Abstract
The concept of value-added courses in education is rooted in supplementing the core curriculum with additional learning opportunities beyond standard academic subjects. The secondary stage of education should emphasize optimal learning based on students' cognitive development through experiential and hands-on experience by incorporating value-added courses in the curriculum. Today, while the world has become globalized with limited resources, colleges and universities should pay more attention to preparing students to be sustainable (McCaffrey & Hamilton, 2007) both in act and behavior. The preparation of the students for the industry should begin from the secondary stage. So, the policymakers should contemplate and pay attention to the pedagogy to meet future needs. The conceptual framework underlying value-added courses emphasizes their role in supplementing the core curriculum, providing students with practical skills and competencies essential for holistic development. Also, the sustainability of behavioral changes induced by value-added courses is contingent on several factors. The goal is to gain access to an expansive repertory of knowledge to grow professional skills. This study attempts to determine the sustainability and the challenges of incorporating value-added courses in the Secondary School curriculum.
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