Curriculum Design Research Articles

Enhancing science achievement through inquiry activities: the critical role of perceived teacher support

ABSTRACT In science education, scientific inquiry is crucial for developing inquiry skills and constructing scientific knowledge. However, the impact of scientific inquiry activities on student achievement continues to be debated. A number of counterintuitive findings highlight the need to explore the underlying factors influencing the effectiveness of inquiry-based learning. This study employed hierarchical linear models (HLM) to investigate the role of students’ perceived school teacher support in moderating the relationship between inquiry-based science activities and science achievement. The sample used in this study was drawn from Beijing, Shanghai, Jiangsu, and Guangdong in mainland China (B-S-J-G-China). These four provinces participated in the 2015 Programme for International Student Assessment (PISA) as a collective group. The dataset comprised 9,592 students (4,543 females and 5,049 males) from 261 schools. Results revealed a negative correlation between inquiry-based activities and science achievement, indicating that a higher frequency of inquiry-based activities was associated with lower science achievement. However, this association was positively and significantly moderated by the extent of school teacher support. These findings highlight the pivotal role of students’ perceived school teacher support in enhancing the effectiveness of inquiry-based practices and shed light on optimising inquiry-based educational strategies. This suggests that the effective implementation of inquiry-based activities requires the backing of supportive teachers, with broader implications for curriculum design and teacher development in science education.

Exploring Critical Reading Practices Among Malaysian and Vietnamese Engineering Students: Insights and Implications

ABSTRACT In the dynamic academic landscape of the 21st century, the imperative to equip engineering students with robust critical reading skills, in tandem with their technical expertise, has come to the forefront. Recognizing the intrinsic value of critical thinking and reading in cultivating an ethos of lifelong learning among future engineers, this study endeavors to shed light on efficacious methodologies for augmenting critical reading competencies, grounded in the lived experiences of students. Utilizing a phenomenographic methodology, this research aims to explore the mechanisms through which engineering students from Malaysia and Vietnam develop their critical reading skills. The study engaged eight engineering students from both Malaysia and Vietnam, selected based on their demonstrated proficiency in critical reading, as evidenced by scores from a critical reading assessment aligned with the PISA Reading Framework. Through in-depth, phenomenographic semi-structured interviews, the research sought to uncover the strategies and practices these students employ to bolster their critical reading abilities. The findings illuminate a diverse array of approaches to enhancing critical reading skills, including the adoption of specific reading strategies, engagement in extensive and collaborative reading practices, and the maintenance of a positive reading disposition. Notably, the study also identifies that variations in the application and effectiveness of these strategies are influenced by factors such as students’ academic progression, cultural contexts, and educational backgrounds. These insights contribute to a nuanced understanding of the multifaceted nature of critical reading skill development among engineering students, offering valuable perspectives for educators, curriculum designers, and policymakers aiming to foster critical analytical skills in STEM education.

Using media accessibility as a stimulus for teaching audio-visual translation: a Singapore case study

ABSTRACT Despite attempts to integrate media accessibility components into audio-visual translation courses, consensus is lacking on the content, aims and orientation of the paradigmatic implementation of the curriculum, with inadequate attention given to the empirical assessment of pedagogical effectiveness. This article describes an exploratory endeavour in curriculum design that aimed to enhance beginner students’ awareness of accessibility by using technology-enabled multimodal translation as teaching materials (i.e. subtitling, dubbing, audio description, live subtitling and social media and website translation). We adopted a tripartite model to evaluate pedagogical efficacy, conducting a pre-course psychosocial assessment of learner-specific affective variables and personal propensities, evaluating process data based on the trainees’ progressive and summarised assessments and triangulating the results with students’ post-course feedback from questionnaire surveys and semi-structured interviews. This article advocates for teaching audio-visual translation with a strong accessibility-centred and technology-driven learning orientation, which is challenging but viable in general translator training.

A Review of Implementations of Math Competency Oriented Teaching-Learning Systems

Mathematical skills are fundamental to students' cognitive and practical development and are essential to their academic and professional success. The implementation of effective teaching-learning systems is crucial to facilitate the acquisition of these competencies, providing students with tools and methodologies that promote a deep and lasting understanding of mathematical concepts, these systems must be interactive, adaptive and designed to address the individual needs of students, ensuring that each student can reach his or her maximum potential. This paper seeks to identify the methods used in the implementation of these systems, the technology and the relevant factors for their construction. The results show that gamification and game-based learning are popular and effective methods, while block-based programming is considered to be efficient. Factors include curriculum design, interactivity and content. Among the most used technologies, scratch and virtual reality (VR) are mentioned.

Building Back Better? Exposing Enduring Challenges of Curriculum and Learning Design

This exploratory qualitative study analyses challenges to curriculum and learning design and suggestions for support, as described by educators at a university in Aotearoa New Zealand. Thematic analysis informed by specialist literature on course design shows the COVID-19 pandemic was not a purely anomalous episode. While nationally mandated lockdowns forced the institutional response of Emergency Remote Teaching (ERT), and COVID-19 added novel challenges, this time of emergency also exacerbated more enduring challenges of resources (skills, support, and time), as well as of meeting student needs. Further, it hastened a long-called-for move to incorporate online and blended learning. Some institutional responses, such as insisting on dual delivery, were discretionary. Reviewing challenges (“big asks” and “sheer obstacles”) forced participants to reconsider the basics of course design. The study vindicates course design as a field whose knowledge is integral to teaching and learning but not pre-provided by teachers recruited for their disciplinary expertise. A basic lesson from this research for both future emergencies and “normal” times would be to consider the relationship between technology and pedagogy, the strengths and requirements of online/face-to-face modes, and the professional development and other support mechanisms for curriculum and learning design.

Meta4CBC: Metamodel for Competency-Based Curriculum Design in Higher Education

Meta4CBC is proposed as an innovative metamodel for competency-based curriculum design in higher education, addressing the critical need to adapt curricula to contemporary challenges driven by globalization, technological advancement, and climate change. Inspired by the Business Motivation Model and Semantics of Business Vocabulary and Business Rules metamodels, Meta4CBC seeks to overcome the limitations of current CBCD models by providing a coherent structure that integrates curriculum components at supra, macro, meso, micro, and nano levels and establishes a common language that facilitates interdisciplinary collaboration. The proposal promotes curriculum alignment and coherence while supporting the development of software tools to assist in curriculum design, automate repetitive tasks, and provide data analysis for informed decision-making. The validation of Meta4CBC was conducted through a multi-step methodology involving proof of concept, expert judgment, and practical application. After defining the components through a systematic literature review, the metamodel was tested in the Computer Engineering program at the University of La Frontera. This testing verified its adaptability and alignment across curriculum levels. Experts from various Chilean universities reviewed the model, providing feedback for refinement.

Students' Readiness and Perceptions of Autonomous Learning: A Case Study of UMI students

This paper aims to investigate the readiness and perceptions of students towards autonomous learning at the Faculty of Arts, Moulay Ismail University, Meknes, English Department, a concept that emphasizes learner independence and self-regulation in the educational process. As educational paradigms shift towards more student-centered approaches, understanding how prepared students are for such autonomy is crucial for successful implementation. This case study uses a mixed-methods approach, combining surveys and interviews to assess students' self-efficacy, motivation, and attitudes towards independent learning. It involves 120 participants, the research focuses on the impact of demographic variables such as age, gender, and educational background on students' readiness and attitudes, the factors influencing their readiness for autonomous learning, their perceptions of the benefits and challenges of autonomous learning compared to traditional learning, and the relationship between self-efficacy and perceived readiness. The findings reveal varying levels of readiness among students, influenced by factors such as prior learning experiences, access to resources, and personal motivation. While a significant portion of students express enthusiasm for the flexibility and empowerment associated with autonomous learning, others indicate concerns about the challenges it presents, including time management and the need for self-discipline. The study concludes by discussing the implications for curriculum design and the support structures necessary to enhance students' readiness for autonomous learning at UMI.

Navigating the Future of Pedagogy: The Integration of AI Tools in Developing Educational Assessment Rubrics

ABSTRACTThe advent of artificial intelligence (AI) technologies heralds a transformative era in education. This study investigates the integration of AI tools in developing educational assessment rubrics within the ‘Curriculum Design Development and Evaluation’ course at the University of A Coruña during the 2023–2024 academic year. Employing an action–research methodological approach, 27 comprehensive evaluation rubrics were developed using AI tools like ChatGPT. The findings highlight AI's ability to enhance rubric precision, efficiency and alignment with curricular objectives, thus facilitating personalised learning experiences. This research underscores AI's transformative potential in education, advocating for broader adoption and the necessity for educators to acquire AI proficiency. The study demonstrates how AI tools can streamline the rubric development process, making it more accurate and time efficient while also ensuring the inclusion of essential curricular elements. Through this approach, AI can support innovative assessment strategies that are both effective and adaptable to diverse educational contexts.

Evolving Computer Science Education Research in Teaching and Learning: A Bibliometric Analysis

This study performed a bibliometric analysis of computer science education (CSE) publications in teaching and learning. The research trend in computer science education was analysed using publications from the Scopus-indexed database between 1970 and 2021. This study aims to summarize this information to assist three groups of stakeholders: educators, researchers and policymakers. Our review goal to document and analyse the trends in CSE research publications for teaching and learning. A total of 800 publications were derived for further assessment based on computer science education in the article title with multiple tools. We used, Microsoft Excel, VOSviewer and Harzing’s Publish or Perish were utilized for frequency analysis data visualization and citation metrics and assessment. The study outcomes were documented with standard bibliometric indicators: publication growth, authorship trends, collaboration, prolific authors, national contribution, most active establishments, top-cited articles, preferred journals, intellectual structure and topical trends. Resultantly, CSE research publications have perpetually grown for the past 51 years since 1970 with the United States highlighting the largest study contributor, followed by Germany and the United Kingdom. The ACM SIGCSE Bulletin published the highest number of CSE research publications. The analysis of the cluster on topical trends indicates that curriculum design and implementation (e.g., assessment, broadening participation), elements of teaching and learning (e.g., constructivism, e-learning, game-based learning) and other areas of interest comprise pedagogical approach (e.g., computational thinking, k-12 education, motivation). Based on the research results, we expand on the findings and propose how authors might enhance the CSE function in curriculum design, implementation and shifts could eventually substitute past study clusters.

EXPLORING THE ROLE OF L1 LITERACY SKILLS IN L2 READING COMPREHENSION AND VOCABULARY DEVELOPMENT AMONG SENIOR HIGH SCHOOL STUDENTS IN GHANA

This study investigated the relationship between first language (L1) literacy skills and second language (L2) reading comprehension and vocabulary development among students in Ghana. The study was grounded in Cummin’s (1970) Linguistic Interdependence Theory (LIT). The qualitative approach was adopted, and three instruments- focus group discussions, interviews and classroom observations- were used to obtain data from the sample of 300 secondary school students and 40 teachers. The researcher assessed participants' views in L1 literacy domains (phonological awareness, orthographic knowledge, and reading fluency) as well as their views on L2 (English) reading comprehension and vocabulary. The findings revealed a significant positive correlation between students' L1 literacy skills and their achievement in L2 reading comprehension and vocabulary. Those with more advanced abilities in their native language consistently demonstrated higher levels of reading comprehension and broader English vocabulary knowledge. This underscores the critical role of strong foundational literacy in the first language as a precursor to successful second language acquisition. The study also identified key instructional strategies that could help bridge the gap for ESL learners, such as explicit instruction in L1 literacy, structured opportunities for cross-linguistic transfer, and the incorporation of culturally relevant, mother-tongue materials into the curriculum. The implications of these findings for policymakers, curriculum designers, and teachers working to improve educational outcomes for linguistically diverse student populations are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

Islamic Religious Education Based on Inter-Religious Tolerance at the Elementary School

Religious tolerance is a key value in multicultural societies, and schools are often a suitable place to build understanding and respect for diverse religious beliefs. In the context of education, Islamic Religious Education has an important role in shaping attitudes of tolerance between religious communities. This research aims to develop an effective Islamic Religious Education learning strategy in shaping the character of religious tolerance. This involves curriculum development, teaching methods, and relevant approaches. This study used a qualitative research approach with a phenomenological approach. The methodology of this research involved distributing a prepared questionnaire regarding inter-religious tolerance attitudes in elementary schools. Involving surveys, interviews, observations, documentation, and data analysis then providing a detailed description of the data collected. The steps in conducting research with a phenomenological approach, namely determining the location and individuals, data collection techniques, data recording procedures, field issues, and data storage stages. The results of this study show that (1) the curriculum design integrates tolerance values. (2) educators consistently incorporate teachings about toleration between religious groups into their teaching materials (3) educators serve as role models by symbolizing a tolerant lifestyle, and (4) organize significant religious events and community activities to further promote tolerance.

The right to education in the mother tongue for Ukrainian refugees in Romania according to international and national law

Since the outbreak of the Russian invasion in February 2022, millions of Ukrainian citizens have sought refuge in Romania, with a significant number of people still remaining in the country as of the latest reports. Romanian government data indicate that by April 2024, approximately 154,617 Ukrainian refugees, including 50,000 school-aged children, were residing in the country. Before this crisis, Romania had established robust educational language rights for its Ukrainian minority of around 40,000 citizens. This study rigorously examines these pre-existing language rights within Romania’s legal framework, focusing on public education provisions. Central to the inquiry is whether the comprehensive language rights afforded to Romania’s Ukrainian minority could be extended to the Ukrainian-speaking refugees. The study begins with an introduction contextualizing the refugee crisis and outlining the existing legal framework for minority language rights in Romania. The legal analysis covers constitutional and sub-constitutional provisions, alongside with an examination of international agreements such as the bilateral treaty between Romania and Ukraine, the Framework Convention for the Protection of National Minorities, and the European Charter for Regional or Minority Languages. Special emphasis is placed on education provisions, including curriculum design, textbooks, language of instruction, and decision-making. By addressing these pivotal questions, this study contributes to the theoretical discourse around the personal scope of minority language rights in Europe and offers a nuanced insight into Romania’s legal framework on minority language education. It also seeks to elucidate how Romania’s legal commitments accommodate both established minority communities and newly arrived refugees with similar linguistic and cultural backgrounds. Further sociological research is needed to explore the implementation of Ukrainian-language education to the benefit of the Ukrainian refugees, which was beyond the scope of this study. Nevertheless, Romania possesses all the necessary legal elements to serve as a truly best practice model in Europe for organizing and ensuring good quality education in the mother tongue for Ukrainian refugees.

Planning Strategies for Effective Provision of Education for the Head, Heart and the Hand in Rivers State

The study investigated the planning strategies for effective provision of education for the head, heart and the hand. The descriptive survey design was adopted. Three research questions and three corresponding hypotheses guided the study. A sample size of 128 representing 50% were drawn from a population of 257 principals using the stratified sampling technique. The instrument for the study was a validated instrument titled, planning strategies for the provision of education for the head, heart and the hand questionnaire (PSPEHHHQ), which yielded a reliability index of 0.84; using test re-test method. Mean and standard deviation were used to answer the research questions, while the z-test was used to test the hypotheses. The findings revealed that the planning strategy for planning education for the head, heart and the hand is a collaborative interdisciplinary strategy aimed at a thoughtful curriculum design. The study concluded that a collaborative interdisciplinary planning is essential for the attainment of the optimum goal of education for the head, heart and the hand.

Shaping competencies for culturally safe practice among medical students.

Limited evidence exists around authentic activities that can positively influence students' knowledge of and appreciation for the First Nations peoples' culture, impacts of colonisation and other determinants of health. A renewed Indigenous Health curriculum provided us with an opportunity to implement a cultural immersion for medical students to enhance their cultural awareness and competency. Our approach towards the design and evaluation of cultural immersion was guided by three key frameworks-a strengths-based approach towards curriculum design, Indigenous ways of knowing and being and immersions as transformative pedagogy. Pre- and post-immersion surveys were sent to 260 first-year medical students in 2020 and 323 students in 2021 who were the participants. Response rates were 37% (2020) and 47% (2021). The data indicated significant improvements in students' knowledge of Indigenous cultural beliefs and history as well as confidence in working with Indigenous populations. Students' comments indicated their experiences varied on a continuum of four ways of 'knowing': reluctant, receiving, relating and reconstructing their beliefs. Their ways of 'being' varied across four levels: privileged, feeling discomforted, being humbled and agentic. The study extends the limited evidence of theoretically informed interventions that have the potential to positively influence medical students' knowledge and appreciation of Indigenous history, culture and its impact of health outcomes. Cultural immersion experiences, when co-designed with the community and in consideration with students' prior beliefs, are powerful tools to promote capabilities for working with Indigenous patients in culturally safe ways.

Digital Literacy in Undergraduate Education Curricula

Assumptions are made around the digital literacy and digital capabilities of students in higher education. It is important that these assumptions are dismissed, digital literacy becomes a true consideration in curriculum design, and students are supported in their development rather than expected to develop the digital skills they need. Supporting students in their development of digital literacy through curriculum integration not only allows them to succeed in education, but also work toward obtaining the skills they need for their future career and joining a workforce in a digital society.

Undergraduate dental curricula in Middle Eastern and Arabic-speaking African Nations − A cross-sectional study

PurposeTo evaluate the design of undergraduate curricula, teaching and learning practices, assessments, admission criteria and quality assurance in dental schools across Middle Eastern and Arab-speaking African nations. MethodologyA cross-sectional survey was sent to 40 dental colleges in the Middle East and African Arabic-speaking countries. A purposefully designed proforma consisting of 21 items divided into five sections based on admission criteria, curriculum delivery, teaching and learning practices, assessment methods, and quality assurance was used for data collection on Google forms. Participation in the survey was voluntary and all participants were consented before data collection. The data was analysed for descriptive statistics. ResultsA total of 28 dental institutions participated in the study yielding a response rate of 70 %. The data showed variations in the admission criteria, curricula, and assessment methods. The reliability statistics were satisfactory (Cronbach’s alpha = 0.89). ANOVA showed significant differences were noted in the clinical experience of students by country and curriculum design (p ≤ 0.001). Gaps were also identified in the quality assurance processes at some of the participating institutions. ConclusionThis study provides a snapshot of undergraduate dental education in the Middle East and Arabic speaking African countries. Although a majority of the institutions follow a student-centered approach, some in institutions still follow the traditional teacher-centered approach which is not consistent with the contemporary strategies in healthcare education. The admission criteria are based on high school grades albeit with some variations. The duration of dental programs is five years at most institutions with or without an additional foundation year. Variations were also noted in the assessment weightings, clinical targets and quality assurance procedures. Further collaboration is required to facilitate harmonization of dental curricula in the region, solicit international recognition and to better support their graduates in pursuing postgraduate studies and employment options.

A Review of Knowledge Management Education in China

Abstract: The upsurge in knowledge production highlights the importance of knowledge management (KM), which leads to the increasing demands on KM professionals by organizations, governments, and society. To fulfill the urgent need for skills and expertise, universities in China have added KM-related courses to their curricula. Given the complexity of knowledge and the interdisciplinary nature of KM as well as the diversity of the university structure, KM education in China has been developed as a crucial field. This paper reviews the development of KM education in Chinese universities and investigates the current KM curriculum designs of these universities. It takes KM-oriented research programs and courses from “Shuangyiliu” universities in China as a starting point, aiming to introduce the curriculum development landscape and demonstrate the interdisciplinary origins of the KM curriculum. The results suggest that there is a trend that KM education needs to redefine target groups in order to fulfill various needs from society. There is also a need to encourage a broader collaboration among disciplines and further discussion of the disciplinary positioning of KM education in China.

How to Begin a Successful Study Abroad Course

As employers seek to build a comprehensive work environment and prioritize not only subject matter discipline knowledge and its relevant application, they also desire to hire students with a wider breath of skills. These skills include considerable “soft- or people-skills”, now being referred to as “career- or world-readiness skills. Employers certainly value and assess a students’ knowledge base, but in addition successful employers want employees to demonstrate the ability to “apply relevant information to assist others in solving challenges and being more productive”. Study abroad experiences provide an excellent opportunity for students to develop these skills. In preparation for a study abroad course just as with any course, the instructors must apply critical curriculum design components to this experience if it is to be meaningful. Careful attention must be paid to the expected learning outcomes using Bloom's Taxonomy verbs and background design to select content, preparation needed, relevant assignments/activities and assessments. It is also critical to establish trusted on-the-ground collaborators to ensure the experiences can be planned and executed in a well -organized and intentionally educational manner.

Mechanical Expertise Management for the Information Management inScaling Systems with Deep Learning Process

Dynamic scaling information management refers to the adaptive process of adjusting resources and managing data in real time to meet varying demands in computational and storage environments, particularly in cloud computing and data-intensive applications. This approach ensures optimal performance and resource utilization by automatically allocating or deallocating computing power, storage capacity, and network bandwidth based on current workloads and system performance metrics. Key components include monitoring tools that continuously assess resource usage, predictive analytics to anticipate future demands, and automated orchestration systems that execute scaling actions without human intervention. This paper introduces Predicted Dynamic Scaling in Information System Development (PDS-ISD) as a novel framework for talent cultivation within ISD education. By synthesizing empirical observations and theoretical models, PDS-ISD offers a predictive tool to forecast talent cultivation outcomes based on key educational factors. Through a comprehensive review of literature, the paper explores the theoretical foundations and practical applications of PDS-ISD in ISD education. Additionally, simulated results demonstrate the effectiveness of PDS-ISD in predicting talent outcomes across various scenarios. The findings highlight the importance of factors such as curriculum design, instructor expertise, student readiness, and project demands in shaping talent cultivation outcomes. The paper concludes with implications for practice and future research directions to further enhance the predictive capabilities and applicability of PDS-ISD in ISD education. Additionally, simulated results demonstrate the effectiveness of PDS-ISD in predicting talent outcomes across various scenarios, with an average accuracy of 85%. The findings highlight the importance of factors such as curriculum design, instructor expertise, student readiness, and project demand in shaping talent cultivation outcomes

Use of Learner Engagement Analytics to empower medical educators to make data-informed decisions

Learner Engagement Analytics (LEA) has enabled Higher Education Institutions (HEIs) to identify learners who are not engaging with their studies and provide targeted support and help (Naeem and Bosman, 2023). It has also allowed educators to make data-informed decisions to inform their curriculum design and classroom practice (Cogliano et al., 2022). The LEA data is captured from a wide range of sources related to teaching and learning which offer meaningful insights into a learner’s learning habits (Eady et al., 2021). Previous research suggests that providing learning analytics to educators in Higher Education Institutions can improve learning outcomes for students (Aslan et al., 2019). At Queen Mary University of London, a multidisciplinary team was formed of medical educators, LEA experts, learning technologists, and learning innovation professionals to investigate how LEA can inform curriculum redesign in the early phase of the medical curriculum. Through a series of scholarship meetings on LEA using data dashboards from the Virtual Learning Environment (VLE), the team analysed learners’ engagement with the virtual pre-sessional resources. The VLE interactive resources were designed to allow medical learners to develop clinical interpretation skills during practical sessions, as recommended by the General Medical Council (GMC, 2018). However, medical educators lacked the metrics to evaluate learners’ interaction with these virtual resources. Therefore, it was inevitable to train educators on how to use LEA to optimise students’ learning. The team assessed the learners' engagement on the VLE, quantified engagement scores, and evaluated the results against key outcomes, including the learners' performance. The LEA data offered further insights into virtual engagement across multiple modules in the medical curriculum. Effectively, the outcome of this work empowered medical educators to make informed decisions regarding the future use of VLE resources in curriculum design and develop virtual resources to increase students’ engagement and enhance their learning.