agonistic dialogue between the stakeholders of the educational community and how his could lead to these stakeholders working together across curriculum policy spaces (e.g., curriculum development, teacher education, professional development) and on different aspects of 'doing' policy work. We encourage ourselves, and colleagues, to advocate for, support and provide evidence on the centrality of construction and enactment of curriculum policy in effective curriculum change. [ABSTRACT FROM AUTHOR]

Our aim with this study was to gain a better understanding of the emotional landscape of curriculum making by exploring the variety of emotions embedded in shared sense‐making about the national curriculum reform implementation at the district level. Focus group interview data were collected from 12 curriculum reform steering groups around Finland, that were responsible for orchestrating curriculum reform work at the district level. The data were qualitatively content analysed. The results showed that the local steering group members experienced a wide range of emotions in shared sense‐making. Positive emotions were described slightly more often than negative emotions. The emotional landscape of the sense‐making strategies applied in curriculum reform work varied depending on the strategy applied. [ABSTRACT FROM AUTHOR]

This qualitative research study sought to understand teachers' resistance to English language educational change in Kyrgyzstan. The participants were six English teachers working in both rural and urban public schools in Kyrgyzstan. Analysis of non-participant observation and post-observation interviews revealed that, despite changes in English objectives following changes in socio-economic and political context after the demise of the Soviet Union, the lock-in practices in English language teaching still persist in Kyrgyzstan. This is because educational reforms have occurred only at a structural level [e.g. the National Curriculum Framework (NCF), State Standards and publishing new textbooks] and have lacked planned capacity building—through targeted professional support and adequate teaching and learning resources—to bring the envisioned curriculum change to the classrooms. The findings indicate that the intended change has not yielded the much-desired outcomes because each element at every educational level is linked ceremonially and loosely, and is decoupled, which provides insights about teachers' resistance to curriculum change. [ABSTRACT FROM AUTHOR]

In this regard, we note that old and new media may coexist and may compete in different types and functions, or imitate each other, creating some kind of overlap and interaction between them, despite different dates, conditions of use and specificities, operating in multimedia. With rapid technological development, it has become necessary to link changes in the media system to changes in the transportation system and the movement of people and goods through both space and time education and learning, all of which will have a strong impact on the teaching and learning process and drive the investment of their privileges in saving effort, time and money education, as well as its potential to engage with the learner who has become the focus of the learning process. We thought that this research should be linked to the theme "Technological development and media adoption in the field of education and learning". which we have pursued in studying an extra-polatory approach that has provided us with room for accurate description and analysis of its attributes, the results have enabled us to achieve the inclusiveness of the technology that we have been forced to integrate into the field of education with awareness and real knowledge of its specificities. and we realized that the effectiveness of its means and techniques in improving the teaching and learning process, and in the development of educational curricula and content in order to keep pace with the advancement of technology and the changes it has brought about in in the human mind. [ABSTRACT FROM AUTHOR]

While the Church and the Christian Academy share a common mission, the relationship between the two has had challenges. This article, based on plenary sessions offered at the 2022 SPCE Conference in San Diego, CA, addresses three questions regarding why this relationship has suffered in recent years. The article closes with recommendations for ways schools can rebuild a healthy relationship with the church. [ABSTRACT FROM AUTHOR]

This is part 2 in a two-part article series. This article seeks to expand upon the Inquiry Design Method for Christian Education, IDMCE, by explaining how to implement IDMCE in the Christian education setting. The article also demonstrates how to utilize IDMCE as a template for creating research-based unit designs for curriculum in Christian education by providing an example of a complete unit. In this example, all seven steps of IDMCE are thoroughly explained. [ABSTRACT FROM AUTHOR]

Decolonised curricula in higher education continue to be a significant issue in the South African context following the student-led protests of 2015–2016. These protests revealed the urgent need for real transformation in the sector and the wide-ranging issues students encountered, including demands for decolonised curricula. In this article I focus on one postgraduate art history course and its curriculum to discuss how postcolonial and decolonial theories both advanced opportunities and presented limitations for students in the programme. The insights are presented as potentially illustrative of some of the challenges in the sector. The article draws on findings from an analysis of one course, titled Post/Decolonial Art History (PDCAH), offered in 2015, which revealed that the course was not sufficiently able to respond to political calls for pedagogical decolonisation at the time. These findings are positioned in relation to subsequent developments in the course. I argue that a more responsive and dynamic approach to pedagogical requirements and changing student contexts is necessary in order to more robustly decolonise the art history curriculum. The article concludes by suggesting that this responsiveness and dynamism remain difficult to navigate within the existing structures of curriculum design, course outcomes, and the complex range of student expectations. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum Studies / Kecheng Yanjiu is the property of Angle Publishing Co., Ltd. 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.)

This large‐scale study used a survey to collect data on K‐12 world language classrooms in Massachusetts public schools, focusing on core instructional practices, curriculum, and assessment. The study resulted in 383 individual teacher completed responses, representing 188 districts, which was analyzed using descriptive statistics. Results indicate encouraging signs in the adoption of core proficiency‐based instructional practices, thematic curriculum design, and the use of performance‐based assessments. Further support for teachers in how to implement these practices is needed, along with attention to school leaders who may have no background in world language education but are tasked with supporting and evaluating world language teachers. Survey data were collected at the beginning of school closures due to COVID‐19, capturing a picture of K‐12 world language education and a point of comparison for future research. The Challenge: How can we make progress in world language education without understanding K‐12 instructional practices, curriculum, and assessment? How can we support teachers without understanding their classroom practices? How can we advocate for the World‐Readiness Standards for Learning Language without understanding what curriculum is being used in the classroom? [ABSTRACT FROM AUTHOR]

Copyright of Olhar de Professor is the property of Olhar de Professor 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.)

Through an exploration of the experiences and narratives of racially minoritised students, in this article, I argue that Politics curricula in the United Kingdom can largely be defined as epistemologically ignorant as a result of whiteness and Western-centrism. While there is a growing body of scholarship that has drawn attention to the whiteness and coloniality of Politics curricula, little, if any, has considered this from the perspective of racially minoritised students of Politics. This article addresses this gap in the literature and serves to prompt the Politics disciplines to look inwards and interrogate how whiteness and colonial logics continue to shape the study of Politics while also offering recommendations for curricula change based on students’ lived experiences. After briefly defining ‘the curriculum’, I outline the ways in which racially minoritised students defined Politics curricula as white and/or Western-centric and epistemologically ignorant. I then consider the role of teaching staff in curricula design and delivery and the potential for teaching practices to challenge curricula. Finally, before concluding, I explore what decolonising or ‘widening’ Politics curricula entails from the perspective of students. [ABSTRACT FROM AUTHOR]

The changing global scenario throws a big responsibility to higher education institutes to prepare future ready students. The curriculum is the most important input, which can play a vital role in the overall development of students. Present work identifies the need for curriculum change in the 21st century and presents a responsible approach to curriculum development at the Bachelor's level. The dynamics of curriculum design have been discussed from an international perspective with a more integrated and collaborative approach. Different dimensions of the curriculum have been identified and mapped to the needs of various stakeholders from both the academia and industry perspective. An integrated process framework has been presented for the development of the curriculum taking care of the major stakeholders. The proposed framework will support the academic institutions and their stakeholders to identify the gaps and offer a curriculum-based solution towards student development, in a more responsible manner. [ABSTRACT FROM AUTHOR]

The issue of employability has already become a well-delineated topic of study among interpreting educators. However, the current literature still lacks descriptive research on interpreting students' employability development and ignores the developmental effects of interpreter competences in this process. Moreover, the advantage of using career adaptability for measurement is also under-researched. This exploratory case study aims at taking an initial step forward, surveying interpreting students' career adaptability development and the developmental effects of different interpreter competences on major adaptability resources, and ultimately diagnosing curriculum problems and making modifications accordingly. Thirty grade 2019 interpreting students from three Chinese universities contributed to data collection, through six questionnaires in a two-wave survey. The results highlight that, throughout the Chinese MTI program, interpreting students could become more concerned and well prepared for their future (concern), more curious to explore themselves and their surroundings (curiosity), and more capable of solving problems (confidence). The results also indicate that students' knowledge and language competence serve as the major facilitators in this process, and that other interpreter competences, such as psychological competence, transfer competence, professionalism, and cross-cultural competence, are also instrumental. In order to further boost their adaptability constructs, the results suggest that students' language and knowledge competence, professionalism, and cross-cultural and mental agility still need to be improved. Five suggestions for curriculum revision have been raised accordingly. As an initial effort, the current study will hopefully inspire further studies on interpreting students' career adaptability and add more knowledge to the curriculum design from this viewpoint. [ABSTRACT FROM AUTHOR]

PhenomenonNear-peer interactions (NPIs) provide formal and informal mentorship that can allow medical students to share strategies for successful training. Such capacity to convey valuable advice, however, may depend on the similitude of experiences. Given that many factors can disrupt homogeneity, including curriculum renewal, we must better understand whether junior trainees feel disadvantaged when they do not have more senior peers with similar experiences. This study was, therefore, conducted to examine the focus of, and engagement with, advice available through NPIs during curriculum renewal. Approach: We used a generic exploratory qualitative research approach. Twenty MD undergraduate students, seven from the Class of 2019 (the first cohort post-curriculum change), and thirteen from the Class of 2020 (the first cohort with access to more senior students in the new curriculum), participated in semi-structured interviews. Anonymized transcriptions were analyzed with open, axial, and selective coding to generate themes until saturation was attained. Findings: Participants from the Class of 2019 reported having particularly few reasons to seek advice; because curriculum renewal disrupted their near peers' capacity to provide critical insights, students exerted little effort to learn from them. That said, this vacuum was not generally cause for concern. Deeper probing illustrated why: advice given during NPIs in both classes more commonly focused on nonacademic (e.g., work-life balance issues) than academic advice; academic advice, when sought or offered, tended not to be aimed at improving understanding of curriculum dependent content; and, while students in both classes welcomed advice, both were wary of accepting it at face value, precluding a sense of dependence on senior peers. Insights: Students' skepticism about the overall utility of academic advice raises a number of important issues for medical education and training. Positively, it shielded students from feeling loss when advice from similarly trained students was not available, reducing concerns about disadvantage that could arise during periods of curriculum revision. On the other hand, knowing that what students perceive and what educators claim to be important aspects of training can be at odds and knowing that self-assessment is flawed makes it surprising and unsettling, respectively, that participants so readily treated the lessons learned by those who came before them as irrelevant. [ABSTRACT FROM AUTHOR]

The administration faces a hurdle in curriculum building while anticipating the future needs of the pupils. The industrialized nations have the proper system for curriculum development required for students' sustainable learning. There is a lack of emphasis on curriculum development in sports and psychology. This study examines the sports and psychology curriculum development and reform processes in Singapore, Ireland, Finland, Turkey and Hong Kong. This research is based on secondary data and makes use of document analysis. The findings indicate that countries, including Turkey, should prioritize the development of sports and psychological curricula for the optimal development and education of pupils. The study is based on a novel concept that examines the considerable knowledge gap regarding the creation and reform of sports and psychology curricula. Theoretically, this research is very significant because it has explored the sports and psychology curriculum development process and reforms. This research has addressed the practical challenges of the curriculum creation process and changes in Singapore, Ireland, Turkey, Finland, and Hong Kong, making it valuable from a practical standpoint. Future scholarly works that wish to make a substantial contribution to the body of literature are encouraged to follow the future directions advised by the research. [ABSTRACT FROM AUTHOR]

In the process of China's rapid development, the society has higher and higher requirements for educational reform. Different from other basic disciplines, design emphasizes practicality, which requires that in the process of design education reform, more attention should be paid to the stimulation of students' subjective initiative and the improvement of students' ability to solve problems in the face of setbacks. This paper methodically expounds on a more scientific manner of curriculum reform fit for China's educational system, based on positive psychology and consideration of grit. It performs research and analysis on the design education curriculum reform on the basis of positive psychology through field research, logical analysis, and other research methodologies. Designing education curriculum reform based on positive psychology orientation is more feasible than standard education curriculum reform and the role of grit in taking part in the educational curriculum reform oriented to positive psychology is considerably higher than that in the conventional educational curriculum reform, according to experimental study. [ABSTRACT FROM AUTHOR]

Some might fear that the local flavours of education will evaporate when encountering the hegemony of global, cognitive standards of the knowledge economy. This paper, however, shows that the evolution of curriculum can emerge in surprising directions, creating hybrid forms of education. We will investigate forms of meaning that emerge in Norwegian curriculum in the timespan 1988-2020, and show how systems theory can contribute to studying curriculum changes in a temporal perspective. The empirical case for investigation, is a diverse range of material, documenting curriculum changes in the mentioned period. Concepts from the late Luhmann's 'theory of distinctions' will thus be used to give meaning to the emergence of school reforms in Norway. The paper shows that Norwegian policy makers use increasingly complex deparadoxification strategies to deal with an uncertain future, conceptualized as externalization, oscillation, asymmetrisation, and internalization (re-entry). This is most pertinently demonstrated in the latest Norwegian reform LK20, in which a new, hybrid, 'temporal' construct of education, called "new-old-curriculum" or 'competence-Bildung' emerges. We thus contribute to the field of curriculum studies by observing how changing observations of the past and future fuel and legitimize the evolution of new reforms. [ABSTRACT FROM AUTHOR]

Previous work has not yet comparatively studied which forms of peace education (PE) have been adopted in national laws. Through content analysis of policy documents, we seek to find out why the Colombian Congress established PE as mandatory content across all educational levels in 2014 in a postwar phase, while the German Standing Conference of Ministers of Education rejected attempts to implement PE since the Cold War. Whereas the German school curriculum has maintained a strong disciplinary structure that leads to the rejection of the local version of PE developed in the Federal Republic of Germany, either as military indoctrination or critical pedagogy, Colombia's curriculum based on classical education is now influenced by educational standards and citizenship education—both influences from the United States. Therefore, it was easier for Colombian policymakers and educators to mutate the local fusion of citizenship competences into a psychological version of PE to solve national conflicts at the expense of promoting moral, historical, and political thinking in connection with traditional school subjects. We conclude by reflecting on how socio-political context and didactic traditions matter in explaining why some educational discourses are rejected or mutate with previous institutionalized educational rhetoric. [ABSTRACT FROM AUTHOR]

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