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Purpose: Teachers are important stakeholders in supporting children's physical literacy (PL), yet teachers' perception of PL assessment is underexplored. Method: Utilizing a mixed-methods design, 122 primary school teachers (of children aged 5–12 years) in Australia completed an online survey, followed by nine interviews. Results: Teachers who favored assessment (58%) tended to report assessing PL in children (χ2[1, N = 110] = 7.025, p =.008). Those who reported assessing PL (also 58%) were more confident to do so (χ2[2, N = 109] = 10.540, p =.005). Teachers considered movement skills, engagement and enjoyment, relationships, and safety and risk as the most important elements for assessing PL. Qualitative data showed nonsupport for PL assessment stemmed from skepticism regarding relevance of assessment, appropriateness of assessment, and views that the curriculum and PL framework were implicitly linked. Conclusion: Professional development, resources, and suitable PL teacher assessments can upskill teachers' knowledge, confidence, and reduce barriers in implementing PL assessments. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Design Methods Results Conclusion Reporting Method Patient or Public Contribution To conduct a comprehensive review of Undergraduate Nursing and Midwifery Curricula leading to registration in Ireland.A mixed methods approach using a curriculum evaluation framework that was underpinned by the philosophy and principles of appreciative inquiry.Five separate workstreams completed an evaluation of national policy documents and international curriculum documents, a literature review and two phases of stakeholder engagement including a graduate survey and peer‐grouped stakeholder focus groups. The workstreams were emulated for the professions of nursing and midwifery.National policy indicates a significant shift in healthcare delivery to the community environment, with a strong focus on the social determinants of health and a flexible interprofessional workforce. International curricula review revealed that nursing and midwifery education was split equally between academia and clinical practice at bachelor's degree level. Graduates were assessed for clinical competence with a variance of four to seven domains of competence evident for nurses and five principles for midwives. Direct entry midwifery was not widely available. The graduate survey identified that students were satisfied with the academic components of the curriculum; however, significant challenges in clinical placement were reported. Stakeholder focus groups reported a need for a learner‐focused approach to the curricula, increased access to education, a deeper understanding and appreciation of the various roles required to educate nurses and midwives and a recognition of midwifery as a separate profession.There is a need for a significant revision of the current nursing and midwifery curricula to meet the future healthcare needs of the diverse patient population with a community‐focused delivery.The good reporting of a mixed methods study was used to guide the development of this manuscript.An Expert Advisory Group (EAG) was appointed to oversee the conduct of the research project and advise the research team as requested. There were five service user representatives included in the membership of the EAG. This included one representative from each of the divisions of the nursing and midwifery register in Ireland. A separate stakeholder engagement focus group was also conducted for the research upon the request from the service users. [ABSTRACT FROM AUTHOR]

Stylized neural machine translation (NMT) aims to translate sentences of one style into sentences of another style, it is essential for the application of machine translation in a real-world scenario. Most existing methods employ an encoder-decoder structure to understand, translate, and transform style simultaneously, which increases the learning difficulty of the model and leads to poor generalization ability. To address these issues, we propose a curriculum pre-training framework to improve stylized NMT. Specifically, we design four pre-training tasks of increasing difficulty to assist the model to extract more features essential for stylized translation. Then, we further propose a stylized-token aligned data augmentation method to expand the scale of pre-training corpus for alleviating the data-scarcity problem. Experiments show that our method achieves competitive results on MTFC and Modern-Classical translation dataset. [ABSTRACT FROM AUTHOR]

This study examined the efficacy of project LePWaR, a game-based reading instructional tool, in enhancing the reading performance of key stage 2 learners at Labu-ay Elementary School during the first quarter of the 2023-2024 academic year. Employing a quasi-experimental research design, the study focuses on the influence of project LePWaR on the reading fluency and vocabulary levels of a selected group of 30 learners. Furthermore, the research explores the association between the game-based reading instructional tool and the fluency and vocabulary levels of key stage 2 learners. The investigation employs pre-and post-assessment measures, incorporating the Phil-IRI assessment tool for English oral reading. Additionally, qualitative data are gathered through adapted and modified survey questionnaires and open-ended interviews to evaluate the project's impact comprehensively. Based on the findings, the intervention produced significant improvements in vocabulary (M = 56.79) and fluency (M = 27.56) post-test scores, along with a noticeable rise in standard deviation. These results suggest that learners have improved a wider range of skills, highlighting the effectiveness of the intervention in promoting fluency and vocabulary acquisition. The implications of the study's findings for practice, educational policies, and future research are significant. For practice, educators can consider integrating game-based instructional tools like project LePWaR into their teaching methods, particularly for enhancing reading fluency and vocabulary among key stage 2 learners. This approach can provide engaging and effective learning experiences, catering to diverse learning styles and preferences. Moreover, educational policies could be informed by these results, potentially advocating for the integration of similar game-based interventions into curriculum frameworks or funding initiatives to support innovative teaching practices. Future research could build upon this study by delving deeper into the specific mechanisms through which gamebased learning impacts reading proficiency. Investigating factors such as learner engagement, motivation, and cognitive processes during gameplay could offer valuable insights for optimizing instructional design. Additionally, exploring the long-term effects of such interventions and their sustainability over extended periods would contribute to a more comprehensive understanding of their efficacy and practical implications. Integrating these implications into the abstract would enrich its relevance and inform readers about the broader significance of the study's findings. [ABSTRACT FROM AUTHOR]

Anchored in the educational philosophy of "benevolence," the Taiwan's Early Childhood Education & Care Curriculum Framework establishes nine learning goals and emphasizes the cultivation of six core competencies in young children. Recognizing that young children have potential for development, imagination, and creativity, the framework encourages young learners to engage with their surroundings, exhibit curiosity, and explore through play. The curriculum framework highlights the multifaceted roles of teachers, including their roles in shaping class culture and learning environments, partnering in the lives and learning journeys of children, guiding in their educational development, and collaborating with families. This curriculum framework emphasizes a child-centered approach to course development, integrating diverse activities that are reflective of and relevant to children's life experiences. It prioritizes maintaining the physical andmental health and safety of young children and introduces them to the meaning of life and the phenomenon of multiculturalism. The type of this study is a conceptual analysis, and it is a study from a reflective model on the implementation of the curriculumin Taiwan. Through this curriculumframework, children are encouraged to appreciate life's beauty and interact with others effectively and empathetically. Therefore, the curriculumframework emphasizes life education,multicultural education, aesthetic education, andmoral education as essential components in the holistic development of young children. The curriculum framework is an educational enrichment for children's learning. This study explores the concept of early childhood learning as conceptualized by Taiwan's Early Childhood Education & Care Curriculum Framework. It is hoped that such an exploration can broaden young children's learning horizons, and enhance the quality of early childhood education. [ABSTRACT FROM AUTHOR]

This editorial from the journal Frontiers in Psychology discusses the importance of high-quality early childhood education and care (ECEC) worldwide. It emphasizes the need for diverse stakeholder input, including government agencies, ECEC providers, teachers, families, communities, and children, in assessing and improving quality. The editorial mentions a collection of articles in the research topic that cover various aspects of stakeholder engagement, conceptualizing and assessing quality, and professionalization and quality improvement in ECEC. The article references the bioecological model of human development and the United Nations Sustainable Development Goals. Please note that the publisher does not endorse any products or claims mentioned in the text. [Extracted from the article]

Aim: Surgery for complex colorectal cancer is elaborate: preoperative assessment, patient selection, radiological interpretation, operative strategy, operative technical skills, operative standardization, postoperative care and management of complications are all critical components. Given this complexity, training that encompasses all these crucial aspects to generate suitably edified surgeons is essential. To date, no curriculum exists to guide training in advanced and recurrent pelvic malignancy, particularly for complex colorectal cancer. Such a curriculum would potentially offer numerous advantages, not only for individual surgeons but also for research, governance, international collaboration and benchmarking. The aim of this study was to design and develop a framework for a curriculum for fellowship training in complex colorectal cancer that encompasses pelvic exenteration surgery. Method: Kern described a six‐step method for curriculum design that is now widely adopted in medical education. Our study utilizes steps 1–4 of Kern's method to develop a syllabus and assessment framework for curriculum development for fellowship training in complex colorectal cancer encompassing pelvic exenteration. A literature review was conducted to address step 1, followed by targeted needs assessment in step 2 by conducting focus groups with trainees, fellows and experts to identify learning needs and goals with objective setting for step 3. An expert consensus group then voted on these recommendations and developed educational strategy recommendations as step 4. For the purposes of brevity, 'pelvic exenteration' in the text is taken to also encompass extended and multivisceral resections that fall under the remit of complex [colorectal] cancer. Results: Step 1 of Kern's method identified a gap in the literature on curricula in complex cancer surgery. Step 2 identified key areas regarded as learning needs by trainees, including anatomy, hands‐on experience and case volume. Step 3 defined the goals and objectives of a fellowship curriculum, defined in six domains including theoretical knowledge, decision‐making, technical skills, postoperative management and continuing professional development. Finally, as a prelude to stages 5 and 6, a strategy for implementation and for feedback and assessment was agreed by an expert consensus meeting that defined case volume (a minimum of 20 pelvic exenteration operations within a fellowship period) and coverage of this syllabus with derived metrics. Conclusions: Our working group has developed a curriculum framework for advanced fellowship training in complex cancer in the UK. Validation is needed through implementation, and affirmation of its utility, both nationally and internationally, must be sought. [ABSTRACT FROM AUTHOR]

In France, the social consequences of industrial development have long been questioned, but technological disasters of the last decades of the twentieth century led to a rethinking of Western ways of life and production. Engineering education has faced the challenge of taking these considerations into account via the humanities and social sciences (HSS) curricula, including themes ranging from work organizations to science and technology in society. Taking a sociohistorical approach, this article describes the apolitical stance of the integration of HSS into French engineering education. Following a problematization within the framework of curriculum sociology, the first part presents the sociohistorical context of French engineering education, with a particular focus on HSS. The second part highlights the difficulties of recognizing the scientific and critical nature of HSS in the larger engineering educational system. The article then presents the results of a review of current HSS curricula as posted on school websites, which reveals a pattern that HSS are taught in an apolitical stance, based in corporate themes rather than questioning the social order or science and technology in society. The review suggests that only a handful of schools have been able to break the boundaries between the engineering sciences and HSS. [ABSTRACT FROM AUTHOR]

With the adoption of sustainability continuing to gain momentum, there has never been a better time for business schools to understand the extent to which they are preparing students to contribute to sustainable organizations and society. The current research seeks to help schools advance this aim by examining the extent to which sustainability is being integrated within business school curricula. We accomplish this through a systematic analysis of 529 websites from undergraduate marketing programs accredited by the Association to Advance Collegiate Schools of Business (AACSB). To further our understanding of how sustainability can be integrated into curricula, we draw upon prior research and the United Nations' Blueprint for Sustainable Development Goal (SDG) Integration to propose a new sustainability curriculum framework. This research fills a gap in the literature by offering a comprehensive look at the state of sustainability in marketing education and offers direction for programs seeking to meet market demands, advance SDG goals, and fulfill current AACSB standards. [ABSTRACT FROM AUTHOR]

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

Background: Virtual patients (VPs) are widely used in health professions education. When they are well integrated into curricula, they are considered to be more effective than loosely coupled add-ons. However, it is unclear what constitutes their successful integration. The aim of this study was to identify and synthesise the themes found in the literature that stakeholders perceive as important for successful implementation of VPs in curricula. Methods: We searched five databases from 2000 to September 25, 2023. We included qualitative, quantitative, mixed-methods and descriptive case studies that defined, identified, explored, or evaluated a set of factors that, in the perception of students, teachers, course directors and researchers, were crucial for VP implementation. We excluded effectiveness studies that did not consider implementation characteristics, and studies that focused on VP design factors. We included English-language full-text reports and excluded conference abstracts, short opinion papers and editorials. Synthesis of results was performed using the framework synthesis method with Kern's six-step model as the initial framework. We appraised the quality of the studies using the QuADS tool. Results: Our search yielded a total of 4808 items, from which 21 studies met the inclusion criteria. We identified 14 themes that formed an integration framework. The themes were: goal in the curriculum; phase of the curriculum when to implement VPs; effective use of resources; VP alignment with curricular learning objectives; prioritisation of use; relation to other learning modalities; learning activities around VPs; time allocation; group setting; presence mode; VPs orientation for students and faculty; technical infrastructure; quality assurance, maintenance, and sustainability; assessment of VP learning outcomes and learning analytics. We investigated the occurrence of themes across studies to demonstrate the relevance of the framework. The quality of the studies did not influence the coverage of the themes. Conclusions: The resulting framework can be used to structure plans and discussions around implementation of VPs in curricula. It has already been used to organise the curriculum implementation guidelines of a European project. We expect it will direct further research to deepen our knowledge on individual integration themes. [ABSTRACT FROM AUTHOR]

This study considers the possibility that students are subversive actors in a hidden curriculum of anti-intellectualism. Mass communication provides the arena in which intellectuals are held up to public judgment, and consequently media education represents a promising context for observing the enculturation of resentment. The hidden curriculum framework incorporates three sources of influence: socio-demographics, student-oriented anti-intellectualism (impatience with education, disliking instructors), and three dimensions of journalism ideology: the consumer-oriented and loyal roles and accountability to the public. Data are drawn from questionnaires distributed to undergraduates at five U.S. colleges with comprehensive programs in journalism and mass communication (JMC). Republican identity, student anti-intellectualism, and journalism ideology predict support for news media exposing faculty as subversive. The study concludes with suggestions for future research on how JMC education, from a comparative perspective, could be vulnerable to anti-intellectual incursions depending on media system and populist climate. [ABSTRACT FROM AUTHOR]

We explore ways in which statistics can be used to understand disease spread and support decision‐making by governments. "Past performance does not guarantee future results"—we hope. We discuss and show examples from the National Science Foundation (NSF)‐funded COVID‐Inspired Data Science Education through Epidemiology (CIDSEE) project. Throughout, the emphasis is on the relationships between evidence, modeling and theorizing, and appropriate action. Statistics should be an essential element in all these aspects. We point to some "big statistical ideas" that underpin the whole process of modeling, which can be illustrated vividly in the context of pandemics. We argue that statistics education should emphasize the application of statistics in practical situations, and that many curricula do not equip students to use their understandings of statistics outside the classroom. We offer a framework for curriculum analysis and point to some rich teaching resources. [ABSTRACT FROM AUTHOR]

External evaluations of curriculum and assessment design have received increasing attention in higher education. However, cross-border evaluations of programs have not yet caught up with the more significant push toward the internationalisation of global partnerships. Addressing this knowledge gap, the motivation of this study is to explore how the Australian tourism and hospitality curriculum and assessment framework is perceived in Taiwan. However, few institutions in Taiwan have embarked on this due to two main factors – lack of nationwide compliance and the perceived high-power distance that exists between academic staff of various ranks (e.g. professor vs. assistant professor). These outcomes contribute to a more nuanced understanding of the contextual differences that need to be addressed before adopting cross-national forms of external referencing involving curriculum and assessments. Insights from three focus groups and seven in-depth interviews with Taiwanese academics offer some strategies to introduce effective external evaluation outcomes. [ABSTRACT FROM AUTHOR]

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

Generative AI can potentially support teachers in lesson planning by making the process of generating an outline more efficient. This qualitative study employed an exploratory case study design to examine a specific lesson design activity involving a series of prompts and responses from ChatGPT. The desired science lesson on heredity was aimed at first grade students. We analyzed the process's efficiency, finding that within 30 minutes we could generate and substantially refine a lesson plan that accurately aligned with the desired curriculum framework and the 5E model of instruction. However, the iterations of the lesson plan included questionable components, missing details, and a fake resource. We discussed the implications of these findings for faculty looking to train pre-service teachers to appropriately use generative AI in lesson planning. [ABSTRACT FROM AUTHOR]

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]

This paper reflects on an educational policy initiative taken by the New Labour Government in England in the 1990s-2000s to extend parental choice in publicly funded school education, and to widen social access to different educational approaches. As such, the policy which led to the opening of a Steiner Academy School in Herefordshire contained elements of educational diversity and inclusion, a degree of parental choice that had not been considered previously, and an extending of social access to different and distinctive educational approaches. For example, in the case of the Steiner Academy Hereford, the National Curriculum for schools in England was set aside in favour of the Steiner Waldorf curriculum framework. The paper seeks to set out the main features of the negotiation that led up to the state funding of Steiner education in England, along with an exploration of the processes, compromises, achievements and setbacks that were encountered along the way. [ABSTRACT FROM AUTHOR]

Purpose: In 2019, a formal review and update of the current training program for medical physics residents/registrars in Australasia was conducted. The purpose of this was to ensure the program met current local clinical and technological requirements, to improve standardization of training across Australia and New Zealand and generate a dynamic curriculum and programmatic assessment model. Methods: A four‐phase project was initiated, including a consultant desktop review of the current program and stakeholder consultation. Overarching program outcomes on which to base the training model were developed, with content experts used to update the scientific content. Finally, assessment specialists reviewed a range of assessment models to determine appropriate assessment methods for each learning outcome, creating a model of programmatic assessment. Results: The first phase identified a need for increased standardized assessment incorporating programmatic assessment. Seven clear program outcome statements were generated and used to guide and underpin the new curriculum framework. The curriculum was expanded from the previous version to include emerging technologies, while removing previous duplication. Finally, a range of proposed assessments for learning outcomes in the curriculum were generated into the programmatic assessment model. These new assessment methods were structured to incorporate rubric scoring to provide meaningful feedback. Conclusions: An updated training program for Radiation Oncology Medial Physics registrars/residents was released in Australasia. Scientific content from a previous program was used as a foundation and revised for currency with the ability to accommodate a dynamic curriculum model. A programmatic model of assessment was created after comprehensive review and consultation. This new model of assessment provides more structured, ongoing assessment throughout the training period. It contains allowances for local bespoke assessment, and guidance for supervisors by the provision of marking templates and rubrics. [ABSTRACT FROM AUTHOR]

Purpose: Entrustable professional activities (EPAs) are a widely used framework for curriculum and assessment, yet the variability in emergency medicine (EM) training programs mandates the development of EPAs that meet the needs of the specialty as a whole. This requires eliciting and incorporating the perspectives of multiple stakeholders (i.e., faculty, residents, and patients) in the development of EPAs. Without a shared understanding of what a resident must be able to do upon graduation, we run the risk of advancing ill‐prepared residents that may provide inconsistent care. Methods: In an effort to address these challenges, beginning in February 2020, the authors assembled an advisory board of 25 EM faculty to draft and reach consensus on a final list of EPAs that can be used across all training programs within the specialty of EM. Using modified Delphi methodology, the authors came to consensus on an initial list of 22 EPAs. The authors presented these EPAs to faculty supervisors, residents, and patients for refinement. The authors collated and analyzed feedback from focus groups of residents and patients using thematic analysis. The EPAs were subsequently refined based on this feedback. Results: Stakeholders in EM residency training endorsed a final revised list of 22 EPAs. Stakeholder focus groups highlighted two main thematic considerations that helped shape the finalized list of EM EPAs: attention to the meaningful nuances of EPA language and contextualizing the EPAs and viewing them developmentally. Conclusions: To foreground all key stakeholders within the EPA process for EM, the authors chose within the development process to draft; come to consensus; and refine EPAs for EM in collaboration with relevant faculty, patient, and resident stakeholders. Each stakeholder group contributed meaningfully to the content and intended implementation of the EPAs. This process may serve as a model for others in developing stakeholder‐responsive EPAs. [ABSTRACT FROM AUTHOR]

The Four-Dimensional Curriculum Framework (4DF) was first published in Focus on Health Professional Education in 2013. It was created in response to a gap in the literature for a curriculum development tool for interprofessional health that could navigate the challenges associated with conceptualising shared educational opportunities across siloed health professional programs. Its four interconnecting dimensions emphasise the dynamic interplay between curricular elements, highlighting the fact that curriculum design is rarely linear. As a theoretical curriculum framing tool, it facilitates the articulation of big picture considerations when designing learning and teaching activities. Since 2013, it has been cited 60 times by researchers and educators across the globe, indicating that it has been used largely as it was originally intended--to interrogate the purpose and effectiveness of a curriculum in broad terms. This paper revisits the features of the 4DF and, in the light of its application in the literature, explores opportunities to expand its functionality from a theoretical framing tool to one that also provides a practical application of the framework. [ABSTRACT FROM AUTHOR]

This study aimed to determine the level of school operations of elementary school heads in the CALABARZON in the implementation of K-12 curriculum and the level of performance using the Philippine Professional Standards for School Heads among five (5) Schools Division Offices in CALABARZON region. This descriptive research integrates quantitative data using validated research-made questionnaire using percentage, mean, two-way ANOVA and Pearson moment of correlation. Most school heads were principal I, with master's degrees, and 6-10 years of experience. Findings revealed that school heads manifested "Best" in school operations and "To a Very Much Extent" in the level of performance, and that there is no significant difference in the school operations and in the level of performance of the school heads. In terms of relationship between the level of school operations and performance it found out that there is a significant relationship between curriculum and instruction and leading strategically. Addressing operational challenges enhances overall school system effectiveness. Elementary School Heads exhibit commitment to delivering an enhanced educational experience. Proactive approaches to leadership, curriculum, accountability, and resource challenges align with the best practices for quality education and improvement. [ABSTRACT FROM AUTHOR]

More and more children and adolescents in Switzerland show serious deficits in their German language skills. In order to specifically promote the language skills of students with a non-German first language, special lessons in German as a second language (GasL) are therefore offered in addition to the regular lessons. The aim of this case study is to evaluate the impact of a pedagogically sound immersive virtual reality learning unit for GasL lessons, which offers students the opportunity to actively speak German and to demonstrate this in the context of two GasL lessons. The research design is based on the "Design Science Research Framework". In this context, the virtual reality learning unit was designed as an innovative prototype (artifact) and iteratively improved. The design considered the didactic framework of the official curriculum as well as the eleven general design guidelines for virtual reality learning units in an educational context. The virtual reality learning unit was tested in a field experiment with five students each at an elementary school and at a secondary school. The students found the virtual reality learning unit as a whole attractive and motivating. But there are operational challenges and necessary prerequisites that have to be considered and created in order to pragmatically and sustainably integrate immersive virtual reality learning units into the existing GasL lessons. [ABSTRACT FROM AUTHOR]

Hollywood screenwriters worry about Artificial Intelligence (AI) replacements taking over their jobs. Famous museums litigate to protect their art from AI infringement. A major retailer scraps a machinelearning based recruitment program that was biased against women. These are just a few examples of how AI is affecting the world of work, learning, and living. MIS and computer science students are among the professional groups who are embarking into careers with nebulous frontiers obscured by the outcroppings brought on by AI. Computer Science and Information System curriculum task forces have recognized the increasing ethical and professional implications developers’ work can have beyond the scope of the programmers’ code. In this article, the authors examine the professional, legal, and ethical implications of copyrights and algorithmic bias resulting from development of AI-enhanced applications and offer suggestions for addressing these topics in courses considering changes to the CC2020 and IS2020 Model Curriculum frameworks. [ABSTRACT FROM AUTHOR]

Introduction: The education of Oral Health Professionals (OHPs) is variable across Europe and consequently, there is concern that research skills are not consistently or optimally integrated into European OHP curricula. The aim of this study is to investigate the perspectives of European OHP students regarding the inclusion of research in the undergraduate curriculum. Materials and Methods: A 21‐question online survey was administered to dental, dental hygiene, and dental hygiene and therapy students across Europe. Informed consent was obtained from participants and all responses remained confidential. Quantitative and qualitative methods were used to analyse the data. Results: A total of 825 student responses to the survey from 33 European countries were eligible for inclusion. The results demonstrated that OHP students recognise the importance of research in the dental field and value the inclusion of research in the curriculum. Although students indicated that they are interested to learn more about research, the survey results also showed that students had neutral opinions towards the existing curriculum providing enough training about research. Conclusion: European OHP students agree on the need for an open and explicit research curriculum in OHP education. The development of a research domain within an open curriculum framework would help to harmonise the teaching and assessment of OHP research skills across Europe and ultimately improve graduating OHP's research skills. [ABSTRACT FROM AUTHOR]

This study examines the adaptation of an ESOL course for older Chinese migrant learners to Emergency Response Teaching mode as a result of the government-imposed restrictions to contain the spread of Covid-19. Through interviews and the analysis of learner diaries, we consider the experience of the school manager and teachers, and the strategies used by the learners, in relation to online delivery, with a particular focus on the measures taken to cater for a group of third-age learners with minimal previous language learning experience. Our analysis highlights the importance of collaborative decision making, team teaching, and a didactic approach that is sensitive to learners' cultural backgrounds and that provides adequate L1 (i.e. first language) support. From a curriculum perspective, we discuss the importance of including content that is responsive to the evolving emergency context, and which strengthens learners' ability (and inclination) to use the language-rich context of the public sphere for learning purposes. We also discuss the relative challenge of shifting grammar and vocabulary focused lessons to online delivery. Learners appeared to employ more frequently memory, cognitive and metacognitive strategies and we discuss this in relation to their current emergency learning context and previous educational background. [ABSTRACT FROM AUTHOR]

The global outbreak of COVID-19, subsequent lockdown of universities, and suspension of on-campus learning have caught many higher educational institutions off-guard, challenging their ability to adapt to a new delivery system. Distance learning has come under the spotlight as the only option to avoid the disruption of the teaching-learning process irreversibly. The present study outlines the problems facing Ukrainian universities after the quarantine imposition due to the COVID-19 emergency. The research reveals that the emergency transition of Ukrainian universities to distance learning has not been smooth; both professor-tutors and students have been put at an unfair disadvantage. Additionally, the study intends to analyse the specifics of distance learning in the system of higher education of Ukraine in the emergency and activities of Ukrainian universities concerning the problems of transition to distance learning and utilisation of educational online platforms. An internet survey was conducted among Ukrainian university professor-tutors and students to explore the changes to the teaching-learning process under the COVID-19 emergency quarantine. Interviews with senior officials of leading Ukrainian universities were held to explore how they addressed the issue of the disruption of the education process due to the COVID-19 quarantine. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic positioned digital education in a new light. The need for educational institutions to develop strategies, standards and establish quality assurance across digital education became even more evident. This paper describes the four-step process of designing an interactive European Union (EU) Digital Education Quality Standard Framework and Companion Evaluation Toolkit to guide the design, delivery and evaluation of effective digital education. (1) A review of literature of existing digital education frameworks and models is presented. (2) Variables and sub-variables inherent in designing, delivering and evaluating effective digital education are identified. (3) Next the variables and sub-variables in the framework are defined. (4) The process of designing the interactive framework diagram is described with the companion evaluation toolkit outlined. The proposed framework is flexible and applicable to entities and audiences regardless of where they are in the online learning adoption process. [ABSTRACT FROM AUTHOR]

A critical content analysis is employed to scrutinize the second-grade materials within EL education's English language arts curriculum. Applying critical race theory, this study confronts the pervasive anti-Black narrative embedded in standardized curriculum used in the United States. The study unveils the presence of this narrative in the materials while advocating strategies for teachers obligated to use these resources. The aim is to empower educators to foster critical engagement among students, encouraging them to craft their counternarrative while actively advocating for an antiracist curriculum. The elementary literacy curricula widely employed across the United States tend to propagate a White-centric agenda. Despite attempts to veil biases and racism, these curricula subtly reinforce White privilege through practices such as colorblindness, context-neutral settings, and the perpetuation of the myth of meritocracy. To counter this, a community-centered approach to education is proposed. This approach challenges the entrenched power structures of White supremacy by supplementing mandated scripted curriculum with additional resources and diverse perspectives that authentically incorporate the lived experiences of Black students, families, and experts. This study underscores the urgent need to address the inherent biases in educational materials, advocating for a pedagogical shift toward inclusivity and actively challenging the perpetuation of systemic racism in curriculum frameworks. [ABSTRACT FROM AUTHOR]

CEFR is now widely used as the reference in developing English language program curricula in many higher educations worldwide. The framework has not been commonly adopted in the Indonesian context and attracts scholars to investigate. This research revealed how lecturers and students perceive CEFR as the basis for curriculum development for English courses. To gain the data, 8 lecturers and 94 students were purposefully chosen as respondents and were given a questionnaire developed from C1 level CEFR descriptors. Meanwhile, some respondents were interviewed to collect in-depth information about their perceptions. The quantitative data were analyzed by computing the average score and revealed that the students have a positive perception towards CEFR with an average of 3.78. The data from the interview uncovered that both lecturers and students agreed with the CEFR descriptors for four reasons: job requirements, communication tools, community expectations, and the need to support their learning. The findings imply that the stakeholders must specify the curriculum framework in which CEFR adoption can be an option. [ABSTRACT FROM AUTHOR]

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As a college of education was charged with transforming a campus preschool program into a teacher-educator lab school, a community of practice was formed to look at current practices and make changes to create a more inclusive program using culturally relevant pedagogy and blended practices. Using a qualitative case study, data were collected for one year to determine what was taking place in the program. In years two through five, changes were implemented and reflected upon. Transformative learning guided data collection and analysis to support the process of reflecting critically on experiences, engaging in reflective dialogue, and taking action toward increasingly deep levels of authentic inclusive practices. Findings indicate that changes in the environment, curriculum frameworks, considerations for teachers, and bringing families in were the keys to developing a more inclusive program for elevating children and families. [ABSTRACT FROM AUTHOR]

Early science, technology, engineering, and math (STEM) learning experiences often exclude children with disabilities and intersecting identities. To promote learning in STEM for all children, the Curriculum Research Framework (CRF) was applied to build learning trajectories of STEM for children from birth to age 5. The CRF was extended and enhanced to generate explicitly inclusive learning trajectories for children with and without disabilities. The process of generating a priori foundations, building learning trajectories, and testing the results in inclusive settings led to new resources for early childhood education (ECE) and early childhood special education (ECSE) practitioners and generated implications for creating and evaluating learning trajectories in ways that affirm that all children belong in STEM. Challenges faced and lessons learned in this process are presented to guide future research and development using the revised and enhanced CRF. [ABSTRACT FROM AUTHOR]

The concept of human subjectivity raises questions about how individuals engage with the world to maintain and cultivate a sense of self. In this article, I pay attention to the formative and complementary dimensions of human subjectivity—persistency and transformability—and propose an alternative to the curriculum paradigm propelling neoliberal subjectivity. First, I draw on Foucault’s theory of the economic subject and Freudian neurosis to illustrate how neoliberal structures can engender neurotic forms of subjectivity, which give prominence to economic efficiency and independent sacrifice. I discuss the impact of neoliberal pressures on subjectivity, especially their tendency to champion perpetual self-control and performance. Second, I utilize the concept of the death drive as a framework for reimagining a curriculum capable of varying the effects of neoliberal neurosis by moving towards a less egocentric consciousness. The analysis of neoliberal neurotic subjectivity and the lens of the death drive ultimately offers insights into the “heterophonic” potential of a curriculum. I argue that, on the heterophonic ground, the curriculum can roughly be in sync with seemingly contradictory yet interconnected elements, such as death and life, rather than solely seeking survival and instrumental modes of subjectivity in pursuit of economic maximization. [ABSTRACT FROM AUTHOR]

Background: Substance use increasingly contributes to early morbidity and mortality, which necessitates greater preparation of the healthcare workforce to mitigate its harm. The purpose of this systematic scoping review is to: 1) review published curricula on harm reduction for substance use implemented by undergraduate (UME) and graduate medical education (GME) in the United States and Canada, 2) develop a framework to describe a comprehensive approach to harm reduction medical education, and 3) propose additional content topics for future consideration. Methods: PubMed, Scopus, ERIC: Education Resources Information Center (Ovid), and MedEdPORTAL were searched. Studies included any English language curricula about harm reduction within UME or GME in the United States or Canada from 1993 until Nov 22, 2021. Two authors independently reviewed and screened records for data extraction. Data were analyzed on trainee population, curricula objectives, format, content, and evaluation. Results: Twenty-three articles describing 19 distinct educational programs across the United States were included in the final sample, most of which created their own curricula (n = 17). Data on educational content were categorized by content and approach. Most programs (85%) focused on introductory substance use knowledge and skills without an understanding of harm reduction principles. Based on our synthesis of the educational content in these curricula, we iteratively developed a Harm Reduction Educational Spectrum (HRES) framework to describe curricula and identified 17 discrete content topics grouped into 6 themes based on their reliance on harm reduction principles. Conclusions: Harm reduction is under-represented in published medical curricula. Because the drug supply market changes rapidly, the content of medical curricula may be quickly outmoded thus curricula that include foundational knowledge of harm reduction principles may be more enduring. Students should be grounded in harm reduction principles to develop the advanced skills necessary to reduce the physical harm associated with drugs while still simultaneously recognizing the possibility of patients' ongoing substance use. We present the Harm Reduction Educational Spectrum as a new framework to guide future healthcare workforce development and to ultimately provide the highest-quality care for patients who use drugs. [ABSTRACT FROM AUTHOR]

As public health aims to improve health outcomes of all populations, social justice is argued to be the philosophy on which public health is based. A social justice approach to population health requires the field to recognize that the inequities in society have negative consequences for health. The purpose of this work is to develop a framework for integrating social justice into a public health curriculum. We used an interprofessional approach to create a definition of social justice, and develop a training program and evaluation plan. The program weaves social justice throughout the core MPH curriculum. The social justice definition is the foundation of the curriculum which is composed of eight key social justice domains with competencies directly aligned with each of the domains. Our evaluation plan focuses on students' change in understanding of social justice in public health. The overarching goal is to explicitly integrate social justice into an MPH curriculum such that students can work toward health equity and justice in their careers. [ABSTRACT FROM AUTHOR]

Medical students lack opportunities to have authentic conversations with patients with cancer in busy hospitals. An improved understanding of what such communication might look like may provide a framework for end-of-life curricula. The authors performed thematic analysis using written correspondence between patient and student participants in the University of California, San Francisco's Firefly Program whose letters discussed death or dying. Four themes emerged: (1) turmoil, (2) grief, (3) making peace, and (4) past, present, and future. Medical students expressed a fifth theme: unmet student expectations. The study provides educators with a unique perspective to help inform curriculum development and patient care. [ABSTRACT FROM AUTHOR]

In Turkey, the Tevhid-i Tedrisat Law (March 3, 1924), which came into force with the establishment of the Republic and aimed at bringing education completely under the control of the state within the framework of a common curriculum, and the process of transition from the Arabic to the Latin script, the so-called 'Letter Revolution" in 1928, led to radical changes in book printing and literacy. This paper analyzes the basic characteristics and changes in the practice of selling books in Arabic script from peddlers to booksellers. The study is limited to Diyarbakır. For the study, in-depth interviews were conducted with three booksellers in Diyarbakır, with people who worked in bookselling at different times, and with madrasa teachers who visited the bookstores. As places of religious and, to some extent, literary education, madrasas were one of the most important institutions that contributed to the formation of an literate community. Bookstores were one of the places where this community socialized. They served as a place where madrasa teachers could exchange ideas about books and, in case of disagreement, take the relevant books from the shelves and discuss them. For this reason, changes in the book trade will also make important contributions to the analysis of changes in the literacy tradition. [ABSTRACT FROM AUTHOR]

The nature of global labor markets places new demands on the Technical and Vocational Education and Training (TVET) sector in developing countries. Capacity building programs have become a strategy for governments to increase the standard of TVET. The aim of this article is to analyze conditions for the formation of an intended and enacted curriculum within the framework of an Ethiopian Private-Public Development Partnership (PPDP) in the TVET sector. Data was generated through semi-structured interviews, focus group discussions, and document analysis. The results indicate that the curriculum was geared toward the needs and interests of those industries involved in the PPDP and that greater emphasis was put on developing the intended curriculum than considering situational and contextual (im)possibilities for its enactment. A future consideration when developing curriculum for such a program may be to involve a more diverse group of local actors. [ABSTRACT FROM AUTHOR]

Chapter 1 overviews the purposes, organization, and various contributions in the volume, "Smudging composition lines of identity and teacher knowledge: Cross-cultural narrative inquiries into teaching and learning." Through these inquiries, we unpack the complexities of teachers and students engaging in cross-cultural classroom contexts. We present narrative inquiry as a fitting research approach to document and to analyze complexities underlying and informing understanding of teacher knowledge in cross-cultural teaching contexts. Such a methodological approach reveals details of the kinds of cross-cultural perspectives that might unfold in the implementation of curriculum, and explores ways in which teachers' sense of teacher knowledge are shaped by experiences of teaching and learning. We recognize complexities revealed through a comparative cross-cultural narrative approach as a way of highlighting the educational significance of this work. We organized chapters of this volume into sections, using Schwab's (1973) curriculum commonplaces as a framework for examining some of these complexities. The four section headings are: Section I: "Becoming a cross-cultural teacher: Developing teacher knowledge from cross-cultural experiences;" Section II: "Learner experience informing teacher knowledge;" Section III: "Subject matter/curriculum informing teacher knowledge;" and Section IV: "Milieu informing teacher knowledge." [ABSTRACT FROM AUTHOR]

This study proposed an SCA advice system. It is an ontology-based recommender that provides advice on appropriate computer curricula based on the behavior of high school students. The three computer curricula at Chiang Mai Rajabhat University include computer science (CS), information technology (IT), and web programming and security (WEB). This study aims to design the ontology framework for an SCA advice system. The system considers three core ontologies: student, computer-curriculum, and advice. After analyzing student behaviors, the behavior types of CS, IT, and WEB were determined to be SB-2, SB-1, and SB-5, respectively. All subjects in these three curricula were analyzed and grouped into seven groups. Their curricula were synthesized in terms of basic skills, basic knowledge, and characteristics. Finally, advice results can be obtained by consolidating the curriculum nature of the CS, IT, and WEB curricula. [ABSTRACT FROM AUTHOR]

This study examines the effectiveness of the Garuda Book, a tailored educational tool for instilling the Pancasila Student Profile in early childhood education within Indonesia's Independent Curriculum framework. Utilizing a Research and Development (R&D) approach, this research involved creating, implementing, and evaluating the Garuda Book in an early childhood educational setting at RA Nurul Hadina. The study's methodology incorporated the development of project activities linked to the curriculum, including "I Love the Earth" and "I Love Indonesia," with the book designed for durability and child appeal. Data collection entailed various questionnaires assessing media and material validity and the effectiveness of the Garuda Book in imparting Pancasila values. Results indicated a significant improvement in children's understanding and embodiment of Pancasila values post-intervention, as evidenced by increased scores in assessments related to faith, diversity, cooperation, independence, critical reasoning, and creativity. However, challenges such as teachers' limited understanding of the independent curriculum were noted, necessitating further training. This study's findings underscore the potential of contextually relevant educational tools like the Garuda Book in early childhood education, contributing substantially to pedagogical practices aimed at value formation. Future research could explore such tools' longterm impacts and adaptability across diverse educational contexts. [ABSTRACT FROM AUTHOR]

In this study, I discuss the potential implementation of José Ricardo Morales' relevant dramatic literature (scripts) as an additional pedagogical learning tool for teaching the topics of media manipulation and propaganda in Chilean secondary schools. Moreover, this process encourages students to critically examine and discuss specific past and present-day local conflicts. From a qualitative approach, I analyze several learning objectives from the Chilean national curriculum frameworks that best suit the aforementioned topics developed and problematized in Morales' plays. As complementary, I discuss the previous results with eight randomly chosen secondary teachers and their students about using Morales' plays to teach particular topics in Chilean history. The results reveal that incorporating two of Morales' plays as a reading and writing activity can be helpful for secondary teachers to teach their students the topics of media manipulation and propaganda in authoritarian regimes from a contextualized perspective. [ABSTRACT FROM AUTHOR]

Introduction To support soldier readiness and mitigate the mental health consequences of deployments, Army regulation mandates soldiers to receive Deployment Cycle Resilience Training (DCRT) throughout their deployment cycle. A recent evaluation revealed several issues with the existing version that threatened the relevancy and usefulness of the training. The present article details the systematic approach taken by the Research Transition Office at the Walter Reed Army Institute of Research to revise the DCRT curriculum and presents the revision updates that are now included in DCRT version 3. Method Curriculum developers (n  = 2) with subject matter expertise relevant to the project followed an iterative process that was critical to the efficacy of the revisions. Developers used the existing DCRT modules as the curriculum framework and utilized several materials to inform the revisions to include Army doctrine, data from the quality improvement evaluation conducted by the Walter Reed Army Institute of Research, and the current research related to the deployment cycle, resilience, and behavior change. Internal and external stakeholders (n  = 31) provided iterative feedback to ensure each of the six modules met DCRT revision objectives. Results The revised DCRT curriculum was implemented in August 2021. The resulting revisions included an increase in inclusivity, an emphasis on growth opportunities, an integrative approach to the deployment cycle phases, and greater practical application. Additionally, the curriculum incorporates best practices found to enhance the delivery of resilience-based psychoeducational interventions, specifically within high-risk occupational settings like the military. Conclusions The revisions outlined in this article enhance the training quality and potential effectiveness of DCRT, which can positively influence soldier and family readiness and mission success. Furthermore, the deliberate and iterative curriculum revision process can serve as a guide to other curriculum development projects, specifically within the military context. Implementation considerations and potential limitations are provided, and future directions are discussed to include the ongoing evaluation. [ABSTRACT FROM AUTHOR]

Objective: Contemporary medical education lacks a strong focus on health economics which guides major decisions in private and public health services. We briefly outline the rationale, guiding principles, main analytic methods, and a suggested framework for health economics education in psychiatry. Conclusions: Health economics aims to improve the efficiency of healthcare. Some analytic methods can be harnessed by psychiatrists to better plan clinical care. Health economic methods will also assist psychiatrists in translating their expertise and clinical priorities more effectively to policy-makers, governments, and private insurers motivated by economic reasoning. [ABSTRACT FROM AUTHOR]

"Decolonizing the mind" (Ngugi) is an ongoing task, even after 50 years or more of political independence. This is particularly the case with respect to theological education, where norms and structures still faithfully follow the Western pattern laid down in the colonial era. New initiatives in theological curriculum development that authentically connect with African issues and concerns and enable theological institutions to break from the shackles of these are an ongoing need, with developments on the African continent making such initiatives ever more urgent. This paper describes and analyzes the pioneering approach of the Akrofi-Christaller Institute (ACI), an indigenous Ghanaian institution, the background to its emergence and the process of implementation over the course of the past 25 years that has produced a successful, full-orbed and wide-ranging theological curriculum connecting with religious, cultural, social and inter-faith issues; the facilitating factors and the challenges on the journey and lessons that could be learned by other institutions wishing to indigenize their curricula. It is hoped that Kwame Bediako's thinking on curriculum design for theological education which has shaped the ACI story of curriculum innovation, as well as the story of its implementation and ongoing development, may provide a model for other institutions desirous of breaking free from the colonial mode, in Africa and beyond in the non-Western world, and facing similar issues. After briefly setting ACI in its historical context, the paper goes on to elucidate the overall vision of the Institute that undergirds the curriculum and provides the rationale for its development. It identifies the fundamental pillars on which the curriculum rests and outlines a model for the basic framework of the curriculum. It then goes on to analyze the ways in which such a vision and framework enable a fresh approach to what has hitherto been seen as normative in the theological disciplines, with a view to creating space in the curriculum to address present-day African (and other non-Western) felt needs in mission and ministry. The paper touches on more recent developments to the original curriculum in response to emerging contextual issues and concludes with possible lessons that may be learned from the ACI story. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)