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Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores how digital competence and digital technology are addressed in Norwegian early childhood teacher education (ECTE). The aim is to provide a national overview of the ECTE institutions' programme and relevant course plans to identify how the preservice teachers are being prepared for their future professional life as digitally competent early childhood teachers. We have conducted a summative content analysis of national regulations, national guidelines, programme and course plans by drawing on Goodlad et al.'s curriculum theory. The findings demonstrate that digital competence and digital technology are clearly emphasised and addressed at the ideological curriculum level but less so at the formal and perceived levels. Data shows that there is a need to define and operationalise professional digital competence from an ECTE perspective. Furthermore, there is a need to more explicitly describe the learning outcomes in the programme and course plans, focusing on both theoretical and practical aspects. [ABSTRACT FROM AUTHOR]

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

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

AbstractThis study explores systemic approaches in water education, focusing on the Domestic Water Cycle (DWC) as a complex educational topic. Water education aims to cultivate responsibility for water resources, engage individuals in water-related issues, and promote sustainable behaviours. Understanding water’s complexity is paramount, and systemic approaches offer a promising way to enhance this understanding. This research develops a comprehensive systemic tool for curriculum designers, educators and teachers to implement water education projects effectively. It also analyses the representation of DWC in official documents related to compulsory education in France, focusing on cycles 1–4. Using qualitative content analysis, the study examines these documents in depth. A four-step methodology was developed to create a systemic diagram of the DWC, incorporating various approaches as guiding principles. This diagram was then used to analyze educational programs. Findings reveal progressive development in DWC treatment across educational levels. Cycles 1 and 2 include some DWC elements, but the overall flow is not identified. In Cycle 3, several elements and relationships are not explicitly included. However, Cycle 4 exhibits a stronger systemic approach, addressing DWC complexity. This study demonstrates that integrating a systemic approach and utilizing a systemic tool can provide valuable support in teaching complexity effectively. Furthermore, it suggests this approach can help students develop essential skills such as problem-solving, understanding interrelationships, and making informed decisions across various domains, including environmental studies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ingeniería e Investigación is the property of Universidad Nacional de Colombia, Facultad de Ingenieraia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

Copyright of Zeitschrift für Diversitätsforschung und -Management is the property of Verlag Barbara Budrich GmbH 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.)

As colleges and universities seek to invigorate ethics education, they need methods to identify where and describe how ethics is already present across their curricula. Meeting this need is complicated by the fact that much ethics education occurs in courses not explicitly focused on ethics or morality. In this paper, we review recent methodological advances before presenting a new Ethics Course Identification Tool (ECIT) that combines application of an expert-derived weighted dictionary and natural language processing methods to identify ethics-related courses based on their titles and course catalog descriptions, even when the terms "ethic" or "moral" are not present. Two studies, the second a pre-registered replication, revealed considerable interrater reliability among experts in ethics education regarding the ethical relevance of courses. Critically, both studies revealed strong correlations between expert judgments and ECIT scores. This empirical evidence points to a shared understanding of ethics education among experts, and it supports the valid use of the ECIT to rapidly and reliably identify ethics-related courses. Based on these findings, we propose that the ECIT can be used both to advance research on trends in ethics education and to help target interventions to improve ethics education at colleges and universities. [ABSTRACT FROM AUTHOR]

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

Comprehensive Sexuality Education has been acknowledged globally for its role in advancing young people’s Sexual and Reproductive Health and Rights. Yet, notable variation exists in definitions and interpretations of what comprehensive means, exposing tensions between international and local values and agendas. This research focused on the situation in Japan, which is largely perceived as ‘lagging behind’ international standards in terms of its sexuality education programming. We aimed to explore the degree of comprehensiveness and variation within Japan’s national and regional sexuality education curricula, using UNESCO’s International Technical Guidance on Sexuality Education as a benchmark. Quantitative and qualitative curriculum analysis was conducted using an Excel tool. Findings revealed greater comprehensiveness and regional diversity than previously reported, although significant gaps persist regarding more explicit sexual subject matter and critical gender perspectives. These results illustrated promising progress towards comprehensiveness, even in the conservative educational environment of Japan. Nonetheless, in aspects such as rights, Japanese educational discourse differs substantially from that of the wider international community, contributing to the perception that the country’s sexuality education programme lacks comprehensiveness. This calls for greater cultural responsivity within the Comprehensive Sexuality Education agenda, albeit without compromising its core values and safeguarding of young people’s sexual health and rights. [ABSTRACT FROM AUTHOR]

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

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

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

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

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

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

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

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

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

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

This study was conducted to determine the distribution of science and environmental achievements in the "Cognitive Development Area" of the 2018 Turkish Preschool Special Education Curriculum according to the Revised Bloom's Taxonomy. The document analysis method, with a qualitative viewpoint, was used in the study. The achievements in "The Cognitive Development" sub-fields of "Science-Scientific Skills and Method" and "Science-Natural, Physical Environment and Life" were analyzed according to the Revised Bloom's Taxonomy. For this purpose, 22 learning achievements in the cognitive development sub-fields of "Science-Scientific Skills and Method" and "Science-Natural, Physical Environment and Life" were analyzed. According to the data obtained, a total of 22 learning achievements were classified as factual knowledge-remembering 8, factual knowledge-understanding 2, factual knowledge-applying 3, conceptual knowledgeremembering 2, conceptual knowledge-understanding 4, metacognitive knowledgeunderstanding 1 and metacognitive knowledge-applying 2. There were no achievements in the sub-dimensions of procedural knowledge, analyzing, evaluating and creating. While a total of 158 achievements are included in the cognitive development field, only 13.92% of them belong to the cognitive development sub-field of "Science-Scientific Skills and Methods" and "Science-Natural, Physical Environment and Life". From this point of view, it may be useful to increase the number of achievements given to science and environment topics. In addition, it was observed that the achievements analyzed did not show a homogeneous distribution according to age levels. In addition, it was concluded that the achievements related to high-level knowledge and cognitive process dimensions that make students more active were not sufficiently included. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

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

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

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

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

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)

In response to the current trends in dealing with data in academia, various research institutions and commercial entities around the world are building new programmes to fill the gaps in workforce demand in specific disciplines, including data curation, big data, data management, data science and data analytics. Thus, the aim of the present study was to reveal the reality of data science education in the Middle East and to determine the opportunities and challenges for teaching data science in the region. Thirteen countries in the Middle East were offering 48 data science programmes at the time of the study. The results reveal that these data science programmes significantly use the words 'data' and 'analytics' in their names. With regard to the academic affiliations of the data science programmes, the study found that they are offered in a variety of schools, especially computer science, information technology and business. Moreover, the study found that computer science is the dominant trend in the programmes. Data science programmes have a significant overlap with other programmes, especially statistics and computer science, because of the interdisciplinary nature of this field. Data science schools in the Middle East differ in terms of their programme titles, programme descriptions, course catalogues, curriculum structures and course objectives. Broadly, this study may be useful for those who are seeking to establish a data science programme or to strengthen data science curricula at both the undergraduate and postgraduate levels. [ABSTRACT FROM AUTHOR]

There is little consensus about the nature of teachers' digital competencies in Higher Education. Moreover, existing digital competence frameworks have largely been developed for teachers in secondary education. In response to this, the current study focuses on developing and validating a framework of digital competencies for teachers in Higher Education. First, a review was conducted to determine the state of digital competence research regarding dimensions and definition of digital competence. In a next step, similarities and differences between existing digital competence frameworks were identified. Based on the outcomes of the review and the framework comparison, a framework was developed in an iterative process through expert meetings with policy makers, experts in the field of educational technology, and validated with practitioners. The new framework includes four dimensions of teachers' digital competencies: (1) Teaching practice, (2) Empowering students for a digital society, (3) Teachers' digital literacy, and (4) Teachers' professional development. The resulting Higher Education Digital Competence (HeDiCom) framework will provide guidance and clearer expectations of teachers' digital competency. Ultimately, improving teachers' digital competencies will contribute to improving the quality of digital competencies of the students. [ABSTRACT FROM AUTHOR]

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

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social Sciences 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, conducted within the interpretive paradigm, aimed to understand how democratic education is constructed around the theme of 'responsible and active citizen' in the national core curriculum in Northern Cyprus. An in-depth document analysis was conducted, to examine the extent to which the learning outcomes across the curriculum are aligned with the competence descriptors in the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC). This framework was used as a guide and a tool to obtain a European and global perspective. The findings revealed that there is alignment, to a certain degree, between the learning outcomes and the RFCDC competences. This confirms that some of the major concepts of democratic education are incorporated in the core curriculum. The findings also indicated that in this curriculum, democratic education focuses on knowledge and engagement at a basic level. In doing so, it undermines the experiential side of citizenship learning, and active participation in democratic life. The study also sheds light on the use and nature of the RFCDC. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Curriculum review is a required and essential part of the continuous improvement process to ensure that all elements of the curriculum are integrated to help students achieve intended outcomes. It is also an effective way of avoiding a disparity between the knowledge and skills students gain throughout their education and the knowledge and skills required in practice. One commonly used curriculum analysis approach is curriculum mapping, which requires extensive labor and time commitment. This best practice paper describes the development of a curriculum search and analysis tool that utilizes novel computational analysis techniques from data science and artificial intelligence approaches to enhance the quality of curriculum maps by increasing the effectiveness and efficiency of the curriculum analysis and mapping process.