Curricular Approaches Research Articles

Social Representations of the Curriculum in Physical Education Teachers: A Multi-Method Analysis regarding Teachers from Copacabana, Colombia

Objectives. This study aimed to provide a specific analysis of social representations on the curriculum in physical education teachers. Materials and methods. The study focuses on a sample of 25 physical education teachers from Copacabana, Antioquia, using a multi-method approach with a predominance of grounded theory. Data were collected through in-depth interviews, sociodemographic surveys, and natural semantic networks. Results. Qualitative analysis using ATLAS.ti revealed four emerging categories in this group: dynamic and situated curriculum, curriculum for comprehensive training, flexible and contextualized curriculum, and prescriptive curriculum. Quantitative analysis identified a central core of representation composed of concepts such as planning, instructions, and education. The results indicate that physical education teachers conceive the curriculum in a multidimensional way, reflecting the particularities of their discipline. A tension is observed between adherence to prescriptive curricular structures and the need for flexibility to address the specific demands of physical education. Conclusions. The study concludes that these representations are strongly influenced by the practical context of teaching physical education, suggesting the need for curricular approaches adapted to this area.

Tinjauan Literatur tentang Filsafat Pendidikan Islam: Relevansi dan Implementasi di Era Modern

Islamic educational philosophy is a conceptual framework that focuses on the intellectual, moral, and spiritual development of humans. In the modern era, characterized by the challenges of globalization and secularization, Islamic educational philosophy offers a holistic approach to shaping Muslim individuals with integrity. This study aims to explore the core principles of Islamic educational philosophy, including tauhid (monotheism), moral education (akhlak), and the comprehensiveness (syumuliyah) of Islam, while identifying the relevance and challenges of its implementation in the modern era. The research employs a literature review method with descriptive analysis of relevant journals and academic articles. The findings show that while the principles of Islamic education remain relevant, challenges such as cultural penetration and technological advancements require innovation in curriculum approaches and the prudent use of technology. This study emphasizes the importance of integrating Islamic values into modern education to shape an adaptive Muslim generation without losing its Islamic identity. This research is expected to serve as a guide for educators in addressing the dynamics of global education.

Utilizing Systematic Digital Platforms and Instructional Design in Health Communication: A Data-Driven Approach in China's Curriculum

Utilizing Systematic Digital Platforms and Instructional Design in Health Communication: A Data-Driven Approach in China's Curriculum

Kurikulum Matematika Australia: Tinjauan Sistematis tentang Konteks, Konten dan Proses

This research aims to provide a systematic review of the Australian Mathematics Curriculum with a focus on its context, content and implementation process, and evaluate its relevance in global mathematics education. Through a literature review approach, this study collected and analyzed relevant literature on curriculum development, teaching strategies and challenges in the implementation of the Australian Mathematics Curriculum, comparing it with curricula in other countries. The research method used is a literature review, by examining academic sources including journal articles, books, research reports from the last 10 years, and official documents related to the mathematics curriculum in Australia and other countries. The data collected was then thematically analyzed to identify strengths and weaknesses in the curriculum approach, and to relate the findings to the global context. The results showed that. 1) context description; The Australian Mathematics Curriculum is driven by an inclusive and competency-based national education policy, with an emphasis on developing critical thinking skills, problem solving, and the use of technology in learning. 2) Description of curriculum content includes three main strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability, which are designed to provide a comprehensive understanding of mathematics, with a progressive and graduated approach from primary to secondary levels. 3) Process Description; the implementation of the curriculum involved inquiry-based teaching, problem solving, and technology integration, despite facing challenges related to teacher training, infrastructure, and access gaps in rural and remote areas.

Best Practices for the Teaching and Assessing Population Health and Wellness.

To describe the concept of population health and wellness in the context of pharmacy education, curricular integration and assessment methods. The definition of population health and wellness, different from public health, emphasizes the importance of environmental, biological, and social factors in determining population health outcomes. Various population health measures, including objective (mortality rates, life expectancy) and subjective (self-rated health, quality of life) indicators, can be used when teaching and assessing population-based care. Curricular frameworks and approaches, such as the Clinical Prevention and Population Health Curriculum Framework and the competency map approach, can be used to integrate population health concepts into pharmacy education. Didactic and experiential learning opportunities, skill assessments (e.g., immunizations, point-of-care testing, research projects), and co-curricular activities (e.g., health fairs, student-run clinics) can be used by educators to assess students' knowledge and skills related to population health. While recognizing the significance of population health and wellness for pharmacists, there is a lack of established, comprehensive curricular approaches to effectively teach these concepts in pharmacy education. Skills assessments have standardized rubrics and should be used by all pharmacy educators. Other activities and assessments exist to evaluate students on research projects, service-learning opportunities, and health fairs and student-run clinics. There is a need for greater collaboration across pharmacy programs and health professions education initiatives to publish more examples and assessment tools of how educators ensure all graduates attain necessary population health competencies.

Strategic Approaches to Curriculum Development: Analyzing and Influencing Educational Outcomes

Outcome-Based Education (OBE) emphasizes aligning curriculum design with instructional strategies and student outcomes, aiming to enhance educational quality and achievement. This study investigates effective methods for curriculum development and implementation that optimize learning outcomes. The objectives include identifying strategic approaches, evaluating current practices to determine strengths and weaknesses, and analyzing the impact of diverse curriculum techniques on student achievement. Practical recommendations are proposed to address curriculum gaps, ensure alignment with national and international standards, and incorporate innovative technologies into curriculum design. The study employs document analysis, systematically reviewing relevant literature from databases such as Google Scholar, JSTOR, ResearchGate, and ERIC. By analyzing comprehensive data and insights, the research identifies best practices and gaps in current curriculum approaches. The findings aim to reshape educational experiences and outcomes to better meet learners' evolving needs, ensuring curricula remain effective, responsive, and future-ready. This study contributes to the ongoing discourse on enhancing curriculum design through strategic and evidence-based practices.

Optimizing interprofessional education: Integrating a portfolio-based approach in undergraduate curriculum

Background: Interprofessional education (IPE) is the need of the hour for any undergraduate curriculum to build interprofessional communication skills, adapt teamwork, and role clarity of various healthcare professionals in the early stage of a learning period. The outcome will improve patient safety and quality of care through a holistic approach by addressing lacunae in interprofessional collaboration. Objectives: To describe the steps to implement the IPE curriculum and evaluation of learners’ activity through an IPE portfolio. Results: Sensitization of IPE curriculum among various health professional faculties, and students. Develop core team facilitators, and construct lesson plans and assessments. The IPE portfolio will be used as a reliable and effective tool for formative assessment including authentic, real-world examples of learner’s work. Conclusion: This paper communicates undergraduates’ reflection practices in patient care stimulate critical thinking, deep and lifelong learning, and, facilitating from novice to mastery levels are achieved through integrated and aligned with IPE curriculum and portfolios-based assessment tool.

The dynamics of religion in public spheres: religious education and religious diversity in Ghana’s public schools

Ghana's religious diversity and the role of religion in public spheres have given rise to unique approaches in Religious and Moral Education (RME) within public schools. This study investigates how RME is taught and the extent to which it addresses religious diversity, drawing on ethnographic data from eight public schools in Accra. Ethnographic methods, including interviews, observations, and focus groups with teachers and students, are employed to understand the challenges and opportunities in teaching religion in a pluralistic context. Findings reveal an imbalance in the representation of various religions, with dominant faiths often overshadowing minority beliefs, particularly Indigenous Religions. Teachers' religious affiliations sometimes influence classroom discourse, leading to an inaccurate portrayal of "religious others" and a simplified understanding of diversity. This research highlights the need for a more inclusive approach in Ghana's RME curriculum to foster equitable, multicultural knowledge among students. This study contributes to discussions on education and religion by advocating curriculum reforms that embrace Ghana's full religious spectrum and encourage critical reflection on diversity in public education settings.

Improving Arabic Language Skills With A Project-Based Approach

Learning Arabic with a project-based curriculum approach has become a new trend in the world of language teaching. This approach allows students to develop Arabic language skills in an integrated manner through authentic and meaningful project activities. Project-based curriculum is a student-centered learning approach that integrates knowledge across disciplines through project work. This approach aims to encourage students to build a deeper understanding of the concepts studied by applying them to real contexts through project work.This article discusses the theoretical basis, characteristics, implementation, as well as the advantages and challenges of implementing a project-based curriculum in an educational environment. This approach aims to increase learning motivation, critical thinking skills, collaboration and meaningful mastery of the material. However, its implementation requires careful preparation and planning from educators, as well as good classroom management skills to make it easier for students during the project work process.

Exploring Environmental Education Content through Education for Sustainable Development Lenses. A Case of Malawi Senior Primary School Religious Education Curriculum

The United Nations environmental education agenda calls all bodies of knowledge to engage students by instilling environmental consciousness and actively involve them through transformative classroom practices. Therefore, all curricula are expected to integrate considerable and relevant environmental content that is linked to Education for Sustainable Development through classroom practice. This qualitative article is part of a larger study that investigated the adequacy of environmental education content and the suggested pedagogical approaches in the Malawi senior primary school Religious Education curriculum. This was in an effort to seek deeper understanding on the adequacy of ecological and environmental content and how the content is pedagogically made accessible to learners. The investigation involved analyzing Religious Education curriculum documents and recommended textbooks with respect to ecological and environmental content, including the suggested pedagogical approaches. The study revealed the limited coverage of ecological and environmental issues especially the Bible Knowledge curricular that focus more on conservation and less on sustainability and ecological justice. Furthermore, the study revealed a dominance of transmission mode, with a focus on knowledge transmission rather than critical thinking or problem-posing with practical engagement of students. Among some of the propositions were the need for review of RE curriculum, focusing on adequacy of ecological and environmental content with the transformative pedagogical approaches and this in response to the UN urgent call on ecological and environmental education.

Practices of Curriculum Differentiation in Community Schools of Nepal

The curriculum differentiation practice implies a separate type of design used to secure social justice and inclusion in the school. It has different dimensions i.e. content, methods and strategies, environment, output, and teacher. Nepalese community schools have some practice of integrated curriculum approach except the well-defined practice of differentiated curriculum. This study explores the status of the usage of differentiated practices of the curriculum in the deaf and community secondary schools along with the challenges and the coping strategies. Qualitative design and case study approach entail in this study in which the deaf and community secondary schools are selected purposively and similar numbers of teachers. The respondents along with the observation checklist are the information generation tools. Thematic analysis and the theoretical backup support to justify the information and its validation. There are no well-defined and mentioned differentiated curriculum practices in community schools except the integrated approach. Lacking a defined practice and the proper training for the teachers are some challenges of its practices and to cope with the challenges the well-defined design of curriculum differentiation should be stated by the authorized body along with the proper training for the sign language teachers and the normal language teachers. If there would be adding technology to the defined practice of differentiation, it would be easier to ensure social justice, inclusion, and 21st-century skills in the learners.

The Curriculum of Islamic Education in Honoring Parents and its Method in The Noble Qur'an (Study of Analytical Interpretation in Surat Al-Isra verse 23-25 in The Interpretation of Al-Sha’rawy)

This research aims to understand the thoughts of Muhammad Metwally Al-Shaarawy regarding the Islamic education curriculum's role in honoring parents. It also explores his interpretation of verses 23-25 in Surat Al-Isra and its relevance to contemporary reality. The main focus of this research was to analyze how Al-Shaarawy's interpretation of Surat Al-Isra verses 23-25 can be made understandable and applicable in real life for both scientists and non-scientists. The previous research has mainly focused on verses 23-24 and sometimes on 23-25. It attempts to explain that these verses address the issue of children without parents, but it fails to provide a method for teaching children about honoring their parents. The research also fails to establish whether the content of verses 23-25 serves as a curriculum for teaching children about honoring their parents. This study aims to supplement previous research by providing additional details about the educational process, drawing from Shaarawy's explanation of the verse. It further clarifies that the content of the verse serves as a method, as explained by Al-Shaarawy at the beginning of his commentary. This study is qualitative and descriptive, focusing on analyzing words, phrases, and sentences from the verses of the Holy Qur'an and interpreting them. The data sources include primary sources such as the Holy Qur'an and the interpretations of Muhammad Metwally Al-Shaarawy, as well as secondary sources such as hadith collections and their explanations, books of jurisprudence, relevant historical texts, and scientific journals related to the research.The research analyzed the Islamic education curriculum's approach to honoring parents, specifically focusing on Al-Shaarawy's interpretation of verses 23-25 of Surat Al-Isra. The research found that the curriculum emphasizes teaching faith in lordship and divinity, followed by worship, morals in both speech and action, self-purification, and the method of teaching through examples, stories, and proverbs. The application of this curriculum in contemporary reality is important for building the Muslim personality and promoting effective communication and empathy, starting with honoring and appreciating parents.

Unleashing Entrepreneurial Potential: How Non-Economics Students Dive into the World of Business

In overcoming the complexity of the global world of work, non-economics students need to increase their interest and involvement in entrepreneurial activities to reduce the unemployment rate in Indonesia. This study aims to analyze the interest and participation of Non-Economics Students in entrepreneurship. This literature review uses secondary data, especially referring to articles related to the research focus. The research focuses on entrepreneurship among non-economic study program students. The research results show that non-economic students' interest in entrepreneurship is still low. Negative views, lack of knowledge, and minimal environmental support hamper their involvement in entrepreneurial activities. Factors influencing interest and involvement involve family environment, entrepreneurial education, self-confidence, and institutional support. Efforts are needed to increase non-economic students' interest in entrepreneurship. Improvements in curriculum approaches and educational environments are required to increase their involvement in entrepreneurial activities. Focusing on key factors can be the basis for improving educational policies and programs to encourage the participation of non-economic students in the world of entrepreneurship. This study highlights the critical gap in entrepreneurial interest and participation among non-economics students in Indonesia. Furthermore, the study offers valuable insights into the specific factors that influence non-economics students' involvement in entrepreneurship.

A Model for Managing Hidden Curriculum in Banyumas Javanese Language Learning to Instill Cablaka Character in Early Childhood

The purpose of conducting this research is to formulate a hidden curriculum management model in Banyumas Javanese language learning to shape the character of cablaka for early childhood. This study uses a qualitative approach to the type of phenomenological research. The data sources in this study were school principals, teachers, and children at Kindergarten Diponegoro 187, Gerduren village. Data was collected using interview, observation, and documentation techniques. The data that has been collected is then analyzed using the data analysis technique of the Miles and Huberman model, which consists of data reduction, data display, and verification stages. The results of the study show that hidden curriculum management in Banyumas Javanese language learning to form cablaka characters for early childhood is designed through three stages. First, agree on the goals to be achieved in learning Javanese Banyumas using the hidden curriculum approach. The aim is to form the cablaka character in early childhood, which is reflected in the Bawor character in the wayang world. Second, folklore and the Ancas tabloid are used as a source of learning in Banyumas Javanese language learning. Third, Banyumas Javanese should be integrated into learning themes and sub-themes, play activities, storytelling activities, and incidental activities. Learning Banyumasan Javanese can contribute to the formation of Cablaka characters in children when they are accustomed to practicing Banyumasan Javanese in their daily lives.

An investigation into when and how to train medical students for the most effective learning of non-technical skills: A qualitative study

This study aimed to explore the undergraduate level at which the non-technical skills (NTS) should be taught. The objectives were to explore teachers’ perceptions of the effectiveness of simulation for NTS training and designing NTS simulation sessions to achieve student competence. A qualitative design was adopted, by interviewing 30 teachers and then using 5 focused group discussions for data triangulation and confirmation of responses. Thematic analysis was conducted to analyse the data by focusing on the ideas, experiences, opinions and meanings presented by the participants. Most of the participants strongly believed in the benefits of teaching NTS from pre-clinical years. Teachers’ consensus was to train students in communication, situation awareness, teamwork and leadership skills from pre-clinical years. However decision-making and stress management were agreed to be trained from clinical years as they require clinical knowledge. The use of simulation was found to be most effective for training among other methods like didactic sessions, case-based discussions and video-assisted learning. Simulation sessions integrating technical and NTS, fewer learning outcomes and effective debriefing were considered advantageous for effective learning. Simulation-based education using a spiral curriculum approach, starting training from pre-clinical years and gradually increasing difficulty through intricate exercises in clinical years can be suggested to achieve the desired competence of NTS.

METHODS FOR THE FORMATION OF ECONOMIC KNOWLEDGE OF PRIMARY EDUCATION STUDENTS BASED ON STEAM EDUCATION

This article seeks to contribute to this research and curricular approach, for which we analyze the emergence of the STEAM movement, its implementation in class, and its social, economic, and educational consequences. The main conclusion reached is that, without ignoring the economic rationality in education, it is necessary to go further in order to embrace a more social and democratic conception of schooling, trying to take advantage of this historical moment to transform education toward a more humanistic approach–without neglecting the scientific facet–that offers a well-rounded education to new generations while, at the same time, responds to the social and economic demands of our current world.

A Rapid-Response Curricular Approach to Teaching Politically Charged Topics.

Background Residency education in the United States faces challenges from evolving external influence on evidence-based reproductive and gender-affirming health care (R/GAHC). Curricula must incorporate information and resources to assist residents in navigating changes. Objective To illustrate a process for expeditiously adapting curriculum in response to changing laws affecting R/GAHC. Methods A 6-step model was used to tailor an R/GAHC module within an existing curriculum. Steps included identifying the medical education problem; conducting needs assessments with residents and educators; and designing, implementing, and evaluating the curriculum. The module was piloted in 2022 with internal medicine residents in 3 training programs at one institution during 4-hour small-group academic half-days. We evaluated the module's feasibility with time and cost analysis and residents' self-reported readiness to provide R/GAHC through essential tasks and knowledge. We evaluated acceptability by assessing whether residents and educators engaged in and completed the curriculum, and evidence of administrative support. Results A needs assessment clarified the educational problem as an urgent need to educate residents on the implications of legal changes affecting R/GAHC. Curriculum planning occurred over 2 months and implementation over 3 months. Of 175 eligible residents, 164 (94%) were trained. Evaluation showed that the curriculum was well received by residents, whose post-training self-assessment showed readiness to provide R/GAHC. Faculty time to plan and implement the module was substantial (estimated 207 person hours), yet participation was consistent, and administrative commitment constant. Conclusions We demonstrated a generalizable approach for expeditiously tailoring curricula to prepare residents to navigate changing laws affecting health care provision.

Mindfulness's moderating role applied on online SEL education.

Mild to moderate depression, anxiety, and stress imbalances are prevalent emotional issues among college students and are primary factors leading to deficiencies in social-emotional skills within this population. Without timely intervention, these mild to moderate emotional issues may escalate into more severe conditions. Social-Emotional Learning (SEL) programs are effective for building social-emotional skills. However, current research on SEL programs has not adequately addressed the issue of high-quality teacher-student interactions for students who suffer emotional problems. To tackle this issue, this study proposes a curriculum approach that integrates mindfulness with rhythmic music? and evaluated the emotional changes of students after mindfulness with rhythmic music curriculum. This study adopted a pre-post experimental design. Two hundred and ninety-four firefighting universities students participated in a one-semester "online mindfulness combined with music rhythm SEL course". The study used the Beck Anxiety Inventory, Center for Epidemiologic Studies Depression Scale and Perceived Stress Scale to measure the anxiety, depression and stress levels of the participants before and after the course, and used the participants' self-reflection reports as a method to explore the students' emotional transformation patterns. The research findings indicate that: (1) eighth-note, quarter-note, and sixteenth-note rhythmic music significantly improve the emotional wellbeing of students with depression, anxiety, and stress imbalances, respectively. (2) The degree of emotional improvement has a certain impact on academic performance. (3) Students with anxiety require more instructional support focused on attention concentration during the early phases of the course; students with depression should not be scheduled for social skills learning modules in the short term and need long-term instructional guidance; individuals experiencing stress imbalances require attention to their personal music preferences and benefit from additional listening activities and exercise. These findings assist teachers in accurately identifying emotional changes among students with emotional problems and managing the patterns of these emotional transitions, thereby providing effective instructional support and promoting high-quality interactions between teachers and students.

THE INFLUENCE OF KURIKULUM MERDEKA ON THE UNDERSTANDING OF EDUCATIONAL CONCEPTS OF GRADE IV STUDENTS OF SDN 71 PALEMBANG

This study aims to determine the effect of Merdeka Curriculum learning on understanding the concept of education for fourth grade students of SD Negeri 71 Palembang. The Merdeka Curriculum is expected to increase student involvement and creativity in learning, especially in subjects that are often considered boring and theoretical. The method used in this research is a quantitative experiment with a pretest-posttest control group design. The research sample consists of two groups, namely the experimental group taught using the Merdeka Curriculum approach and the control group using conventional learning. Data were collected through multiple choice tests that measured students' understanding of the principles of Pancasila and citizenship. The results showed that learning with the Merdeka Curriculum had a significant effect on student understanding, with a t_count value of 12.430 which is greater than the t_table of 2.015. This study concludes that the application of Merdeka Curriculum can improve students' understanding of the concept of Citizenship, especially in understanding bad behavior in oneself and the environment.

On decolonising music diversity in/and higher education

ABSTRACT The practice of music diversity is colonialized. Its model is impotent to disrupt the Western canon. On the contrary, the practice has opened the door to sonic materialization and trafficking that has become indicative of the encounter between classical music and other music traditions in higher education. The Global South has become the mining area, while Western institutions “explore” indigenous music to repair the status quo. The thesis of this article is that the current Western curricular approach to music diversity is a reincarnation of the Western hegemony. I adapted a decolonial lens to examine the premises of diversity practice, questioning its model and unmasking its logic. I will interrogate the unbalanced relationship or what Quijano and Mignolo call the “matrix of power.” In doing so, I introduced a conceptual tool - canonity, which is defined and examined alongside the concept of diversity. I argue that diversity represents the other side of canonity, just as coloniality and modernity/rationality are two sides of the same coin. This coinage suggests that musical canonity/diversity is indicative and constitutive of coloniality/modernity. Thus, the article calls for the decanonisation of the epistemic center, delinking from the trajectory of modernity/rationality and shifting the geography of knowledge.