Curricula In Countries Research Articles

Pre-Service Teacher Education in a Postplagiarism World: Incorporating GenAI Into Teacher Training

This essay explores the integration of generative artificial intelligence (GenAI) into pre-service teacher education amidst contemporary debates on technology in education. It highlights the cautious stance taken by educational authorities, such as the Alberta Teachers’ Association, which advises against involving students directly with AI tools. The discussion contrasts this cautionary position with global trends, noting advanced AI curricula in countries like China and Japan. Emphasizing the necessity for hands-on GenAI training for pre-service teachers, the essay advocates equipping future educators with the skills and knowledge to effectively incorporate AI into their practice. It calls for engaging students as partners in learning and rethinking traditional notions of plagiarism in a postplagiarism world where AI co-creation becomes common.Keywords: Pre-service teacher education, postplagiarism, generative artificial intelligence (GenAI), AI literacy, educational technology integration

데이터 리터러시 관점에서 초등 수학과 성취기준 및 교과서 문제의 비구조성(ill-structured) 비교분석

Objectives The purposes of this study were to analyze the achievement standards of elementary mathematics and curriculum in each country from the perspective of data literacy, compare and analyze the problem of ill-structured in math textbooks, and present the direction of future curriculum and textbook development.
 Methods To analyze the elementary mathematics curriculum standards in Korea, the United States, Japan, and India from a data literacy perspective, components of data literacy was selected and analyzed with a focus on whether the standards in each country's curriculum reflect the content of the components. After categorizing the standards, to analyze the cognitive level of the standards, the level of the standards is compared by the mathematics cognitive domain, which is an indicator for the development of the TIMSS 2019 assessment, and the problems ill-structured of in each country are examined in terms of realism, complexity, and openness.
 Results Compared to other countries, Korea did not deal with various aspects of data literacy in the curriculum standards, and showed a low proportion in the cognitive domain that requires high-dimensional thinking. The problems of ill-structured in textbook were practical in that it mimics the real situation and provides descriptions and information about the situation, but complexity and openness were relatively not revealed, confirming the need to develop meaningful textbook problems for learners in the future.
 Conclusions In the curriculum, it is necessary to emphasize various aspects and high-dimensional thinking on the perspectives and components of data literacy and to be guided in connection with ‘data ethics’. Mathematics textbooks should be able to utilize high-dimensional thinking skills through ill-structured status and aspects of practicality, complexity, and openness need to be systematically presented. Pre-service teachers and teachers also suggested that the development of training and programs to foster data literacy capabilities, cultivate background knowledge on ill-structured status, and support teaching and learning design be conducted as follow-up studies.

Teachers’ Critical Reflections on the New Normal Philippine Education Issues: Inputs on Curriculum and Instruction Development

Due to the COVID-19 pandemic, the Philippine educational landscape is greatly affected. This education issue concerns the country's curriculum and instruction (CIN), covering students' learning, delivery modalities, competencies, teachers' characteristics, and community involvement. Nonetheless, the CIN must be developed, considering the students, teachers, community, and the pressing challenges in the teaching-learning process, promoting quality education while considering the pandemic, by looking into teachers' perspectives. This qualitative research used content analysis to derive insights from the critical reflections of sixteen (16) teacher participants. It aims to present the participants' reflections on the New Normal education issues, leading to curriculum and instruction development inputs. Furthermore, the emerging themes are (a) essentiality and feasibility in choosing learning competencies; (b) good quality, flexibility, sustainability, and safety in choosing learning modalities; (c) learning materials' alignment, sufficiency, and proper distribution; (d) devotion, adaptability, and helpfulness of teachers; (e) reaching out students and task individualization; and (f) leadership and involvement needed to achieve success in education. Moreover, the findings suggest that the New Normal classroom requires a curriculum and instruction, teacher, leadership, and involvement adaptive and flexible of the changing and multifaceted educational landscape brought by the persisting disease.

International Trends in K–12 Computer Science Curricula Through Comparative Analysis: Implications for the Primary Curricula

The purpose of this study was to identify international trends in K–12 computer science curricula in countries that have introduced computer science education. Content analysis method was used to analyze the country-wide curricula of 10 countries which have introduced computer science education at the primary level. The K–12 Computer Science Framework was used as a theoretical frame to analyze the curricula. The results show that most countries begin their curricula with subconcepts of algorithms, program development, and under impact of computing, along with the practice of creating computational artifacts; then, countries expand upon computer science concepts and practices as learners progressed through the higher grades. Further, countries tend to introduce computer science concepts and practices in stages; once concepts and practices are introduced, they continue across multiple grades. Three approaches to implementing computer science education into the country-wide curriculum were found: introducing computer science (a) as an independent subject, (b) within multiple subjects, and/or (c) as a part of transversal competencies or an independent computer science curriculum with a cross-curricular approach. These study findings can contribute to a worldwide effort to introduce computer science education at the primary level.

PROGRAMS FOR PHYSICAL EDUCATION OF SCHOOLCHILDREN IN FOREIGN COUNTRIES

The results of a comparative analysis of physical education curricula for general educational institutions in countries of America, Europe and East Asia are offered. The examples of conceptual differences in the curricula of different countries on a civilizational basis are shown. Main curricula component features in different countries and its tendentiousness are defined. The goals and objectives of physical education for young students are formed, either at the state or regional levels, with different strategies from “satisfaction-effect” to “sportsmanship”. There is a tendency towards a reorientation of the educational process from achieving age-old standards of callisthenics to the result of personal and social development. The variety of facilities that were offered to pupils in secondary schools in different countries has been identified: classical and non-traditional; recreational, developmental, entertaining, cultural-educational and military-applied. The influence of historical, traditional, national and geographical factors on the didactic content of the curricula is shown.The meaningful component of physical education curricula of all countries is theoretical material and swimming. Diversity in the organizational support of the curricula was defined by comparing: the mandatory of the subject “Physical Education”, the weekly number of physical exercises, the role of the physical education teacher in determining the didactic content of the curricula, the forms of physical education for pupils in different countries. It is recognized that sports competitions in many countries are the main part of training programs. The peculiarities of evaluating the performance of students in the physical education process in different countries and the tendency of transformation varieties and criteria assessment are clarified. By examples of selected countries organizational and methodological peculiarities of physical education exams for students are shown, which proves the prestige of the subject and the healthy way of life of their citizens.

TEATRO NA ESCOLA: UM RECURSO PEDAGÓGICO DO PROCESSO DE ENSINO E APRENDIZAGEM

The theater consists of one of the languages of the Art that implies the interpretation of stories for an audience and can be used in the school with a pedagogical function, serving as a subsidy for the corporal and cultural development of the children. The subject who has the chance to participate in theatrical activities can develop the critical ability to evaluate impressions of the outer and inner world, related to the real and the imaginary. The Physical Education and other curriculum disciplines can use theater as a facilitator of the teaching and learning process, a factor not yet found in the country's curriculum. Given these assumptions, the purpose of this study is to present theater as a didactic resource and facilitator of the teaching and learning process. It was adopted as a method a qualitative approach, with a bibliographic character, and it was concluded that the theater can contribute in a significant way with the overall development of the child.

Biological evolution in curricula of countries with different links between state and religion

The plural features of society can be perceived in education through the analysis of school curricula. This paper analyses curricula from three Latin American countries with different links between State and Religion: Argentina constitution refers Catholicism has its official religion; Brazil assumes secularism officially but there is considerable religion influence on the State affairs; Uruguay has a higher consolidated secularism. The controversial theme of biological evolution was analysed in secondary school biology curricula of these three countries. To achieve this goal, school national programmes, syllabi and other related documents from each country were analysed. Results showed that curricula provide modern approaches with regard to the teaching of biological evolution. Argentina and Brazil have decentralizing policies set up by their Federal Ministry of Education in which the 23 Provinces (in Argentina) and the 26 States (in Brazil) define their specific curriculum contents. This system leads to differences between more conservative Provinces/States where biological evolution can be absent and more liberal Provinces/States where biological evolution is present. Uruguay highlights biological evolution explicitly in its national curriculum, possibly because of its solid secularism. From overall findings, it can be concluded that State secularism may influence the design of the biology curriculum, particularly in controversial matters, as biological evolution.

Supporting Mathematics Teachers’ Development through Higher Education

Mathematics education, both nationally and internationally, is facing a number of challenges with significant on-going shifts in the structure, content, and core principles of mathematics curricula in countries around the world. For example, in Ireland there was an ambitious reform of the post-primary mathematics curricula in 2010 with further changes proposed in 2018. In light of these changes and concerns regarding ineffective teaching and a lack of continuous professional development, the National Council for Curriculum and Assessment (NCCA) has recommended that structures be put in place to facilitate practicing mathematics teachers to achieve postgraduate qualifications, ideally at Masters Level. To facilitate this recommendation, a new Mathematics Education strand of the Master in Education programme in Trinity College Dublin has been developed. This paper outlines the rationale for the new strand, as well as detailing its structure and content.

A look into physical education requirements and policy around the world

Introduction: Participation in physical activity tracks from childhood and adolescence into adulthood suggesting that the time to act is early in life in order to realize the many health benefits of physical activity. One strategy that has been deemed effective in increasing physical activity levels in children and adolescents in both high-income and low- and middle-income countries is the implementation of high-quality school-based physical education (PE).Given the proven value of this approach in increasing population levels of physical activity in this age group, it is important to understand current policies related to PE requirements in schools. Therefore, the purpose of this paper is to describe the policies currently in place for mandating PE as a part of primary or secondary school curricula in countries around the world.

Development Education in School Curricula in Europe: Global Challenge for Estonian Schools

This paper examines the position of Development Education (DE) or Global Education (GE) in the Estonian formal education and presents a survey on the status of DE in school curricula in countries of the European Union (DEEEP, 2006 & 2009). The survey was conducted by the Curriculum Working group of the Development Education Forum (DEF) of CONCORD [1] through national Non-Governmental Organisation platforms and networks working for the promotion of DE/GE in the different member states of the EU. The results of the study give a wealth of information about similarities and differences in the status, practice, and support for DE in the education sector in different nation states of the European Union, Estonia among the new member states. The survey and a look at the Estonian situation indicate a range of current priority issues for DE, and provide insights into the problems and weaknesses of an overloaded national school system struggling to keep up with contemporary global events and challenges. The paper is written from the perspective of an NGO offering support to teachers and schools in global education. Although education is not the core field of activity for most NGOs, many antecedents of global education – human rights education, environmental education, intercultural education etc. – are rooted in civil society movements and organisations. There is a long tradition of NGOs working with the formal education sector. In new member states of the EU the potential of NGOs in this field are further strengthened through the involvement in European level networks (like DEF) and European level funding (through European Commission/EuropeAid) and improved coordination in the national level (like through the Estonian Roundtable for Development Cooperation).

Teaching the Geographies of Urban Areas: Views and Visions

This paper reports on empirical research in four countries on the growing interest in the perceived ‘gap’ between school and university human geography. Focusing on urban geography, we investigated the views of teachers and academic geographers about key elements of the field and those that were important for geography education. These views were compared with the urban geography in each country's curriculum and two sets of textbooks for the lower secondary age group. Findings suggest that there is indeed a ‘gap’ between the urban geographies taught at school and university level, at least as represented by the sources we accessed. The teachers' responses to curriculum change in this aspect of geography were mixed–some were keen to embrace new topics, others were happy with the current material. A further stage of the research will examine children's views about, and interests in urban geography, in order to inform curriculum development.

Muslim and Western Influences on School Curriculum in Post-War Afghanistan

In Afghanistan, education has largely been destroyed, partly in the name of Islam, by the wars fought on its behalf, or by different ethnic groups vying for control of this Islamic country. Similarly, curriculum has been used to promote political and/or religious viewpoints and to strengthen positions of power. War dominated the language of curriculum to such an extent that it became part of the discourse on Islam and education in Afghanistan. In what might be called post-conflict Afghanistan, the new Life Skills curriculum for primary schools promotes ideals of peace and social justice that are inherent in Islam, while being influenced by Western concepts of pluralism and civil society. This paper considers past sociopolitical influences on language and content of textbooks, and examines Islamic and civil society principles espoused in the new curriculum framework as reflected in the Life Skills curriculum. Finally, it considers the convergence of universal themes and Islamic culture/traditions in the curricula of countries where the education systems serve Muslim populations.

The feasibility and appropriateness of introducing nursing curricula from developed countries into developing countries

Objective The objective of this review was to appraise and synthesise the best available evidence on the feasibility and appropriateness of introducing nursing curricula from developed countries into developing countries. Inclusion criteria This review considered quantitative and qualitative research papers that addressed the feasibility and appropriateness of introducing developed countries' nursing curricula into developing countries. Papers of the highest level of evidence rating were given priority. Participants of interest were all levels of nursing staff, nursing students, healthcare consumers and healthcare administrators. Outcomes of interest that are relevant to the evaluation of undergraduate nursing curricula were considered in the review including cost-effectiveness, cultural relevancy, adaptability, consumer satisfaction and student satisfaction. Search strategy The search strategy sought to find both published and unpublished studies and papers, limited to the English language. An initial limited search of MEDLINE and CINAHL was undertaken followed by an analysis of the text words contained in the title and abstract, and of the index terms used to describe the article. A second extensive search was then undertaken using all identified key words and index terms. Finally, the reference list of all identified reports and articles was searched, the contents pages of a few relevant journals were hand searched and experts in the field were contacted to find any relevant studies missed from the first two searches. Methodological quality Each paper was assessed by two independent reviewers for methodological quality before inclusion in the review using an appropriate critical appraisal instrument from the System for the Unified Management, Assessment and Review of Information (SUMARI) package. Results A total of four papers, including one descriptive study and three textual papers, were included in the review. Because of the diverse nature of these papers, meta-synthesis of the results was not possible. For this reason, this section of the review is presented in narrative form. In this review, a descriptive study and a textual opinion paper examined the cultural relevancy of borrowed curriculum models, and the global influence of American nursing. Another two opinion papers evaluated the adaptability of another country curriculum models in their countries. Conclusion The evidence regarding the feasibility and appropriateness of introducing developed countries' nursing curricula into developing countries is weak because of the paucity of high-quality studies. However, some lower-level evidence suggesting that direct transfer of the curriculum model from one country to another is not appropriate without first assessing the cultural context of both countries. Second, the approach of considering international, regional and local experiences more feasible and presumably a more effective strategy for adapting of a country's curriculum into a culturally or economically different country.

The feasibility and appropriateness of introducing nursing curricula from developed countries into developing countries: a comprehensive systematic review

Objectives The objective of this review was to appraise and synthesise the best available evidence on the feasibility and appropriateness of introducing nursing curricula from developed countries into developing countries. Inclusion criteria This review considered quantitative and qualitative research papers that addressed the feasibility and appropriateness of introducing developed countries' nursing curricula into developing countries. Papers of the highest level of evidence rating were given priority. Participants of interest were all levels of nursing staff, nursing students, healthcare consumers and healthcare administrators. Outcomes of interest that are relevant to the evaluation of undergraduate nursing curricula were considered in the review including cost-effectiveness, cultural relevancy, adaptability, consumer satisfaction and student satisfaction. Search strategy The search strategy sought to find both published and unpublished studies and papers, limited to the English language. An initial limited search of MEDLINE and CINAHL was undertaken followed by an analysis of the text words contained in the title and abstract, and of the index terms used to describe the article. A second extensive search was then undertaken using all identified key words and index terms. Finally, the reference list of all identified reports and articles was searched, the contents pages of a few relevant journals were hand searched and experts in the field were contacted to find any relevant studies missed from the first two searches. Methodological quality Each paper was assessed by two independent reviewers for methodological quality before inclusion in the review using an appropriate critical appraisal instrument from the System for the Unified Management, Assessment and Review of Information (SUMARI) package. Results A total of four papers, including one descriptive study and three textual papers, were included in the review. Because of the diverse nature of these papers, meta-synthesis of the results was not possible. For this reason, this section of the review is presented in narrative form. In this review, a descriptive study and a textual opinion paper examined the cultural relevancy of borrowed curriculum models, and the global influence of American nursing. Another two opinion papers evaluated the adaptability of another country curriculum models in their countries. Conclusion The evidence regarding the feasibility and appropriateness of introducing developed countries' nursing curricula into developing countries is weak because of the paucity of high-quality studies. However, some lower-level evidence suggesting that direct transfer of the curriculum model from one country to another is not appropriate without first assessing the cultural context of both countries. Second, the approach of considering international, regional and local experiences more feasible and presumably a more effective strategy for adapting of a country's curriculum into a culturally or economically different country.

The feasibility and appropriateness of introducing nursing curricula from developed countries into developing countries: a comprehensive systematic review

Objectives The objective of this review was to appraise and synthesise the best available evidence on the feasibility and appropriateness of introducing nursing curricula from developed countries into developing countries. Inclusion criteria This review considered quantitative and qualitative research papers that addressed the feasibility and appropriateness of introducing developed countries' nursing curricula into developing countries. Papers of the highest level of evidence rating were given priority. Participants of interest were all levels of nursing staff, nursing students, healthcare consumers and healthcare administrators. Outcomes of interest that are relevant to the evaluation of undergraduate nursing curricula were considered in the review including cost-effectiveness, cultural relevancy, adaptability, consumer satisfaction and student satisfaction. Search strategy The search strategy sought to find both published and unpublished studies and papers, limited to the English language. An initial limited search of MEDLINE and CINAHL was undertaken followed by an analysis of the text words contained in the title and abstract, and of the index terms used to describe the article. A second extensive search was then undertaken using all identified key words and index terms. Finally, the reference list of all identified reports and articles was searched, the contents pages of a few relevant journals were hand searched and experts in the field were contacted to find any relevant studies missed from the first two searches. Methodological quality Each paper was assessed by two independent reviewers for methodological quality before inclusion in the review using an appropriate critical appraisal instrument from the System for the Unified Management, Assessment and Review of Information (SUMARI) package. Results A total of four papers, including one descriptive study and three textual papers, were included in the review. Because of the diverse nature of these papers, meta-synthesis of the results was not possible. For this reason, this section of the review is presented in narrative form. In this review, a descriptive study and a textual opinion paper examined the cultural relevancy of borrowed curriculum models, and the global influence of American nursing. Another two opinion papers evaluated the adaptability of another country curriculum models in their countries. Conclusion The evidence regarding the feasibility and appropriateness of introducing developed countries' nursing curricula into developing countries is weak because of the paucity of high-quality studies. However, some lower-level evidence suggesting that direct transfer of the curriculum model from one country to another is not appropriate without first assessing the cultural context of both countries. Second, the approach of considering international, regional and local experiences more feasible and presumably a more effective strategy for adapting of a country's curriculum into a culturally or economically different country.

The feasibility and appropriateness of introducing nursing curricula from developed countries into developing countries: a comprehensive systematic review

The objective of this review was to appraise and synthesise the best available evidence on the feasibility and appropriateness of introducing nursing curricula from developed countries into developing countries. This review considered quantitative and qualitative research papers that addressed the feasibility and appropriateness of introducing developed countries' nursing curricula into developing countries. Papers of the highest level of evidence rating were given priority. Participants of interest were all levels of nursing staff, nursing students, healthcare consumers and healthcare administrators. Outcomes of interest that are relevant to the evaluation of undergraduate nursing curricula were considered in the review including cost-effectiveness, cultural relevancy, adaptability, consumer satisfaction and student satisfaction. The search strategy sought to find both published and unpublished studies and papers, limited to the English language. An initial limited search of MEDLINE and CINAHL was undertaken followed by an analysis of the text words contained in the title and abstract, and of the index terms used to describe the article. A second extensive search was then undertaken using all identified key words and index terms. Finally, the reference list of all identified reports and articles was searched, the contents pages of a few relevant journals were hand searched and experts in the field were contacted to find any relevant studies missed from the first two searches. Each paper was assessed by two independent reviewers for methodological quality before inclusion in the review using an appropriate critical appraisal instrument from the System for the Unified Management, Assessment and Review of Information (SUMARI) package. A total of four papers, including one descriptive study and three textual papers, were included in the review. Because of the diverse nature of these papers, meta-synthesis of the results was not possible. For this reason, this section of the review is presented in narrative form. In this review, a descriptive study and a textual opinion paper examined the cultural relevancy of borrowed curriculum models, and the global influence of American nursing. Another two opinion papers evaluated the adaptability of another country curriculum models in their countries. The evidence regarding the feasibility and appropriateness of introducing developed countries' nursing curricula into developing countries is weak because of the paucity of high-quality studies. However, some lower-level evidence suggesting that direct transfer of the curriculum model from one country to another is not appropriate without first assessing the cultural context of both countries. Second, the approach of considering international, regional and local experiences more feasible and presumably a more effective strategy for adapting of a country's curriculum into a culturally or economically different country.

Introducing HIV/AIDS to South African health sciences students

Given the burden of HIV/AIDS in South Africa, there is a need to introduce students to the issues health professionals face about the disease. We developed an introductory peer-led workshop on HIV/AIDS for first year students covering a range of biomedical and social issues. To evaluate the workshops, volunteer students were randomly allocated to participate in one of the workshops or not. At follow-up, students who participated in the workshops showed positive changes in their attitudes and skills regarding HIV. They were also more likely to feel empathy towards HIV-infected people and be more comfortable with the prospect of working with HIV-infected patients, compared to controls. This programme represents a platform for introducing a ‘golden thread’ of HIV/AIDS into health sciences curricula in countries profoundly affected by the epidemic.

Compromise and contestation in colonial Sumatra. An 1873 Mandailing schoolbook on the ‘Wonders of the West’

Language and power issues are central to the study of colonialism, as a wide stream of recent work in anthropology and history has amply shown (Rafael 1988; Fabian 1991; Kuipers 1998:22-41; Bhabha 1985,1990; Florida 1995; Sears 1996; Pemberton 1994; Dirks 1992; Thomas 1994). One of the major insights of this scholarship is that colonial regimes in places like the Netherlands East Indies, the Philippines, or the Belgian Congo established hegemony over local populations (and constructed the latter as colonial subjects) in part through discursive practices, that is to say, through descriptive processes, beyond institutional modes of control per se. For instance, colonial states extended their political dominion by sponsoring ethnological projects that defined villagers as natives 'with local languages and cultures', which were in turn deemed suitable for documentation by experts from the metropole (Kahn 1993; Steedly 1996). Also important in this regard was the introduction of school curricula in countries like the Indies which privileged the language of the colonial state and any lingua franca that it favoured, while pushing 'local languages' far down the prestige hierarchy as quaint and 'ancient'. Harnessing the technology of print for state ends was also a crucial element in colonizing projects, as through the creation of official government publish ing houses for 'fine literature' (for example, Baiai Pustaka in the Indies; see Teeuw 1972). There are numerous examples of the kind of colonizing texts that flowed from state agencies along these lines in the era of high coloni

Nationally Prescribed Curricula and Early Childhood Education: The English Experience and Australian Comparisons—Identifying the Rhetoric and the Reality!

Working in Australia for a short period enabled the writer to make a number of comparisons between the National Curriculum established in England since 1989 and the statements contained within the National Agenda for Curriculum Reform in Australia. The impact of such curriculum reform upon well respected early childhood practices has caused much concern in the UK with many experienced people speaking out strongly against the perceived downward pressures upon under five's practitioners. Areas of particular concern have been those associated with a heavily subject-dominated curriculum and highly formalised assessment arrangements beginning with seven-year-olds. This paper considers some of the rhetoric and reality which underpins both country's curriculum reforms and offers suggestions to Australian early childhood educators as to the issues which are likely to require from them, over the next few months and years, a clear and sound articulation of quality early childhood practice.