Curriculum Framework Research Articles

Mikä aiheuttaa ilmastonmuutoksen?

This article discusses the transformation of climate change science from scientific knowledge to Finnish upper secondary school geography curricula and textbooks from 1985 to 2023. Scientific knowledge transforms into teachable knowledge through the transformation process at the societal, institutional, and classroom levels. In our analysis, we apply the idea of powerful knowledge and use three levels of geographical powerful knowledge, including geographical knowledge, critical and conceptual knowledge, and propensity to imagine alternative futures. The research material consists of five framework curricula from 1985 to 2019 and a total of thirteen upper secondary school geography textbooks that are based on the curricula. Our findings suggest that climate science knowledge has transformed slowly into societal curricula. However, in textbooks, scientific knowledge has transformed more rapidly. According to our results, the transformation may not necessarily occur linearly, first at the societal level and finally in classrooms.

Looking beyond enrollment rates: The long-term influence of preschool science curricula on children’s science achievement

This study provides evidence that what happens in preschool (i.e., preschool curriculum) can have long-term consequences years later. In the current study, we seek to answer the question of whether the inclusion of science in the preschool curriculum is associated with fourth- and eighth grade science achievement scores. Based on science achievement data from the Trends in International Mathematics and Science Study (TIMSS 2015 and 2019 cycles), the quality of preschool science learning opportunities showed long-term impacts on science achievement at the fourth grade level. Even after controlling for enrollment rates, the quality of the preschool curricula was a statistically significant predictor of fourth grade science scores with a high effect size (d=0.74). The observed impacts, however, appeared to diminish by eighth grade. Results from this study suggest that science concepts and skills should be an integral part of preschool curricula and curricular frameworks, and policy makers should allocate resources to provide well-designed preschool education programs with high quality curricula.

Developing a curriculum for advanced fellowship training in complex cancer for the UK.

Surgery for complex colorectal cancer is elaborate: preoperative assessment, patient selection, radiological interpretation, operative strategy, operative technical skills, operative standardization, postoperative care and management of complications are all critical components. Given this complexity, training that encompasses all these crucial aspects to generate suitably edified surgeons is essential. To date, no curriculum exists to guide training in advanced and recurrent pelvic malignancy, particularly for complex colorectal cancer. Such a curriculum would potentially offer numerous advantages, not only for individual surgeons but also for research, governance, international collaboration and benchmarking. The aim of this study was to design and develop a framework for a curriculum for fellowship training in complex colorectal cancer that encompasses pelvic exenteration surgery. Kern described a six-step method for curriculum design that is now widely adopted in medical education. Our study utilizes steps 1-4 of Kern's method to develop a syllabus and assessment framework for curriculum development for fellowship training in complex colorectal cancer encompassing pelvic exenteration. A literature review was conducted to address step 1, followed by targeted needs assessment in step 2 by conducting focus groups with trainees, fellows and experts to identify learning needs and goals with objective setting for step 3. An expert consensus group then voted on these recommendations and developed educational strategy recommendations as step 4. For the purposes of brevity, 'pelvic exenteration' in the text is taken to also encompass extended and multivisceral resections that fall under the remit of complex [colorectal] cancer. Step 1 of Kern's method identified a gap in the literature on curricula in complex cancer surgery. Step 2 identified key areas regarded as learning needs by trainees, including anatomy, hands-on experience and case volume. Step 3 defined the goals and objectives of a fellowship curriculum, defined in six domains including theoretical knowledge, decision-making, technical skills, postoperative management and continuing professional development. Finally, as a prelude to stages 5 and 6, a strategy for implementation and for feedback and assessment was agreed by an expert consensus meeting that defined case volume (a minimum of 20 pelvic exenteration operations within a fellowship period) and coverage of this syllabus with derived metrics. Our working group has developed a curriculum framework for advanced fellowship training in complex cancer in the UK. Validation is needed through implementation, and affirmation of its utility, both nationally and internationally, must be sought.

Non-Indigenous teachers’ understandings of relationally responsive curriculum through an Indigenous standpoint

Australian schools routinely fail to deliver culturally responsive educational experiences for Aboriginal and Torres Strait Islander students. Educational structures, including the curriculum, are organised according to neoliberal, settler colonial epistemologies, which fracture and neglect Aboriginal and Torres Strait worldviews. In this study, research yarns were conducted with four non-Indigenous teachers working in an urban Sydney school, focusing on their experiences of responding to the curriculum’s cultural neglect through the enactment of relationality. Findings reveal that while teachers face major structural constraints when attempting to incorporate culturally responsive practices, they enacted relationality in their curriculum and pedagogies through the elements of relationships, place and curriculum concepts. A Relationally Responsive Curriculum Framework is proposed as a possible way for teachers to craft a coherent and holistic Aboriginal and Torres Strait Islander curriculum narrative. There is also scope for this framework to be further revised to centre Aboriginal voices and to be applied to the written curriculum to embed Aboriginal and Torres Strait Islander worldviews in the very structure and values of education systems.

The role of age, grade level, and subject area in determining the inclusion of digital citizenship elements in elementary school curricula: Perspectives of teachers in the Kingdom of Saudi Arabia

This study examined teachers' inclusion of digital citizenship elements in elementary school curricula. Employing a quantitative research design, the study utilized a survey questionnaire as the primary data collection instrument. A quantitative approach was employed in this study because it could efficiently measure the extent and variance of digital citizenship inclusion across diverse teacher demographics, enabling statistically significant comparisons and actionable insights for curriculum development. The sample consisted of 300 elementary school teachers at an educational institution in the Kingdom of Saudi Arabia. The questionnaire assessed the degree to which participants incorporated digital citizenship elements, including respect for self and others, self-education and communication with others, and protecting oneself and others, in curricula. The data were analyzed using descriptive statistics and one-way ANOVA tests. The findings revealed significant differences in teachers’ inclusion of digital citizenship elements based on age, grade level of instruction, and taught subject matter. The study highlights the importance of tailoring digital citizenship education to meet the diverse needs of teachers. These findings contribute to the development of targeted professional development programs and curriculum frameworks that foster responsible and ethical digital participation. The study also holds pedagogical significance by emphasizing the need to account for variations in digital citizenship inclusion across teacher demographics.

‘Math is not for me’. Investigating Mathematics Anxiety in Secondary and Higher Education: A Critical Discussion of Current Practices and Future Recommendations

Mathematics anxiety is a contemporary issue, characterized by feelings of stress, worry, apprehension, or fear, that interferes with one’s ability to manipulate and resolve mathematical tasks. The challenges of mathematics anxiety are considerable and produce a cascade of cause-effect repercussions. Accordingly, it is imperative to investigate this issue in secondary and higher education, as this educational era seemingly serves as a triggering point for this condition, significantly affecting individuals’ decisions towards education, academic pursues, professional orientation and so on. The main points elucidated by the present study suggest that curriculum and institutional frameworks, instructional strategies, parental influences, and individualized or psychotherapeutic interventions play a central role towards understanding and addressing mathematics anxiety, with their effects ranging across various cognitive, emotional and behavioral paradigms. Recommendations span in similar grounds in which –among other discussion arguments– the importance of improved institutional and parental approaches is strongly highlighted, as it could potentially provide better insights concerning early intervention. Keywords: Mathematics anxiety, parental influences, institution pressures, teaching strategies, anxiety susceptibility

Four-Year Undergraduate Programme Curriculum Framework: A Kerala Model

Four-Year Undergraduate Programme Curriculum Framework: A Kerala Model

Policies and Practices of Human Rights Education at Higher Education Institutions in Sindh

The research study was conducted with the purpose of finding the policies and practices of human rights education within higher education institutions (HEIs) in Sindh, Pakistan. Utilizing a qualitative research approach, the investigation involved a multifaceted data collection process encompassing interviews, document analysis, and observational studies. By delving into the existing policies and actual practices of HRE implementation, the study intends to shed light on the current status of its integration across various dimensions, such as curricular frameworks, extracurricular activities, and institutional structures within HEIs in Sindh. Moreover, the research endeavors to elucidate the challenges encountered by stakeholders in the promotion of HRE and to identify effective strategies that facilitate its advancement. Through careful analysis and synthesis of findings, the study culminated in the provision of actionable recommendations aimed at bolstering the effectiveness and inclusivity of HRE initiatives. These recommendations address key areas such as policy refinement, teacher capacity building, optimized resource allocation, and enhanced community engagement. Ultimately, this research enriches the scholarly discourse on HRE within the Pakistani context while offering valuable insights to stakeholders, thus fostering a supportive environment for nurturing human rights awareness and advocacy within the higher education landscape of Sindh.

Development of Spiritual Intelligence through the Learning of Aqidah Akhlak (Case Study of Madrasah Aliyah YTP Kertosono)

This article aims to elucidate the process of developing spiritual intelligence through learning in an Islamic high school (madrasah aliyah). Therefore, understanding of ethics and spirituality must be established as its foundation. In this madrasah, spiritual intelligence is cultivated through various methods, one of which is through the subject of aqidah akhlak (ethics and morality). This research adopts a qualitative field research approach, which involves procedures that generate descriptive data in the form of written or spoken words and observed behaviors. Data collection techniques include participant observation, in-depth interviews, and documentation. Data analysis employs reflective thinking (data reduction, data presentation, conclusion drawing). Data validity is checked through researcher involvement extension, observation diligence, triangulation, and auditing. The study reveals that planning begins with setting learning objectives, selecting methods, choosing media, and evaluation, all of which are accommodated in the lesson plans (RPP) derived from the syllabus, curriculum framework (prota), and annual program (promes). This investigation also finds that the implementation of this planning involves an emotional approach, where educators attempt to activate the affective domain of learners. Building positive behaviors among learners is done repeatedly using dogmatic, deductive, and inductive methods. The study also presents several outcomes after the implementation of the planning, such as a more conducive learning environment, improvement in the moral and spiritual aspects of learners, prevention of negative behaviors, control of learners' emotions, and the cultivation of strong aqidah and virtuous behavior among learners.

ENGLISH TEACHERS’ READINESS IN DESIGNING LESSON PLAN BASED ON CURRICULUM MERDEKA AT VOCATIONAL SCHOOL NUMBER 1 JAMBI

This research, conducted by Kharisma Nur Azizah, explores the readiness of English teachers at SMKN 1 Kota Jambi in designing lesson plans based on the "Curriculum Merdeka." The study aims to identify the preparations and challenges faced by teachers in supporting their readiness for the 10th-grade lesson plans under this new curriculum framework. Utilizing a qualitative case study approach, the research collected data through interviews. The findings reveal several key aspects of readiness and challenges for English teachers. Readiness includes cognitive aspects such as the importance of lesson plan design, understanding the independent curriculum, using media resources to support lesson plan creation, and the ability to compile and evaluate lesson plans effectively. Physical readiness (energy and health), psychological readiness (interest and motivation), and the availability of supporting facilities and infrastructure are also critical components. The study found that the curriculum is both flexible and complex. Teachers utilize various media sources like ESP, TOEIC, the Merdeka teaching platform, and YouTube to prepare lesson plans based on major department profiles and determine competency (CP), topic (TP), and lesson activity plans (ATP). Physical readiness in designing lesson plans requires an intensive two-week period, while psychological readiness helps increase knowledge and update teaching experiences to meet student needs effectively.Challenges include time management and aligning lesson plans with diagnostic assessments of student characteristics to ensure they meet the standards of the Curriculum Merdeka.

Dental education toward 2050 in Korea

Modern dentistry began as a descendant of barber-surgeons. In 1728, Fauchard of France published Dentist (Le chirurgien dentiste au traité des dents), who defined the scope and nature of modern dentistry. In 1926, Gies of the United States proposed the standardization of the dental curriculum and set goals for dentist education. However, although the framework of the dental curriculum proposed by Gies was excellent, that was ahead of his time, nearly 100 years have already passed. Therefore, we would like to predict the changes in oral care in about 30 years from now in 2024, and look for clues to the direction of change in dental education in Korea accordingly.</br>Due to changes in technology, it is expected that teaching methods using virtual and augmented reality will be universally implemented in dental education. Artificial intelligence is expected to be widely applied in dental care system. The relationship between oral health and systemic health will become clearer, and the importance of preventive dentistry will be further emphasized. The use of digital dentistry and 3D printing is expected to increase, and related education is needed. The dental education system should go beyond the scope of barber dentists and consider further on periodontics and systemic health. As interest in overall health and quality of life will increase, cooperation not only between dentists but also among other professionals such as medical doctors and para-medical/dental specialists will become common and the composition of the Korean population is expected to become diverse. The importance of leadership, communication, and cultural sensitivity in clinical care should be emphasized and educated. Ethics and professionalism must be prioritized in dental care, and students must be educated to become dentists. I think it may be more efficient to focus on improving educational competences and educational content rather than revolutionary change in the curriculum.</br>However, the current society is changing rapidly, and dental medicine at the time when students currently attending dental school become active dentists, will be different from what it is now, and dental education in Korea should be provided to prepare for this.

Implementation of Differentiated Learning in English Lesson Using Independent Curriculum at MAN Surabaya

This study explores differentiated learning in English classes at MAN Surabaya within the Independent Curriculum framework. Differentiated learning adapts teaching strategies, content, and assessments to meet students' varying needs, readiness levels, interests, and learning profiles. The research identifies strategies used by the teacher, student preferences, and implementation challenges. Using qualitative methods such as observations, interviews, and document analysis, the study finds that the teacher employs flexible grouping, tiered assignments, and individualized instruction to cater to diverse student needs. Students favor activities aligned with their interests and readiness, finding them more engaging and effective. However, challenges include limited resources, time constraints, and the need for ongoing professional development. The study concludes that differentiated learning can improve student engagement and achievement but requires significant support for the teacher, including resources, time for planning, and continuous professional development. These findings highlight the importance of educational policymakers and school administrators providing necessary support and resources to enable effective differentiated learning implementation in classrooms.

Implementation of Merdeka Belajar in Indonesian Language Learning in Senior High Schools

This qualitative case study explores the implementation of the "Merdeka Belajar" (Freedom to Learn) approach in Indonesian language learning at the senior high school level. The study investigates the perceptions and practices of Indonesian language teachers, the alignment between Merdeka Belajar principles and classroom instruction, and the challenges and opportunities associated with this innovative curriculum framework. Data was collected through semi-structured interviews, classroom observations, and the analysis of curricular materials. The findings reveal a varied landscape of Merdeka Belajar implementation, with some teachers enthusiastically embracing the approach and others struggling to adapt. Key factors influencing the process include teacher beliefs, administrative support, and the broader educational ecosystem. The study highlights the potential of Merdeka Belajar to transform Indonesian language education by fostering student-centered, personalized, and technology-enhanced learning experiences. The insights gained can inform policymakers, school leaders, and educators in their efforts to effectively integrate the Merdeka Belajar approach and deliver a more empowering and relevant language curriculum.

Soul Navigation For Entrepreneurs: Character Educations In Independent Curriculum Framework and Rahmatan Lil-Alamin Profile at Islamic High School

Facing the challenges of globalization and technological advancements, developing entrepreneurial character is vital in shaping innovative, proactive, socially and ethically responsible individuals. This study aims to analyze the implementation of entrepreneurial character education through the independent curriculum and the Rahmatan Lil Alamin profile in students of state Islamic high schools to develop character and ethical values that support professional success and positive contributions to society. To create young entrepreneurs with responsible and faithful character, education in schools plays and essential role in forming entrepreneurial character. This research is a qualitative descriptive study, with the subjects being one principal and 29 teachers at State Madrasah Aliyah Insan Cendekia Padang Pariaman. The data used consisted of primary data (observations and interviews) and secondary data (information from literature studies). The data analysis process underwent the stages of collection, processing, and presentation of results. This study reveals that State Madrasah Aliyah Insan Cendekia Padang Pariaman has successfully implemented entrepreneurial character education by integrating entrepreneurial values into the curriculum, supported by experiential learning approaches and social interactions. Therefore, the conclusion showed that the Rahmatal Lil Alamin Curriculum was sufficiently implemented at MAN Insan Cendekia Padang Pariama.

Development of an integrated and differentiated tahfidz teaching module to improve Quran memorization for students at MI Plus Al-Fatimah Sukorejo Bojonegoro

Teaching modules are independent curriculum frameworks that replace traditional lesson plans. The independent curriculum teaching module, which serves as a replacement for the RPP, has a diverse format that encompasses learning material/content, teaching methods, interpretation, and evaluation techniques. These modules are designed systematically and engagingly to meet the desired success indicators. The primary goal of developing teaching modules is to provide teachers with instructional tools that can guide them effectively in the teaching process. Teachers are given the autonomy to choose or modify the provided modules by the government to better match their students' characteristics or to create their own modules tailored to their students' needs. The developed teaching modules include integrated modules for tahfidz subjects at Madrasah Ibtidaiyah Plus Al-Fatimah, differentiated modules for tahfidz subjects at Madrasah Ibtidaiyah, guidelines for developing tahfidz teaching modules, instruments for developing these modules, and evaluation tools for assessing the module development process. This research and development (R&D) approach aims to create integrated and differentiated tahfidz teaching modules specifically for MI Plus Al-Fatimah. These modules cover the tahfidz teaching program, implementation guides, and evaluation instruments to assess the program's success. The development process involves the principal to ensure that students can achieve the target of memorizing four juz within six years at the madrasah ibtidaiyah level. The development stages include determining learning strategies and media, producing the modules, and creating assessment tools. This phased approach ensures that the integrated and differentiated tahfidz teaching modules are effective and meet the educational goals of the institution.

Experiences of School Administrators and Teachers in Kindergarten Program for Children with Visual Impairment

The Department of Education, adhering to the Kindergarten Education Act and other laws declaring the provision of education to children with disabilities, provides education to every Filipino child including those with visual impairment. The said program envisions students to acquire learning skills that will enable a Filipino child with visual impairment to function effectively and independently for inclusion in the community as a productive citizen while being aligned and anchored on the Department of Education’s Kindergarten Curriculum Framework. The study identified the positive and negative experiences of teachers and administrators along with the factors that contributed to the experiences by exploring the experiences of five (5) teachers and five (5) school administrators in their program delivery employing the use of Interpretative Phenomenological Analysis (IPA). From these experiences and considering the previous study related four emergent themes were presented: 1) Journey Towards Progress, 2.) Filling the Education Gap, 3.) collective efforts, and 4.) Support Issues. The study showed the interwoven experiences influenced by several factors leading to what they considered as the success of the program. Recommendations for school administrators and teachers were also drawn from the study along with the recommendation for future studies.

국가 교육과정에서 지역 교육과정 개발을 위한 지침 설계 방안 탐색

[Purpose] The purpose of this study was to analyze the case of Finland’s 2014 National Core Curriculum in order to draw implications for the design of guidelines for the development of local curriculum within the national curriculum framework. [Methods] The Finnish 2014 national curriculum Document(Basic Education), related materials from the Finnish National Board of Education, and the Helsinki curriculum Document(Basic Education) as an example of a local curriculum were analyzed in this study. This study examined the local participation in the national curriculum reform process, the characteristics of the guidelines for local curriculum presented in the national curriculum documents, and how these guidelines have guided local curriculum. [Results] This study revealed the following. First, the revision of the Finnish national curriculum sought to ensure local participation in the process, both internally and externally. Second, the Finnish 2014 national curriculum foregrounded the significance of local curriculum, with each chapter of the document detailing issues to be decided locally. Third, in the case of the Helsinki curriculum, the guidelines for local curriculum set out in the Finnish 2014 national curriculum functioned to help local actors articulate local perspectives to complement the content of the national curriculum. [Conclusion] Based on the results, the study discussed the need to strengthen the procedural participation of the local actors in the next national curriculum revision process, the need to include specific detailed statements in the national curriculum to support the development of the local curriculum, and the need to rethink the way local curriculum documents are organized.

The four-dimensional curriculum framework: 10 years on

The Four-Dimensional Curriculum Framework (4DF) was first published in Focus on Health Professional Education in 2013. It was created in response to a gap in the literature for a curriculum development tool for interprofessional health that could navigate the challenges associated with conceptualising shared educational opportunities across siloed health professional programs. Its four interconnecting dimensions emphasise the dynamic interplay between curricular elements, highlighting the fact that curriculum design is rarely linear. As a theoretical curriculum framing tool, it facilitates the articulation of big picture considerations when designing learning and teaching activities. Since 2013, it has been cited 60 times by researchers and educators across the globe, indicating that it has been used largely as it was originally intended—to interrogate the purpose and effectiveness of a curriculum in broad terms. This paper revisits the features of the 4DF and, in the light of its application in the literature, explores opportunities to expand its functionality from a theoretical framing tool to one that also provides a practical application of the framework.

Learn and Lead: Implementation of a Leadership Development Pilot Program at the Centers for Disease Control and Prevention.

The Centers for Disease Control and Prevention (CDC) needs leaders at all levels who can address technical and adaptive challenges in a changing public health landscape. We assessed the feasibility of implementing an enterprise-wide leadership development model. In June 2023, we launched a pilot program, Learn and Lead, for nonsupervisory staff in early and mid-career levels. One hundred sixty-nine participants registered, and 149 completed at least 6 weeks of the 8-week program. We gathered quantitative and qualitative data through weekly electronic surveys and in-depth interviews. We calculated frequencies for closed-ended Likert-scale items and performed content analysis of open-ended items to assess most frequently mentioned themes. We based the pilot's design on CDC's leadership development framework to assess application of the framework and alignment of curriculum to the framework. Three themes emerged: logistics and facilitation, leadership development curriculum, and making connections with self and others. Findings for logistics and facilitation highlighted preferences for course length, small breakout groups, mixed weeks, and value of staff support. Findings for the leadership development curriculum underscored the relevance of the US Office of Personnel Management's fundamental competencies to leadership development. Findings for making connections with self and others supported the cohort model and the importance of networking. The pilot curriculum aligned well with the CDC leadership development framework. Feedback provided by pilot participants is being used to help shape CDC's ongoing leadership development efforts.

Theory to Practice: Lecturers' Readiness in Implementing a CEFR-aligned Tertiary Curriculum

Malaysia is pushing for the implementation of a new English language education reform that would be implemented and integrated at all levels of the educational system, from preschool to tertiary education. Incorporating the Common European Framework of Reference is an apparent preference to satisfy the benchmark of a global platform (CEFR). This move involves an immediate review of present classes and adherence to the new national curriculum restructuring. Lecturers are expected to know the essentials to adopt and implement CEFR in the curriculum. However, because this is relatively new, there is a lack of guidelines for executing the new curriculum. This study investigates if lecturers are prepared to implement a curricular framework consistent with and guided by the CEFR. A survey was distributed to 40 lecturers from two public universities to gain insight into a few dimensions of readiness; quality, climate, cognitive, emotional, and other determinants. The offered findings serve as a guide for organizing and designing any essential training for lecturers. It will also help in the development of instructional materials that are suitable for a local setting.