Jordan’s masonry archaeology across limestone, sandstone, and basalt faces escalating threats from a disconnect between conservation and architectural education. Though Jordanian archaeology has evolved into a multidisciplinary field, architecture curricula prioritize technical training over the engineering complexities of endangered sites. This study argues that engaging future architects with ancient engineering as recoverable technical knowledge, rather than as objects for specialist intervention, is essential for cultivating advocates of archaeology. It aims to develop a constructivist framework for architectural archaeology that reorients education from mere intervention toward knowledge transfer through reverse engineering. A mixed-methods experiment with architecture students at Hashemite University engaged participants in deconstructing ancient techniques through digital documentation and structural simulation and then reconstructing this knowledge for contemporary applications. A four-domain framework operationalized object-laden epistemology (technical acquisition) and value-laden ontology (constructed advocacy). Findings revealed four transformative outcomes: science-making (recovering ancient engineering as legitimate knowledge); heritage-making (sites becoming living practice); temporality-making (past–present dialogue within presentism and futurism); and advocacy-making (students as ‘custodian-transmitters’ assuming professional stewardship). By integrating architectural archaeology into core curricula, this framework reaches future architects beyond specialized programs, addressing regional gaps in community support for endangered heritage while maintaining critical reflexivity regarding power and selection in archaeological discourse.

The introduction of translation studies at the 100-level under the Core Curriculum Minimum Academic Standard (CCMAS) presents unique pedagogical challenges, particularly for anglophone students with limited French exposure. This study examines the alignment between the intended curriculum and the assessment practices at Delta State University (DELSU), using a qualitative case study approach. Data were drawn from the CCMAS 100-level translation course outline, learning outcomes, a past examination paper, and representative class-based translation assignments including terminology exercises, the identification and discussion of translation tools, and extended written assignments The study employs Kiraly’s constructivist approach to translator education, which emphasizes that translation competence develops through task-based, collaborative, and scaffolded learning rather than rote memorization of theory. Using this framework, the study evaluates whether assessment tasks provide sufficient scaffolding for beginner learners to acquire practical translation skills. Findings reveal a pedagogical gap: while the curriculum emphasizes simple word and sentence translation, DELSU tasks often require students to complete cognitively demanding exercises, such as producing 5-page assignments with translation terminology in French and English, which exceed learners’ scaffolded competence after only four months of French study. The study underscores the need for progressive, task-based instruction that gradually builds competence, aligns assignments with beginner learners’ abilities, and provides structured guidance and feedback. By situating DELSU as a case study, the paper offers insights into the design of beginner-level translation pedagogy under CCMAS, highlighting strategies to enhance competence development, learner engagement, and assessment alignment.

The National Core Curriculum (2019) for general upper secondary education introduced an obligation to describe the principles of schools' assessment culture and common evaluationpractices in local curricula, as well as monitoring their implementation. This article examines howassessment culture is described in local curricula of general upper secondary schools and howthe evaluation obligation required by the Upper Secondary School Act (714/2018) on qualitymanagement and continuous development is implemented between educational institutionsand education providers. Qualitative data consisting of 14 local curricula and individualinterviews with 14 general upper secondary school principals have been analysed usingqualitative content analysis. The results show that, within local education administration,only some general upper secondary education providers implement the systematic evaluationof their own performance required by legislation. Our study's results indicate the central role of principals in assessing the quality of general upper secondary education.

ABSTRACT In the 1990s, a core curriculum for GIScience was developed to provide a lighthouse for the field. Given massive developments in the field, our goal is to lead the GIScience community in creating a modern and open-source curriculum for today’s GIScientist, through a project titled “The Guide to the Geographic Approach.” Here, we outline resources generated from the first phase of the project. It includes a list of modern Geographic Information Science (GIS) competencies, open modules organized around GIS workflows and applications, and supporting instructor materials. The approach to modern GIScience curriculum development and delivery is motivated by a shared understanding that materials should be co-developed by the community of GIScientists, be open source, center ethics, be distinguishable from data science through learning focused on spatial applications and workflows and build practical skills through hands-on activities using the latest technology. With the aim of providing content that addresses a set of modern GIScience competencies, we introduce the first phase of curriculum materials. Using an example module, we describe curricular components of each module and outline how materials can be used, as a complete curriculum or in their component parts.

The purpose of the study was to examine the current and expected conditions, analyze the needs, and propose development guidelines for digital media management in early childhood education within the central northeastern region of Thailand. The study was designed as a quantitative survey research complemented by qualitative input. The participants were 194 teachers (97 early childhood teachers and 97 information technology teachers) selected through purposive sampling from 97 private schools across three provinces—Kalasin, Maha Sarakham, and Roi Et—with one early childhood and one IT teacher representing each school. The early childhood stage in this study refers to the formal preschool level for children aged 3–6 years, in accordance with Thailand’s Basic Education Core Curriculum (2017). The instruments were validated questionnaires with a five-point Likert scale and open-ended items to gather additional suggestions. Descriptive statistics—including mean, standard deviation, and percentage—and the Modified Priority Needs Index (PNI Modified) were employed for data analysis. The results show that the current condition of digital media management in the region’s early childhood education institutions was at a high level, while the expected condition was at the highest level, indicating a clear developmental gap. The highest needs were identified in effective management of digital media use and personnel management, emphasizing the necessity for clear screen-time policies, continuous digital literacy training, and school-level management frameworks. The study contributes empirical evidence supporting the development of comprehensive, school-based digital media management systems that ensure safe, equitable, and pedagogically meaningful technology use in early childhood education.

Digital transformation and artificial intelligence are reshaping public health practice, yet the extent to which the workforce is being prepared for these changes remains unclear. This mapping review aimed to characterize digital public health training initiatives targeting public health professionals in Europe. Training initiatives delivered between January 2020 and December 2025 were systematically identified across five European countries (Italy, Germany, France, Spain, United Kingdom) and major international organizations. Sources included websites, archives, and social media of public health associations, schools of public health, and health organizations. Systematic searching was complemented by direct institutional contact. Initiatives were classified by format, provider, and thematic content using domains from the ASPHER Core Curriculum framework. A total of 367 training initiatives were identified. Activity increased sharply after 2022, with over half of all initiatives (56.7%) delivered in 2024-2025 alone. Conference sessions (54.5%) and webinars (22.3%) predominated, while structured courses (18.3%) and degree programmes (3.3%) were less common. Scientific associations delivered most initiatives (69.5%), with academic institutions accounting for less than one-third (30.5%). International organizations contributed to nearly one-third of all initiatives (32.4%). Thematic content focused primarily on digital tools (66.8%) and leadership for digital transformation (53.1%), whereas training on the infosphere and health misinformation was notably underrepresented (2.5%). Digital public health training for the European workforce is expanding rapidly but remains fragmented, dominated by short formats, and insufficiently integrated into academic curricula. Strengthening formal educational pathways and addressing content gaps will be essential to build sustainable digital competencies across the profession.

This study focuses on the core curriculum of the Robotics Engineering major, specifically the course “Sensors and Detection Technology.” It focuses on the foundational knowledge, instruction, and technical skill training in robotics and proposes a research-oriented learning model for the Robotics Engineering program, with an emphasis on application and innovation. It aims to establish a cross-curricular, competition-based experimental platform for the Robotics Engineering program. The goal is to develop a multi-tiered training system and advance teaching reforms that would boost students’ engineering practice capabilities. By integrating curriculum development, interdisciplinary course design, and student participation in academic competitions, the model aligns learning objectives with student development needs that will foster students’ innovation and entrepreneurial skills. The study also explores a hierarchical practical teaching model via “basic experiments, cross-curricular design, and academic competitions.” The model would help develop integrated innovation projects across multiple themes, and establish a project- and need-driven engineering practice training system across the entire curriculum. This approach would eventually transform traditional passive learning into active learning, thereby enhancing student development in the emerging field of Robotics Engineering.

This article, based on bibliographical research and theoretical analysis, tries to understand how the bourgeois hegemonic media discursively builds consensus among its readers/consumers of news on issues related to basic education, especially those related to teacher/discourse training, secondary education, the school curriculum, the National Common Core Curriculum, etc. Therefore, the strategic importance of corporate Private Hegemonic Apparatuses (APHe) in the discursive domain on issues related to Basic Education seeks, at all times, to establish class dominance (force/coercion) and direction (consensus/hegemony) and thus conform public opinion on issues in the educational field that are often divergent and far from the possibility of consensus. From the perspective of Gramscian studies, in which the state is not only political society, but also civil society (an expanded state) mediated by the APHe, any theoretical generalisation that does not take into account the need to discuss the triad of ‘state’, ‘capital’ and ‘labour’ will be stuck at the level of appearance. It is therefore important to understand the place or position that the hegemonic bourgeois media occupies in the Brazilian political system, which, as a rule, is an obstacle to the deepening of democratic practices.

Exercise and Kidney Health: Core Curriculum 2026.

ABSTRACT Undergraduate legal education in England and Wales has recently seen a shift away from prescription, by the professional bodies, of the content of an undergraduate law degree. The lack of such regulatory requirements calls into question the shape, scale and scope of the core curriculum within law schools, which sits alongside an increasingly diverse elective curriculum. This paper explores the core curriculum across providers in England, Wales and Northern Ireland through an analysis of module information taken from course specifications and related materials. It identifies that while there is still widespread provision of the traditional foundations of legal knowledge subjects, there are significant disparities in credit weighting and degree structure across providers. It also analyses the wide range of non-foundation of legal knowledge modules found within the core curriculum, developing four themes: the established core, the new core, the core adjacent and the specialist core to consider the role of these subjects and how different drivers of curriculum development are reflected in the similarities and differences seen across the sector.

This study highlights Sohar University’s significant contribution to enhancing higher education in Oman, in alignment with Oman Vision 2040, by promoting innovation, sustainability, and knowledge-driven development through its Living Lab model. Located in a strategically important region, the institution tackles urgent sustainability issues locally while also influencing national and worldwide contexts. Its objective is to convert ideas (campus zero waste. Solar energy optimization, grey water recycling etc.)into implementable actions. This effort focuses on redefining engineering education to equip graduates with technical proficiency, analytical reasoning, ethical leadership, and a dedication to global citizenship. The implementation of the International Engineering Alliance (IEA) Graduate Attributes framework fosters a culture of sustainability and ethical practices, enabling the shift from academic understanding to practical application. Sohar University applies the “Living Laboratory” model, an innovative strategy that merges academic curricula with the United Nations’ Sustainable Development Goals (SDGs). This paradigm advocates for experiential learning and community involvement, highlighting interdisciplinary research, industrial collaborations, and outreach initiatives. By incorporating practical learning into its curricula, especially in renewable energy and sustainable infrastructure, the institution improves graduate employability in both local and worldwide markets, distinguishing itself as a leader in sustainability solutions. The primary objectives include aligning graduate attributes with specific SDGs, integrating sustainability competencies into core curricula, and transforming the campus into a Centre for Sustainability. Implementation techniques include engagement, curriculum mapping, workshops, mini-grant awards, and program monitoring, which together enhance the university’s academic standing and strengthen its dedication to sustainable human capital development. Sohar University aims to be a national and regional leader in sustainability education, establishing a benchmark for institutions throughout Oman and the Gulf Cooperation Council (GCC).

Literacy in the early years of Elementary Education must go beyond the mechanical mastery of the writing system, promoting practices that encourage the social use of language, as recommended by the Brazilian National Common Core Curriculum (BNCC). In this context, text production is a fundamental pedagogical strategy for the development of authorship and students’ linguistic competencies. This article aims to report a pedagogical experience developed in the early years of Elementary Education, focused on strengthening the literacy process through systematic text production activities. The proposal involved stages of reading, planning, writing, rewriting, and sharing texts, and was grounded in teacher mediation and in the work with textual genres appropriate to the students’ age group. The results showed advances in textual organization, vocabulary expansion, the use of cohesive devices, and students’ engagement with writing. It is concluded that text production, when developed in an intentional and contextualized manner, contributes significantly to the strengthening of literacy and to the development of autonomy and authorship in the early years of Elementary Education.

Magnetic field concepts are challenging for secondary students because key features such as field-line direction and three-dimensional spatial patterns are not directly observable. This study developed a low-cost revision resource that combines a printed pocket handbook with a marker-based mobile augmented reality (AR) application for Grade 12 magnetism. When students scan printed markers, the app displays aligned 3D models or short instructional videos to support spatial visualization and independent practice. The handbook targets core curriculum outcomes, including magnetic interactions, the meaning of magnetic field and iron-filings patterns, magnetic induction, field-line properties, field patterns around common current configurations, and the Earth’s magnetic field. A quasi-experimental classroom implementation compared AR-supported revision with conventional revision over two weeks. Learning was assessed with curriculum-aligned tests, and usability was evaluated using a standardized questionnaire. The AR-supported group demonstrated improved learning outcomes and reported high usability, with students highlighting benefits for interpreting field-line direction and comparing field patterns across different conductor geometries. These results suggest that a printed–AR hybrid handbook can be a practical approach for supporting self-study revision in magnetism when AR content is closely aligned with instructional goals and designed to avoid unnecessary cognitive load. Keywords: Augmented Reality; Grade 12; Marker-Based AR; Magnetic Field; Mobile Learning; Physics Education

ABSTRACT In this paper, we consider the question: to what extent is Philosophy for Children (P4C) a pedagogically suitable approach for philosophy, religious education (RE), and its secular alternative, culture, worldviews and ethics (CWE) in Finnish general upper secondary school. We define the suitability of a pedagogical approach as the satisfaction of the necessary conditions for the approach to be implemented effectively within a specific context. To establish these conditions, we utilise recent research on the causal factors affecting the effectiveness of P4C in general. Through an analysis of the National Core Curriculum of 2019 and the institutional context of Finnish upper secondary education, we identify several factors that challenge the classical implementation of P4C. We argue that the identified factors affect different subjects to varying degrees: P4C is most suitable for CWE, moderately suitable for philosophy, and least suitable for RE.

Competency frameworks in medical and veterinary medical education highlight the importance of research within curricula to ensure a sound understanding of research and related principles of evidence-based medicine. This study describes topic themes and geographical location of projects carried out by students over a 14-year period as part of a well-embedded research element (the student research component) within a veterinary curriculum. The study explores faculty and student opinions on competences gained, aligned with the American Veterinary Medical Association and Royal College of Veterinary Surgeons core competences, and describes challenges encountered from both perspectives. A survey including items aligned to core research competences was distributed to all final-year students in a veterinary degree program. An aligned survey was distributed to project supervisors. The surveys contained a mixture of Likert scale and free-text items. Thirty-two percent of students and 46% of supervisors completed the survey. Likert scale items were analyzed statistically, and free-text data were coded and analyzed for themes. The study confirms the utility of research projects in supporting the development of core competences; students recognize their potential in highlighting awareness of their own limitations, while supervisors highlight their utility in the development of report writing and critical appraisal skills. Supervisor communication was recognized as a challenge for students, as were time management and generating project ideas. Supervisors considered that critical review and evaluation of evidence competences were developed to a greater extent than did all students in the study. Supervisors considered that students had gained all the research-based competences to a greater extent than graduate students, with the exception of improving their own awareness of their limitations. The study confirms a mismatch in faculty and student opinions on the competences gained through carrying out research projects and the value placed on these projects. Additional success factors are suggested in support of similar curriculum interventions.

Prescribing is a complex, essential skill that doctors must acquire to practice medicine safely and effectively. The British Pharmacological Society has historically provided a core curriculum to guide clinical pharmacology and prescribing education in UK medical schools. This study aimed to update the 2012 curriculum to reflect contemporary practice, regulatory requirements and the evolving needs of medical education. A modified Delphi was undertaken. A steering committee of six clinical and educational experts reviewed the previous curriculum and oversaw the process. Forty experts, comprising clinical and academic pharmacologists, medical educators and pharmacists from across the UK, participated in three Delphi rounds. Round 1 involved item-level review of existing learning outcomes; Round 2 incorporated feedback and new proposals; Round 3 convened expert panels to resolve outstanding disagreements. Consensus was defined as ≥75% agreement. The updated curriculum comprises four sections: (I) Principles of Clinical Pharmacology, (II) Drugs, (III) Therapeutics and (IV) Prescribing and related skills. Key changes include consistent application of clearly defined command verbs, updates to reflect current practice and a reduction in learning outcomes (226 to 205), particularly in Section I. The core drug list remained stable, with minor revisions and reorganization. This updated British Pharmacological Society curriculum provides a robust, evidence-based framework for clinical pharmacology and prescribing education. Its structured approach supports curriculum design, mapping and quality assurance, while alignment with national assessments and regulatory expectations ensures relevance for undergraduate education and early clinical practice. It aims to enhance safe, effective and responsible prescribing by future doctors.

The purpose of this study is to gain perspectives on introducing IBCTL (International Baccalaureate Certificate in Teaching and Learning) into graduate school of teacher education in Japan, which are currently providing advanced teacher training programs aimed at cultivating student agency, a comprehensive set of skills necessary for children living in the future, as advocated by the Organisation for Economic Co-operation and Development (OECD) Education 2030 Project. To achieve this goal, I examined the curriculum and structure that are important for IB teacher training and the introduction of IBCTL. I attempted to achieve this goal by examining the curriculum being developed at a graduate school of teacher education attempting to implement IBCTL and the creation of a syllabus based on that curriculum through lesson planning. As a result, I examined the curriculum and structure as a perspective for introducing IBCTL into graduate school of teacher education in Japan, where advanced teacher training is required. I found that a core curriculum and structure that incorporates the core of the IBCTL into the core of graduate school of teacher education programs is important for implementing an IB education that is aligned with the advancement of teacher training and the development of student agency.

ABSTRACT This article investigates how Colombia’s decentralised Secretariats of Education (SoE) institutionalise exam-oriented preparation for Sabre 11, the mandatory upper-secondary exit exam governing higher-education access. These state-procured services are conceptualised as shadow education, satisfying Bray’s canonical criteria – supplementary nature, academic focus, and fee-based delivery – while functioning as a publicly financed, contract-based modality. Operating beyond the core curriculum, these programmes often become mandatory through contractual mandates. Theoretically, the study is situated at the intersection of state responsibilization and privatisation; subnational authorities, under pressure to improve metrics, outsource service delivery while retaining accountability for outcomes. Methodologically, the research employs a documentary analysis of procurement dossiers (2021–2024), systematically coding service configurations, delivery modalities, and per-student expenditures. Findings reveal that local development plans mobilise public resources to improve Sabre 11 rankings, which are centrally monitored by the Ministry of Education. Despite significant data constraints – notably the absence of a national registry and the discontinuation of student-level participation surveys since 2012—the evidence demonstrates a sophisticated bundling of tutoring, teacher training, and curriculum alignment. This model effectively embeds shadow education within the public apparatus, illustrating how state-initiated private interventions are leveraged to advance subnational performance imperatives and quality assurance goals.

Medical education has increasingly prioritized technological competence, often at the expense of humanistic values central to patient-centered care. This Mini Review examines how medical humanism and Narrative Medicine can be systematically integrated into contemporary medical education to rebalance technical expertise and humanistic care. Current evidence suggests that Narrative Medicine enhances empathy, communication skills, professional identity, and ethical sensitivity. However, integration efforts remain fragmented and are frequently constrained by curricular overload, insufficient faculty preparation, and misaligned assessment systems. Embedding Narrative Medicine within core curricula, supported by interdisciplinary collaboration, longitudinal programs, and rigorous evaluation frameworks, offers a feasible pathway toward a more holistic and sustainable medical education paradigm.

The Digital Signal Processing (DSP) course serves as a core curriculum for electronic information engineering majors. Traditional DSP instruction predominantly employs a teacher-centered lecture format supplemented by simulation experiments, which fails to engage student interest or foster proactive learning, ultimately resulting in suboptimal educational outcomes. This study integrates the BOPPPS instructional framework with Collaborative Inquiry-Based Learning (CIBL) models while designing simulation-hardware experiments that seamlessly bridge virtual and hardware-based environments. By incorporating Sustainable Development Goals (SDGs)-oriented engineering case studies into Project-Based Learning (PBL) content, this approach effectively stimulates student motivation, cultivates practical skills, and enhances problem-solving capabilities. The effectiveness of these pedagogical innovations is evaluated through academic performance analysis, student surveys, and focused interviews, enabling continuous optimization of teaching plans and content. Research findings demonstrate that integrating SDG-related engineering projects significantly boosts student motivation and professional confidence. Furthermore, the BOPPPS model combined with CIBL effectively improves learning efficiency and specialized competencies among students.