Humanities Curriculum Research Articles

Adapting a human sexuality curriculum for students with disabilities

Background: The US Individuals with Disabilities Education Act requires that children with disabilities receive a free appropriate public education. However, it does not specifically include the subject of health education. Currently, 30 US states require public schools to teach sexuality education as a part of the health education curriculum, but 36 do not include youth with disabilities in their sexuality education requirements. Objective: The current situation is particularly concerning due to the higher rates of unplanned pregnancy, sexual abuse, and sexually transmitted infections experienced by teenagers with disabilities. Students from across several disability groups report societal barriers, physical barriers, and poor educational outcomes with respect to sexuality education. Results: This review article sought to investigate the current state of sexuality education for students with disabilities, as well as best practices to support the learning of sexuality education content. Conclusion: Focusing sexuality education classes on practical ways so as to develop relationships, promote self-advocacy and self-determination, and incorporate privacy messages, can support students with disabilities to make healthy choices.

Needs Analysis of Virtual Reality Implementation in Indonesian Medical Curricula: A Qualitative Study

Virtual reality (VR) is an immersive technology that can be a learning tool for medical students. However, VR devices are costly and need high maintenance. In addition, prior research rarely integrates VR into medical education’s pedagogical and learning aspects. Questionnaires and guidelines for implementing VR are also scarce. This study analysed the need for VR implementation in medical curricula in Indonesia using qualitative descriptive methods. A non-discriminative snowball sampling technique was used, and in-depth semi-structured interviews were conducted for data collection. Data analysis was carried out using thematic analysis. This study included nine respondents from five medical schools (three state and two private). The results show that the VR implementation process must consist of several stages: needs exploration, blueprint creation, multidiscipline or multi-centre collaboration, training provision, success stories and scientific evidence, appreciation, and evaluation. Readiness factors assessed during the needs exploration stage include human resources, curriculum, infrastructure, funding, and regulations. In conclusion, VR implementation in Indonesian medical curricula must be carried out in seven steps, and five essential readiness factors must be extensively explored to ensure that the implementation is successful, has educational value, and has further potential development in the future.

‘Sex ed’ exemptions in Ontario schools

This project explores how ‘sex ed’ exemptions are being enacted in Ontario classrooms. In August 2019, the Ministry of Education issued Policy/Program Memorandum 162, requiring Ontario school boards to have a policy or procedure allowing Grade 1-8 students to be exempted from Human Development and Sexual Health curriculum expectations at their parents' request. However, rather than limiting exemptions to formal lessons in the HDSH expectations of elementary Health and Physical Education, many teachers believe that they must exempt students from any conversation, formal or not, involving 2SLGBTQ+ topics. This has the potential to further stigmatize queer identities, as well as related topics and discussions. This research is also connected the conversation of how much sway “parental rights” have in the classroom. The first stage of this project has involved collecting exemption policy documents and board exemption forms, along with tracking how findable these documents are. As of today, 56 boards appear to have responded to PPM 162, either by passing a new policy or revising an existing one. Only 41% of school boards have a description of their exemption process available through Google search, while 30% of boards do not have their process available online at all. Unfortunately, problematic organizations like Parents as First Educators and Canadian Gender Report—both of which publish ‘resources’ claiming that parents have the right to exempt their children from all content about gender and sexual diversity—have materials which appear easily on Google search, sometimes even before authorized school board pages. If school boards do not have official exemption processes and forms readily available online, it is possible that parents will turn to these problematic documents instead. These gaps in the online availability of official board information may contribute to the dangerous misunderstandings present in how ‘sex ed’ exemptions are handled in Ontario schools.

An Analysis of Human Rights Education Curriculum in Teacher Training Universities

An Analysis of Human Rights Education Curriculum in Teacher Training Universities

Framing the human rights curriculum in American social work education

ABSTRACT In this paper, the authors take the position that human rights are not a principal discipline of American social work. Rather, within the United States, social work is a profession that makes the fulfillment of human needs its principal focus. The authors offer methods to prepare social work students for rights-based practice, a product of their work in educating social work students in global human rights over the past decade and in undertaking research. The authors consider the importance of the Capability Approach as an overarching framework guiding human rights education in social work. Using the author’s experiences, review of key documents, and two approaches to human rights practice, proactive and reactive ones, to teach relevant content, the authors offer a framework guiding human rights education in American social work. By drawing from documents pertaining to the global human rights movement, the authors examine key ideas, practices, and institutions that constitute the human rights movement internationally. The authors conclude by identifying pedagogical approaches that can assist social work students in learning about human rights practice, theoretically and experientially, with an emphasis on preventing rights violations and on responding effectively during and after these violations occur.

Internalisation of Tolerance Values Learners in Indonesia Merdeka Curriculum

This research aims to explore the process of internalising the value of tolerance in students in the context of the Merdeka Curriculum in Indonesia. The research method used is a qualitative study with a literature review approach. The results showed that the Merdeka Curriculum pays significant attention to the development of tolerance attitudes in education. The process of internalising the value of tolerance is carried out through an inclusive, dialogical, and experience-based learning approach. In addition, schools through the central role of teachers play an important role in strengthening tolerance values among students. The findings of this study provide a deeper understanding of the educational practices that support the internalisation of tolerance values in the Merdeka Curriculum and contribute to the development of a more inclusive and human values-oriented curriculum in Indonesia.

Humanistic Curriculum by Accentuating Confluent and Consciousness Forms – An Overview

A curriculum that promotes the common good is also humanistic. "Father of Humanistic Psychology," Carl Rogers focused much of his career on implementing the findings of his psychological research into person-centred teaching, which identified genuineness on the part of the learning facilitator, empathy for students, and concern for their well-being as the essential characteristics of the most successful teacher. Confluent and Consciousness have been the two most popular humanistic curricular formats. Confluent education is defined differently by different people, although most people agree that it combines substance and effect. Curriculum decisions are impacted by the theological idea of transcendence, which is the sense of being beyond any condition or realization of being. It implies that students ought to be taught how one method of research in an area of study links to other specializations. Humanists hold that the fundamental qualities of a self-directed learner should include openness, creativity, a positive self-concept, ability, and clarity of values. A humanist educator facilitates knowledge acquisition rather than transmits it. It would be preferred to use participatory and discovery approaches as opposed to traditional didacticism, which teaches students to memorize what their teachers say. The humanistic teacher is concerned with the child's affective (or emotional) requirements in addition to their intellectual ones.

Human Dignity Curriculum: Teachers’ comfort, commitment, and perceived support teaching a new socioemotional learning curriculum

Human Dignity Curriculum: Teachers’ comfort, commitment, and perceived support teaching a new socioemotional learning curriculum

Strategi Efektif dalam Manajemen Organisasi Pendidikan untuk Meningkatkan Kinerja Sekolah

This article aims to examine various effective strategies in the management of educational organizations that can be implemented to improve school performance. The focus of the discussion covers important aspects of school management, such as educational leadership, human resource management, curriculum and learning management, infrastructure management, financial management, and school relations with the community. The qualitative approach used in this research allows researchers to gain an understanding in depth about effective management strategies in improving school performance. By exploring the experiences and views of school leaders and teachers, it is hoped that this research will provide valuable insights that can be used to develop better management practices in other schools. The results of this research reveal that effective management strategies in improving school performance include visionary and inclusive leadership, effective human resource management, positive organizational culture, optimal use of information technology, parent participation, and the ability to adapt and innovate. These findings provide valuable insights that can be used by other schools to develop better management practices and improve overall educational performance. In addition, it is hoped that the results of this research can serve as a guide for educational policy makers in formulating policies that support improving school performance through effective management.

Integrating four teaching and learning methods to deliver transformational social work education online

ABSTRACT As responsive social work education is about meeting the dynamic needs of learners, social work educators engage with innovative approaches that promote teaching and learning (TAL). The purpose of this article is to address the research question: Based on our experience as educators, what TAL methods can support social work and human services curriculum delivery in an online environment? Using the co-operative research method and analyzing our reflections, we proposed a model of curriculum delivery which conceptualizes the application of four methods of TAL (pedagogy, andragogy, heutagogy, and paragogy). We also illustrate how this teaching approach can promote different levels of learning (single, double, and triple- loop learning). The model is based on internationally agreed principles of social work and can incorporate non-Western and Indigenous learning processes. We argue that when educators and learners use these four methods in different combinations, it is possible to produce learning experiences that augment social work skills and knowledge development, as well as prepare learners for a multi-dimensional world of change. The implication is that there is scope in the presented model to promote transformational learning and ways of positive engagement during social disruption and dynamic change, both features in our current global environment.

A Preliminary Discussion on Revitalizing Humanities Based General Education in the Era of Generative AI

This research aims to analyze the educational changes and issues occurring in the field of university general education, especially in the humanities curriculum, which are heavily influenced by generative AI technology, and to propose the direction and tasks that humanities based general education should pursue in the future. Chapter 2 examines cases of educational use of generative AI in current Korean universities. Chapter 3 considers the implications and ripple effects of generative AI technology from a humanities based general education perspective and analyzes what the new role of humanities based general education should be. Chapter 4 presents content and methods to substantiate humanities based general education in the era of generative AI through specific course examples. Throughout this study, the researchers have concluded that humanities based general education, which explores humanity, needs to be strengthened further in the AI era, albeit in a different way than before. In particular, it emphasizes the need for a diversified education in text criticism, analysis, and creative problem-solving centered on humanistic classics, enhancing the roles of logical, critical, and creative thinking education in an integrated manner. Additionally, the study examines some examples that are needed for an integrated humanities based general education needed in the AI era and explores the possibility of true integrated education that transcends the boundaries of humanities, science, technology, and the arts.

Vernacularising human dignity in human rights education: a Cambodian case study

ABSTRACT In this article we interrogate the potential value of ‘human dignity’ as a tool for vernacularisation in the context of human rights education (HRE), drawing on legal higher education in Cambodia as a case study. To do so, we first outline the role of human dignity in human rights education, flagging that while the concept has been identified as a principle, goal, and tool of HRE, there has been little reflection on its diverse and contested meanings across and within different contexts. Drawing on a range of scholarship that interrogates human dignity, vernacularisation and HRE, as well as original data collected in Cambodia between 2020 and 2022, we explore the opportunities and challenges associated with using human dignity as a tool for HRE in Cambodia. We conclude by offering some reflections on the process of drafting a ‘human dignity curriculum’ for use in Cambodia’s legal higher education.

The Principal's Leadership Role In Improving School Quality

This research aims to evaluate the quality of education, the role of the principal, the principal's leadership style, and the principal's leadership strategies. The research method used is qualitative with a case study typology. Primary and secondary data are used as data sources. The data collection techniques used were observation, interviews and documentation. The results of the research show that the quality of education meets 8 National Education standards, the role of education meets 8 (eight) National Education standards, the role of the principal in supporting improving the quality of education, and the leadership style used by the principal, democratic leadership style, the Principal's strategy in improving quality Education, the quality of education related to human resource development programs, curriculum, teacher professionalism, student affairs, physical facilities and infrastructure, community relations and fund (financial) management.

A Human Factors and Systems-Thinking approach to Veterinary Patient Safety Education: Why, What, and How?

Preparing graduates to practice safely in today's increasingly complex veterinary workplaces is a key aim for veterinary educators. This requires embedding veterinary patient safety concepts into already full curricula. This teaching tip explores the benefits of incorporating human factors and systems-thinking principles into the design and delivery of veterinary patient safety education, showing how these can inform both what is taught and how. We explore what taking a human factors approach to veterinary patient safety education means, inviting educators to rethink not just curricular content but the whole approach to delivery. Advocating for the adoption of a systems-thinking-informed approach to curriculum design, we present a two-stage curriculum mapping process to support educators to embed core human factors principles as a way of thinking and doing for learners and faculty alike. Learning theories and educational design that align with human factors principles promote participatory methods and encourage collaborative experiential learning, critical thinking, and authentic application of knowledge and skills. Educators should explore opportunities presented by interprofessional education and workplace-based learning for practical application of these principles. Barriers to an integrated human factors-based patient safety curriculum include inconsistent terminology and understanding, significant faculty development requirements, and assessment challenges associated with existing regulatory and licensing requirements. Practical approaches to addressing these barriers are discussed. The recommendations outlined for the design and delivery of veterinary patient safety curricula will help ensure that institutions develop graduates that are effectively prepared for the complexity they will meet in the veterinary workplace, leading to improved patient safety and overall workplace well-being.

Delivering lessons with the CTCA and the lecture method: which one enhances learning in Ghana’s undergraduate human resource management curriculum?

PurposeThe study investigates the comparative efficacy of the culturo-techno-contextual approach (CTCA) and the lecture method in students’ understanding of the human resource management (HRM) curriculum in Ghana.Design/methodology/approachA quasi-experimental design is employed to gather data from 245 4th-year undergraduate students studying HRM at a Ghanaian public university. The experimental group with a population of 115 students was taught with CTCA, whilst the control group with a population of 130 students was taught using the lecture method. The data was collected using the HRM achievement test (HRMAT). The data were analysed using the descriptive analysis of covariance technique with pre-test scores added as a covariate.FindingsThe findings reveal that the experimental group significantly outperformed the control group in the study of HRM, affirming the effectiveness of the CTCA over the lecture method.Originality/valueThis study is novel because it is the first paper to apply the CTCA to the study of HRM in the Ghanaian higher education space. It will, therefore, benefit HRM education in the country when educational stakeholders adopt a sequential and methodical approach to teaching and learning HRM using the CTCA.

A Call to Action for a Human Milk Feeding Educational Curriculum for Nursing Students

A Call to Action for a Human Milk Feeding Educational Curriculum for Nursing Students

The 4.0 Era's Difficulties with Learning Islamic Religious Education

This study aims to address the challenges associated with learning Islamic religious education in the digital era, or Era 4.0. One of the main effects of this era has been the rise of online learning and e-learning, which has changed many aspects of life, including education, particularly Islamic religious education. The phenomena of disruption had emerged in this century, forcing adaptation in the field of Islamic religious education. The study employs a qualitative research methodology using a phenomenological approach. Books, scientific articles, journals, and papers are the primary and secondary data sources. The discussion's conclusions demonstrate that Islamic religious education is currently dealing with issues, demands, and needs that have never been encountered before. Thus, it is imperative to implement updates and innovations to the infrastructure and facilities, human resource capabilities, curriculum, governance, culture, work ethic, and other areas. If not, Islamic religious education will become outdated and more and more out of date. Therefore, in order to use the term ilmu amali amal ilmi, specific actions or answers must be found.

Humanistic Curriculum Model In Arabic Language Learning At Private MTs Yapena Lhokseumawe City

The objective of this research is to elucidate the humanistic curriculum development model and its utilization in crafting Arabic teaching resources. The research methodology employed is descriptive qualitative, adopting a case research approach at Private MTs of Yapena Lhokseumawe. The research encompasses several aspects: 1) understanding the concept of humanistic curriculum development, 2) implementing humanistic curriculum in Arabic teaching resources, 3) executing activities at Private MTs of Yapena, and 4) gathering insights through interviews and observations at Private MTs of Yapena Lhokseumawe. Data collection was conducted through observations and interviews with both teachers and students of Private MTs of Yapena. The collected data underwent analysis to condense and articulate outcomes derived from the fieldwork. The research revealed that the application of the humanistic curriculum development model in crafting Arabic teaching resources yielded favorable outcomes, enhancing both cognitive and non-cognitive abilities among students. By centering learning around students and providing them with opportunities to foster their innate potential and enhance creativity, the humanistic curriculum development model elicited a notable surge in student engagement, with a 60% increase in learning competencies observed post-research. Keywords: humanistic, curriculum development, Arabic language

Improving image classification of gastrointestinal endoscopy using curriculum self-supervised learning

Endoscopy, a widely used medical procedure for examining the gastrointestinal (GI) tract to detect potential disorders, poses challenges in manual diagnosis due to non-specific symptoms and difficulties in accessing affected areas. While supervised machine learning models have proven effective in assisting clinical diagnosis of GI disorders, the scarcity of image-label pairs created by medical experts limits their availability. To address these limitations, we propose a curriculum self-supervised learning framework inspired by human curriculum learning. Our approach leverages the HyperKvasir dataset, which comprises 100k unlabeled GI images for pre-training and 10k labeled GI images for fine-tuning. By adopting our proposed method, we achieved an impressive top-1 accuracy of 88.92% and an F1 score of 73.39%. This represents a 2.1% increase over vanilla SimSiam for the top-1 accuracy and a 1.9% increase for the F1 score. The combination of self-supervised learning and a curriculum-based approach demonstrates the efficacy of our framework in advancing the diagnosis of GI disorders. Our study highlights the potential of curriculum self-supervised learning in utilizing unlabeled GI tract images to improve the diagnosis of GI disorders, paving the way for more accurate and efficient diagnosis in GI endoscopy.

Stenhouse in Scotland and England: Context and culture in curriculum development

AbstractThis paper uses biographical, historical and comparative perspectives to examine some of the work of Lawrence Stenhouse, widely regarded as one of the leading curriculum theorists of the twentieth century. Although his best‐known work was carried out in England, he had strong Scottish connections and some of the influences on his output can be traced to his higher education in Scotland, his teaching experience in Glasgow and Fife, and his time as Principal Lecturer in Education at Jordanhill College of Education. Particular attention is given to Culture and Education (1967), written during Stenhouse's time in Scotland, and An Introduction to Curriculum Research and Development (1975), the product of his experience as Director of the Humanities Curriculum Project and subsequently as Director of the Centre for Applied Research in Education at the University of East Anglia. Stenhouse's personal intellectual journey is related to policy developments in Scotland and England and, in particular, to the different approaches to curriculum development in the two countries. His early death in 1982 meant that he did not live to see the assault on his creative, teacher‐centred approach to curriculum development mounted by the political right in the 1980s and 1990s, but his ideas were kept alive by members of the team he had built up. The paper ends by summarising the reasons for Stenhouse's continuing importance. It is noted, however, that the many tributes to Stenhouse's achievements in England have not been matched by similar recognition in Scotland. Arguably, his ideas could have enabled Scotland's Curriculum for Excellence reform programme, launched in 2004, to have avoided some of the problems it encountered in the transition from conception to implementation.