Exploring university student perspectives of a challenge‐based curriculum

Purpose This research aims to identify the fundamental concepts of John Dewey’s experiential learning theory and establish a philosophical framework for experiential education to enhance the primary education system. Design/methodology/approach This qualitative case study research has identified the shortcomings of the current primary education curriculum and teaching methods. Twenty-five individuals, including males and females from various primary educational institutions and different professionals, were interviewed. Experiential learning theory has been applied to understand the phenomenon. Findings The results demonstrate that the current curriculum and teaching methods require revision to maintain student engagement in the learning process. Instead, they lead to feelings of depression and boredom among students. The primary reason for this ineffectiveness is the need for more learning opportunities through experiments and play. Research limitations/implications The study develops a new framework for the primary education system that encompasses the curriculum, teaching methods, teacher–student relationships and classroom feedback. This framework should incorporate interdisciplinary approaches, outdoor learning, open dialogue and ongoing assessment as part of an experiential learning strategy. Originality/value This study fills a gap in the current research by demonstrating the effectiveness of John Dewey’s experiential learning theory in the real world, specifically in addressing the root causes and probable solutions to the primary education system in Bangladesh.

Physical Education, Sport and Health (PJOK) is an important part of the school curriculum that aims to improve students' physical fitness, motor skills and mental health. Monotonous learning can affect student participation and academic achievement. One approach that has gained attention is game-based learning. This study aims to analyze the role of game-based learning in increasing students' participation in physical education. The research method used is qualitative research. Data were collected through observations, interviews with PJOK teachers, and group discussions with students. Data analysis was conducted by identifying patterns in students' participation, students' responses to game-based learning, and its impact on students' interest in PJOK learning. Preliminary findings show that game-based learning has a positive impact on students' interest and participation. Students are more enthusiastic and actively involved in learning when using this approach. Students explained that the games made the lessons more fun. In addition, teachers also noted an increase in student participation and peer interaction during learning. Game-based learning can play a significant role in increasing students' interest and participation in PJOK subjects. The implication is that it is important to integrate this approach into learning practices in schools to enhance students' learning experiences and

The new English language curriculum in the Kingdom of Saudi Arabia: intentions and tensions in curriculum design and enactment

This study explores women secondary mathematics teachers' experiences of professional learning. Life histories were elicited through semi-structured interviews in the form of guided conversations, supplemented by time-lines of mathematics and of professional learning. Analysis focused on constructed personal experience narratives. Although research demonstrates the features of effective professional learning, teachers' experiences of learning throughout their careers remains under explored. A particular focus in this study is on the ways in which professional learning is supported, providing opportunities for reengagement with mathematics, a subject frequently viewed as inaccessible and masculine. The women's stories are peopled with significant others who provide both models and encouragement, frequently drawn from their own school days and early professional experience. Much professional learning is informal, arising from unstructured reflection on teaching, with teachers accorded neither agency nor consistent support for their learning. The women's narratives provide a perspective on lived experiences of professional learning. Frequently learning is unsupported and spaces to discuss mathematics learning and teaching limited. Teachers appear isolated in restrictive school environments which contribute to a perception of reduced agency. Where opportunities for collaborative professional learning exist, women participate actively in the wider mathematics education community. Analysis of the narratives suggests that teachers' agency over their professional learning needs to increase to create spaces for women to collaborate on mathematics focussed professional learning. The allocation of resources to teacher professional learning should be prioritised. These glimpses reveal the restricted landscape of women mathematics teachers'learning opportunities. Despite these restrictions, however, teachers push at the boundaries. The narratives will support teachers who may draw on the voices of others to help them to make sense of their own development. Further research is warranted to explore the way individuals might develop and utilise their own professional learning narratives.

OBJECTIVES/GOALS: The training needs of clinical & translational scientists are evolving. Implementation of new curriculum content requires assessment of need, fit with current curriculum, incentives and barriers to implementation. We used implementation science methods to plan the implementation of a dissemination and implementation science training toolkit. METHODS/STUDY POPULATION: The Tufts Clinical & Translational Science (CTS) Graduate Program is the training core of the Tufts CTSI and its associated TL1. To assess barriers and facilitators to implementing the University of Washington’s Dissemination and Implementation (D&I) Science Toolkit for TL1 Programs into the Tufts CTS Graduate Program, we used the Consolidated Framework for Implementation Research (CFIR). We developed an interview guide based on CFIR constructs or categories of factors that might influence implementation of the D&I Toolkit and interviewed 8 stakeholders including leadership, trainees and faculty. We compared D&I Toolkit content to the current curriculum on stakeholder engagement (SE) and research study quality improvement (QI) to identify how the D&I Toolkit could be adapted to fit trainee and program needs. RESULTS/ANTICIPATED RESULTS: Stakeholder interviews and review of the current curriculum identified facilitators and barriers to implementing the D&I Toolkit in the Tufts CTS Graduate Program. The program has a strong SE focus and fosters the use of research study QI methods. Interviews identified student and faculty desire to implement the D&I content yet time constraints and overlap with the current curriculum were identified. The following plan to adapt the D&I Toolkit content to fit contextual factors was developed and executed: 1. Adapt didactic content to fit into a 90-min session. 2. Highlight the synergy between the current SE curriculum and the role of stakeholders in D&I science. 3. Modify course materials to highlight examples of disseminating local research results. 4. Limit the experiential learning component to a SE plan. DISCUSSION/SIGNIFICANCE: TL1 training programs must balance competing demands in selecting curriculum content. The CFIR framework was used to systematically assess implementation barriers by engaging program faculty, students and leaders to identify implementation strategies. This process could be useful when evaluating the addition of other educational content.

In the contemporary era, outdoor education programmes have become integral across various educational levels, with the Ministry of Education emphasizing physical health as a means to enhance learning outcomes. Mental health and well-being, however, also emerge as critical aspects linked to these programmes. This study aimed to explore the theories underpinning outdoor education programmes on mental health and well-being, also, drawing insights from selected past studies. Employing a qualitative approach, this literature review utilized Google Scholar as the primary data collection tool. The findings revealed that the most commonly applied theories in outdoor education programmes related to mental health and well-being include social constructivism learning theory, Kolb's experiential learning theory, the outward-bound educational process model, health promotion theory, and social cognitive theory. From the past studies, several main themes emerged. Outdoor education programmes significantly enhance social interactions, self-esteem, and emotional regulation, promoting physical health, which in turn supports mental well-being. Engagement with natural environments has therapeutic effects, reducing symptoms of anxiety and depression. Given these findings, outdoor education programmes should be integrated more extensively into educational curricula to leverage their benefits for mental health and well-being. Schools and educational policymakers should consider training educators in the application of these theories to maximize programme effectiveness. Future research should focus on longitudinal studies to further validate the long-term benefits of outdoor education on mental health and explore the mechanisms through which these benefits are achieved. In conclusion, outdoor education programmes have a multifaceted impact on mental health and well-being, supported by various educational and psychological theories. These programmes offer valuable opportunities for experiential learning, social interaction, and connection with nature, contributing to enhanced mental and physical health.

The aim of this study was to conduct a needs assessment of Medicaid and health care reform education in the current dental curriculum of one U.S. dental school. A mixed-methods approach was employed using focus groups and surveys. Three focus groups with dental students (nine first-and second-year students, eight third-year students, and seven fourth-year students) and one focus group with six external oral health stakeholders were conducted in 2018 to explore participants' attitudes and beliefs about Medicaid and health care reform. The focus groups used a semi-structured guide, and transcripts were analyzed using thematic content analysis. Following the focus groups, all first-and fourth-year dental students were invited to participate in a survey assessing their general and dental-specific Medicaid knowledge and attitudes about Medicaid. In both methods, participants made suggestions for future curricular experiences involving Medicaid. Surveys were returned from 81 first-year students (96% response rate) and 72 fourth-year students (86% response rate), for an overall response rate of 93%. Participating students and stakeholders agreed that Medicaid is confusing and challenging to incorporate into private practice. All participants viewed programs sponsored by organized dentistry as venues to learn about oral health policy. Nearly all participants agreed that private practice mentorship, improved practice management, and more experiential opportunities in the predoctoral curriculum would be effective strategies to increase knowledge about Medicaid and health reform. According to the survey responses, Medicaid and health reform knowledge is poor and scarcely covered in the current curriculum, and only 39% of participating students planned to participate in Medicaid after graduation. These findings suggest that curricular improvements are needed to incorporate more engaging and experiential learning using external resources.

This is a perspective article about the status of undergraduate medical internship training in Nepal based on the learned experience and reflections on current practices on medical education in Nepal. The medical education in Nepal is facing myriad challenges. In order to keep up with the current demands and advances in medical education, adaptation and changes in current curriculum and its modalities are crucial. Current medical curriculum, specifically needs to focus on promoting communication skills, community based learning and medical ethics which may help to garner skills and motivate students for innovations and research in the field.

The article "Clown Teachers and the Circus of Education: The Role of Educators and the Evolution of Educational Curricula" critiques the rigid and outdated nature of current educational curricula, using a circus metaphor to highlight the performative aspect of teaching within these constraints. It explores standardised curricula' historical context, examining their rationale and the disconnect between these predetermined frameworks and contemporary societal needs. The analysis reveals how current curricula often fail to prepare students for the modern job market, supported by case studies and expert opinions. The challenges educators face in balancing adherence to outdated curricula with fostering genuine learning are highlighted through testimonials. The impact on students, including psychological and developmental effects, is discussed, emphasising the consequences of an exam-focused education system. The article advocates for curriculum reform, presenting successful examples and recommendations from theorists and policymakers. Innovative educational approaches are showcased, illustrating technology integration and experiential learning. The conclusion underscores the need for evolving educational practices to balance examination success with fostering genuine learning.

Objectives: University students represent a vulnerable population to mental health and wellbeing issues. However, young people are likely to delay or fail to engage in help-seeking behaviours. Embedding mental health learning opportunities in curriculum design may improve the mental health and wellbeing of students, but there are challenges to embedding this material in non-health disciplines where students’ intrinsic interests may not align with mental health–themed coursework. To explore this challenge, the present study involved embedding mental health literacy learning into an Event Management course through an experiential learning opportunity. Design: A quasi-experimental design involving university students divided into intervention groups ( n = 40) and control groups ( n = 83). Setting: Students in the intervention groups managed events across campuses of a major Australian university in support of a University Mental Health and Wellbeing Day. Students in the control groups managed non-mental health events. Method: Pre- and post-event surveys compared students’ perceptions of experiential learning, of the effectiveness of student-led events in promoting mental health literacy and help-seeking behaviours in themselves and peers, and of embedding mental health learning into an experiential learning framework. Results: Results suggest that experiential learning opportunities that contain mental health literacy content in addition to course content can be valuable without interruption to core learning aims. Conclusion: This study is one of the first to evaluate the impact of innovative curriculum designs that embed mental health literacy in non-health disciplines, highlighting the opportunities for creative approaches to improving mental health education in universities.

The current study aimed to identify the degree of inclusion of twenty-first century skills in language proficiency course 2 in the field of: critical thinking, problem solving, creative thinking, communication, technology use, self-learning, cooperation and community participation for second-level students in secondary school in the Kingdom of Saudi Arabia. The descriptive approach (content analysis) was used, and the study sample consisted of language proficiency course 2 in the secondary stage, through the study tool, which is the content analysis card. In its results, the study reached a list of the most important skills of the twentieth century that should be included in educational curricula, including the Arabic language, while the skills of the field of creative thinking in language competencies course 2 were weak, with a percentage of 13.21%, and the field of communication skills was high, with a percentage of 38.17%, and in the level of processing and employing technology, it was very low, with a percentage of 5.54%, the field of learning skills was very weak, as the percentage was 8.45%, and the field of cooperation and community participation skills was average compared to the general percentage for all fields of twenty-first century skills, and the percentage was 19.41%. The study recommends the importance of consideration by those in charge of Arabic language curricula in the Kingdom of Saudi Arabia. Saudi Arabia with the skills of the twenty-first century, employing and integrating them into the current and future curricula, and training teachers and learners to use them in the current curricula.

The technical advisory group of the World Health Organization (Geneva, Switzerland) has suggested person-centered and community-based mental health services in response to the long-term and far-reaching mental health impacts of the COVID-19 pandemic. Task shifting is a pragmatic approach to tackle the mental health treatment gap in low- and middle-income countries. Pakistan is dismally resourced to address the mental health challenges. Pakistan’s government has established a lady health worker’s program (LHW-P) which can be effectively utilized to provide some basic mental health services at community doorsteps. However, lady health workers’ current curriculum does not include mental health as a subject. WHO’s Mental Health Gap Intervention Guide (mhGAP-IG) Version 2.0 for mental, neurological, and substance use disorders in non-specialist health settings can be adapted and utilized to be included as part of the LHW-P curriculum in Pakistan. Thus, the historical lack of access to mental health support workers, counsellors, and specialists can be addressed. Additionally, this will also help to reduce the stigma associated with seeking mental health care outside the boundaries of home, mostly at a huge cost.

Global challenges complex affect the system of international relations, interstate relations, the nature of interaction between economic entities within the state and between economic entities of different states, requiring a radical transformation and modification of the modern global system and the actions of its actors. The aim of the research is to identification, classification of global challenges by strength of impact and probability of occurrence to further determine their impact on the economic entities behavior and the formation of relationships between them. The subject of the research is the global challenges, the strength of their impact and the probability of occurrence and change in time. The methods of the research: logical-substantive method, method of comparison, methods of induction and deduction, analysis and synthesis. The hypothesis of the research. There is a need to identify and classify global challenges to further determination of their impact on the nature of behavior and the system of relationships of economic entities in the context of global challenges. The statement of basic materials. The concepts of global challenge, global problem, global risk, global crisis, global catastrophe are considered. It is proposed to consider the global challenge as a situation facing a large number of people who are not able to solve it on their own in an adequate time and they need to join efforts to solve it, which can create a global threat that will result in global problems, risks, crises and catastrophes, and be an incentive for global positive change. The classification of global challenges is proposed, which includes geopolitical, social, economic, biological, demographic, climatic, technological, informational, cultural. The originality and practical significance of the research lies in the systematic classification of global challenges in order to further determination of the impact of each group of global challenges on changes in both interstate relations and the nature of interaction between individual entities. Conclusions and perspectives of further research. The proposed by the author classification of global challenges on the basis of the annotated critical analysis of scientific literature, which is presented by 7 groups of global challenges such as geopolitical, social, economic, biological, demographic, climatic, technological, informational, cultural – will be the basis for global challenges impact determining on the nature of behavior and the system of relationships of economic entities in the context of global challenges.

ObjectivesThe RCPCH incorporated child mental health into the postgraduate training curriculum a number of years ago, but trainee paediatricians continue to feel ill-equipped to manage child mental health. Previous studies...

Although flipped learning has been recognized as being a potential approach enabling students to learn at their own pace before the class and facilitating in‐depth peer‐to‐peer and student‐to‐teacher interactions in the class, it remains a challenge to promote students' active learning in the before‐class stage, which could significantly affect their in‐class engagement and learning performance. In this study, a reflective thinking‐promoting approach is proposed to facilitate students' learning design project performance, technology‐enhanced active engagement, and their reflective thinking and participation in the before‐class stage of flipped learning. A quasi‐experiment was conducted on a flipped Digital Learning course of a Master's program in a university to evaluate the effects of the approach on students' learning design performance, engagement, reflective thinking and participation. A total of 19 students (7 male and 12 female) were in the experimental group learning with the reflective thinking‐promoting approach, while 19 (4 male and 15 female) were in the control group learning with the conventional flipped learning approach. The results indicated that the proposed approach significantly enhanced not only the students' learning design project outcomes and reflective thinking, but also their engagement and participation in the before‐class stage of flipped learning. Practitioner Notes What is already known about this topic Flipping learning is an effective teaching approach that shifts the lecture time to the before‐class stage and hence teachers have more time to conduct learning activities to promote students' higher order thinking as well as to deal with individual students learning problems. Students' learning experience, motivation and belief could be the factors that guide students towards engagement and participation in content and help them learn new skills. Engaging students in reflective thinking is an important and challenging issue. It provides students with an opportunity to scrutinize their own learning and hence make progress. What this paper adds A reflective thinking‐promoting approach into flipped learning is proposed to facilitate students' flipped learning engagement and participation behaviors as well as their project performance and reflective thinking. In addition to promoting students' learning outcomes, the results indicated that the proposed approach provides promising results on the technology‐enhanced active learning experience and participation in online learning in the before‐class stage of flipped learning. Implications for practice and/or policy Via monitoring students' online before‐class progress, instructors can recognize the factors that affect students' learning, adjust or differentiate their instruction and even provide students with more opportunities or with additional support to meet students' needs for learning. The link between the video lectures and the classroom activities can be examined in future research to perceive the influence of video lectures on students' participation behaviors in‐class activities. Forming reflective thinking skill is important, but attainable; it needs students' engagement and participation in time and effort.