Curriculum Integration Research Articles

Peran Taman Pendidikan Al-Qur'an (TPQ) dalam Pengembangan Akhlak Anak

This literature research examines the role of the Al-Qur'an Education Park (TPQ) in the formation of children's morals in Indonesia. Through a systematic analysis of current literature, this research reveals TPQ's strategic position as a non-formal religious education institution that not only focuses on teaching the Koran but also plays an important role in instilling Islamic values and character formation. Factors influencing the effectiveness of TPQ were identified, including teacher quality, curriculum, family and community support, and program consistency. This research proposes a conceptual model for TPQ development that emphasizes a holistic approach, including an integrative curriculum, teacher competency development, active learning methods, a comprehensive evaluation system, and tri-centre educational partnerships. The main challenges in developing TPQ include quality standardization, limited resources, adaptation to social change, and synergy with formal education. Significant opportunities were also identified, including national policy support, increased public awareness, and potential technology integration. Policy and practice implications are formulated, including strengthening regulations, increasing teaching capacity, and innovating learning methods. This research concludes that TPQ has great potential to contribute to the formation of a generation with noble morals, but requires systematic and sustainable efforts from various stakeholders to realize this potential.

Literacy Transmission and Development of Xu Gongning Bianzhong in Chinese Universities

The Xu Gongning Bianzhong, an ancient musical instrument dating back to the Western Zhou Dynasty, embodies China’s rich cultural heritage. This study investigates the literacy transmission and development of Xu Gongning Bianzhong in Chinese universities, aiming to understand its preservation and development in traditional Chinese music education. Utilizing qualitative interviews, archival research, and thematic analysis, the research focuses on the School of Music at Pingdingshan University in Henan Province, China, as the research site. A total of 18 informants, including experts in Bianzhong reproduction and performance, students, and teachers, provide insights into the transmission process. Data analysis reveals structured classroom teaching, curriculum integration, and student experiences shaping Bianzhong’s literacy. Results highlight historical findings, innovative teaching methods, and positive student feedback, emphasizing the instrument’s cultural significance and educational impact. The study suggests a continued emphasis on immersive teaching practices, interdisciplinary collaboration, and cultural preservation efforts within higher education settings.

Integration of curriculum for English-language educational program (ELEP) at maritime educational and training institutions (METIs)

The current Opinion article represents set of recommendations and piece of advice related to development and integration of curriculum of English-language educational program (ELEP) at maritime education and training institutions (METIs). The title of the article implies integration of curriculum of the educational program that would entirely be taught in the English language. In my opinion, such educational program and its alumni would help METI to meet demands of modern international maritime labour market. The paper could be interesting and useful for higher education institutions that are oriented on complete transition of educational process to English-language educational program that would be delivered only in the English language. Nowadays there are a lot of educational institutions in the world where educational process is mainly conducted in native language, and the recommendations given in the present Opinion article could be applied by these institutions for development of the curriculum of ELEP. Consideration of curriculum design is the main topic of the present paper that comprises the most significant issues and details of the topic.

An Investigation of Teachers' Experiences of the Integration of Education Technology into Kindergarten Teaching

This study aims to explore the experiences of teachers in Qingdao as they integrate educational technology into kindergarten classrooms. The research is set against the backdrop of rapid technological advancements and their profound impact on early childhood education. This study begins by emphasizing the importance of educational technology in enhancing instruction, increasing student engagement, and supporting the developmental needs of young children. It scrutinizes the current state of technology use in kindergarten, addressing the types of technology used, challenges faced by educators, and potential benefits and drawbacks of integration. The study poses research questions related to the effectiveness, challenges, and impact of educational technology in kindergarten settings. It outlines clear research objectives to investigate how technology affects learning outcomes, teacher and child perceptions, and appropriate curriculum integration. The importance of this research is emphasized, and the potential for technology to change instructional practices, the need for evidence-based strategies, and the developmental impact on young learners are discussed.

Digital competence analysis to inform current pedagogy and curricula

The importance of DCs (digital competences) at all levels of education is evident, given the extensive literature, international legislation, projects, and pedagogical resources emerging and developing over the past decade. Therefore, DC frameworks for different types of educational contexts have been proposed. For example, DigCompEdu (“European Framework for the Digital Competence of Educators”, Punie & Redecker, 2017) has been widely accepted and adapted to different academic areas and geographical regions (e.g., in Spain, see Mora-Cantallops et al., 2022). According to these guidelines, DC formation in education includes various developmental sections and aspects (e.g., digital creation, online assessment, student empowerment, and so on), which teachers can check for self-reflection and critical thinking. Given the criteria established, different levels of expertise can be inferred according to competence variables, and, based on these, educators can work towards improving one aspect or another in the DC spectrum. Nonetheless, despite this established framework of digital skills in education, there is a need for more contrastive analyses of actual DC developments in cross-disciplinary and cross-curricular ecologies: How current pedagogical approaches may vary within an exponentially growing digital world is, in fact, a key issue deserving further scholarly attention at various research dissemination levels. [1] A fair question, then, to ask is whether the post-pandemic era is witnessing significant DC developments and changes across the curriculum, and if so, to what extent. Also, related to this concern, is the lingering question of how digitally competent educators and learners really are in formal and informal teaching/learning scenarios? Further, how may pedagogy-informed decisions be made and integrated into current policies, projects, and planning in an era where technology should have become so familiar that it is invisible (cf. Bax, 2003)? During the pandemic, an increased use of digital resources was seen, leading pedagogy experts to focus on educational policies and programmes for DC integration in curricula across geographical areas (e.g., Ganimian et al., 2020; McGarr et al., 2021; Selfie for teachers, 2022; Arcón & Monje, this special issue). This implementation of digital practices, often attempting to quell rising anxiety and fears related to decreased educational levels due to COVID, resulted in both successful and failed scenarios for learning, whereas it could also contribute to the ever-increasing digital divide between regions and social classes / groups (e.g., see Gómez Trigueros & Yáñez, 2021; Castelo Branco et al., 2022; Viscarret et al., 2022). As a result, a re-consideration of DCs, their definition, and description for curriculum design, are manifestly important nowadays. A recent case is the need for regulating and framing GenAI resources and practices in all types of academic / educational environments, entailing a (re)formulation of DC mechanics, objectives, purposes, and implementation (e.g., see Dwivedi et al., 2023; Fleckenstein et al., 2024; Lan & Chen, 2024). [1] Despite an increase in pedagogy-focused investigations, the reality is that a wide gap still exists between researchers’ reflections and the teaching community’s actual practices, as observed in different meta-analyses (e.g., Sato & Lowen, 2022; Boulton & Vyatkina, 2024).

Universities in global transformation: Re-thinking curriculum integration and collaboration to co-create our future

Universities in global transformation: Re-thinking curriculum integration and collaboration to co-create our future

Innovative Teacher Leadership in Curriculum Construction

The Artificial Intelligence (AI)-driven smart learning management system (SLMS) innovates the knowledge production and dissemination, and reshapes the teacher roles and the school ecosystem. This study advances prior research by examining the impact of teacher digital leadership (TDL) based on SLMS on the campus organizational culture (COC), and how this relationship is mediated by two key abilities. Result shows that TDL has a profound impact on how much they influence the curriculum design and integration from knowledge-based perspective. It also indicates that their manner of curriculum construct in the SLMS has a significant effect on COC. The teachers awarded by the Teaching Ability Competition are particularly effective in operating a curriculum in AI-powered SLMS, and show effective informal leadership. The conclusion presents feasible measures for TDL in blended curriculum construct for innovative AI-teacher collaboration from micro perspective under reforms in recent China.

Enhancing point-of-care ultrasound (POCUS) utilization in primary care: A thyroid POCUS training course for internal medicine residents.

POCUS is valuable in primary care, yet outpatient-specific point-of-care ultrasound (POCUS) curriculum integration into internal medicine (IM) residency is limited. We addressed this gap by developing a thyroid POCUS workshop for IM residents. Develop and implement an educational curriculum to integrate thyroid POCUS into an IM residency program and evaluate the impact on resident knowledge, perceived skills, and attitudes. The study was conducted in a resident primary care clinic at the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell Residency Program in Internal Medicine at North Shore University Hospital and Long Island Jewish Medical Center. All 108 IM residents (PGY1-3) in one program participated in the study during their ambulatory clinic block. Residents participated in a 1-hour workshop involving a didactic session and two breakout groups: one for hands-on practice and another for case-based discussions with image review. Residents completed pre- and post-session surveys assessing knowledge, perceived skills, and attitudes toward thyroid POCUS. These data showed statistically significant increases in all assessed areas. Integrating thyroid POCUS into an IM residency curriculum significantly improved resident knowledge, attitudes, and perceived skills related to these exams. Residents valued this learning experience and expressed intentions to incorporate it into their future practice.

Discussion on the Integration of Traditional Chinese Medicine Culture Characteristic Curriculum into Primary Education Teaching Practice

Discussion on the Integration of Traditional Chinese Medicine Culture Characteristic Curriculum into Primary Education Teaching Practice

Application of virtual simulation technology in epidemiology education: a systematic review

Objective: To systematically review the progress, advantages, disadvantages, precautions and future trends of virtual simulation technology used in epidemiology teaching. Methods: A systematical literature retrieval was conducted by using PubMed, Web of Science, Embase, China National Knowledge Infrastructure, Wanfang Data and VIP Paper Check System with key words of epidemiology, teaching and virtual simulation, and the literatures included were screened and classified with narrative integration method. Chinese virtual simulation teaching platforms were used to select the literatures about existing epidemiology virtual simulation teaching projects for integration and analysis. Results: A total of 22 articles were included (7 in Chinese and 15 in English), most of which were teaching projects for students majoring in Public Health. We also found 24 national first-class courses and 21 provincial first-class courses in virtual simulation of epidemiology in China. The application of virtual simulation technology in epidemiology education is still in its infancy, and the interaction degree is mostly moderate. It is mainly used in three scenarios: improving the visualization degree of complex concepts and structures, training the operational skills through low-risk and low-cost virtual environment, serving as an effective supplement to the teaching of epidemiological field investigation and response to public health emergencies. In terms of effect, it is conducive to students' understanding of epidemiology related phenomena and principles, and has the advantages of breaking through time and space constraints, reducing teaching costs and risks, improving students' attention and satisfaction and so on. However, it also faces the lack of foundation in the initial stage, and some students have problems such as psychological and physiological discomfort. In the future, we need to optimize the development process, program design and so on. At the same time, we should conduct more in-depth research on cost calculation, effect evaluation and curriculum integration. Conclusions: The application of virtual simulation technology in epidemiology education is an important part of training high-level applied public health talents. We encourage to actively carry out virtual simulation teaching in epidemiology, and train public health talents with Chinese characteristics.

University teachers at the crossroads: unpacking their intentions toward ChatGPT's instructional use

PurposeThe objective of this study was to elucidate the intentions of university teachers regarding the utilization of ChatGPT for instructional purposes.Design/methodology/approachIn this cross-sectional quantitative research, data were collected through an online survey tool from 493 university teachers across Pakistan.FindingsThe findings revealed that positive attitudes and a sense of perceived behavioral control had a positive impact on teachers' adoption of ChatGPT for instructional purposes. Conversely, subjective norms exhibited a significant negative influence. The results underscore that teachers are inclined to embrace ChatGPT for instructional cause due to their recognition of its educational utility. However, it does not appear that their social environment, which includes their coworkers and managers, has a significant impact on how they decide what to do.Research limitations/implicationsThe findings bear implications for devising relevant policies that support AI integration in curricula and assessments and teachers’ professional development (PD) programs. There is a need for formulating guidelines at the universities and the policy tiers to make the ChatGPT use more relevant. Future research should strive to generate insights toward AI use in the areas of curriculum, assessment and teachers’ PD.Originality/valueThe study adds to the relatively new literature on the integration of ChatGPT in higher education. This study’s findings contribute to the body of knowledge related to AI’s pedagogical use and set future directions to consider factors influencing meaningful and responsible use of AI in teaching and learning.

Interprofessional Team Training for Nursing Trainees and Medical Students in Pediatrics: Comparing Analog and Digital Formats

Pediatrics places highest demands on interprofessional teams. Although training and studies are evolving, interprofessional teaching units are regularly lacking in German-speaking countries. Analog and digitally convertible formats are rare. Since 2018, a voluntary one-day team training named "SICKO Junior" for nursing trainees and medical students has been conducted regularly in analog and in the meantime digitally. Evaluation results on the analog and digital format are compared. The content of the one-day workshop is based on a concept for medical employees. Exemplary communication in the ward round is reflected in simulations, training on the simulator for lumbar punctures serves the change of perspective. A total of 104 participants took part, 21 of them digital. The recommendation rate is 100%. All of the participants are convinced that the workshop has a positive impact on collaborative interprofessional work. There were no significant differences in the evaluation of the different workshop elements between the digital and analog trainings. The present work sheds light on the positive influence independent of the digital/analogue form. The presentation forms a blueprint for dissemination. A curricular integration seems worthwhile.Conclusion Voluntary interprofessional team training for nursing trainees and medical students with a focus on communication and error culture is as popular in digital as in analog form. Future studies should prove the influence on competence development and safety culture.

Effect of Concept Based Cartoons as art integration on Alternative Concepts in Chemical Bonding

This study is carried out to investigate and analyze the effect of art integration in chemistry curriculum by concept-based cartoons integrated in the context based chemical concepts learning approach on class 9th students’ alternative concepts in chemical bonding. The study was conducted with 45 students of grade 9, within a non-equivalent pretest-posttest group design (NEGD). A chemical bonding concept test conducted to gather the data with 16 multiple choice question (MCQs), and to probe their conceptions, a clinical interview with 5 open ended questions was used. Interview questions and MCQs were based on the same alternative concepts. The study concluded with a positive effect of context-based approach on the remediation of chemical bonding alternative conception. Although concepts-based cartoons found powerful tools and most helpful in resolving alternative concepts in chemical bonding but the study suggest to use more than one intervention for the remediation of alternative conception in chemical education.

Barriers to Embrace Multidisciplinary Learning Experience in Interior Architecture Design Module

A multidisciplinary learning experience is an approach to curriculum integration which values the ideas of collaboration across multiple disciplines in response to the Fourth Industrial Revolution (4IR). The 4IR has effectively widened the division between fields in which graduates are expected to perform desired skill and knowledge. This paper aims to determine the barriers encountered by the Interior Architecture Students embracing the multidisciplinary learning experience with students from other discipline. Through an explanatory case study approach, the emergence of approach curriculum comprised of three programmes in the built environment at a private university will be presented. The paper concludes with reflective writing addressing the barriers faced by the Interior Architecture students during the multilearning experience. Findings of the study revealed the majority of students identify communication, time-management, responsibility, attitude, and teamwork as the most significant barriers encountered by Interior Architecture students in the implementation of the MLE approach in the Design Studio module. Developing strong communication skills, allocation in managing the time, team player roles and responsibility are essential trait that must be constantly fostered. These findings help to assist interior architecture educators in developing courses that integrate various disciplines and provide academics with a deeper understanding of the conceptualisations and practices of the multidisciplinary learning experience concept approach by identifying the barriers that hinder its implementation.

Spatial Reasoning Excellence: A Synergy of VanTassel-Baska’s Integrated Curriculum Model and Talent Development

This manuscript explores the integration of spatial reasoning into K-12 education through the lens of Joyce VanTassel-Baska’s Integrated Curriculum Model (ICM) and a talent development approach. It emphasizes the significance of nurturing spatial reasoning components—visualization, rotation, orientation, and perception—for academic success, problem-solving, and career prospects, especially for academically talented students. Through collaboration with talent development strategies, including mentorship and differentiated instruction, this approach provides a dynamic, real-world-focused learning experience. Inclusive and designed to engage the educational community, it aims to prepare students for complex global challenges, highlighting the transformative power of tailored education in developing versatile societal contributors.

개념적 접근에 따른 교육과정 연계·통합의 가능성과 과제

Purpose: The purpose of this study is to analyze cases of curriculum connection and integration according to the conceptual approach practiced by IB schools, and to discuss the educational possibilities and challenges of such an approach. Method: In order to analyze the characteristics of curriculum connection and integration according to a conceptual approach, unit design plans and class observations of IB PYP schools were analyzed. Results: IB schools clearly recognize that forming students’ conceptual understanding is the most important goal of teaching and learning, and design and implement inductive learning experiences and transition steps toward conceptual understanding through student-led inquiry. Discussion: It is necessary to present cross-curricular key concepts in the national curriculum, prepare differentiated strategies according to the characteristics of elementary and secondary schools, and strengthen teacher capacity.

Educational Transformation: Using Virtual Reality as a Learning Tool for The Future

Education continues to transform with the introduction of advanced technology such as Virtual Reality (VR). The use of VR as a future learning tool promises to revolutionize the way students learn and interact with course material. This research aims to explore the potential of VR to increase student engagement through a more interactive and immersive learning experience. The research method used is literature study. Through a literature study and analysis of recent developments, we see how VR can aid the understanding of complex concepts, such as science and mathematics, as well as improve understanding of historical content through realistic simulations. However, challenges such as device costs and curriculum integration need to be overcome to realize the full potential of this technology in education. It can be concluded that with the right strategy, VR can be the key to creating more personalized and effective learning experiences, leading to major transformations in the global education system. This research contributes to a more personalized and effective learning experience, which in turn can improve the quality of education and student learning outcomes

Technological Integration in Management Curriculum

Technological Integration in Management Curriculum

A Study of Pre-Service Preparation of Exceptional Teachers in Elementary Schools from the Perspective of TPACK

In the context of educational informatization, what knowledge and ability teachers should have has always been a hot topic in educational research. The proposal of TPACK, which integrates technology, not only conforms to the trend of the times and promotes the integration of curriculum, but also provides a new perspective for teachers’ professional development. The quality of primary school excellent teachers determines the quality of primary education in China, and pre-service training is the most systematic, comprehensive and far-reaching stage in teacher training. Therefore, it is very important to do a good job of pre-service training of primary school excellent teachers. This study mainly analyzes the problems existing in the training concept, curriculum setting and teaching practice of excellent teachers in pre-service primary schools in China, and puts forward the mode construction of cultivating excellent teachers in primary schools from the perspective of TPACK, so as to promote the pre-service training of excellent teachers in primary schools and promote the process of educational informatization in China.

A study on green education in India: A pathway to sustainable development

This study explores the integration of green education in India as a crucial pathway to sustainable development. Given the country's rapid industrialization and urbanisation, environmental education is essential for raising awareness and promoting sustainable practices among the younger population. The research examines current initiatives such as the National Green Corps and the Green Schools Programme, which aim to embed environmental consciousness in the education system. However, significant challenges such as resource constraints, inadequate curriculum integration, and insufficient teacher training hinder the effectiveness of these programs. The study suggests a multifaceted approach to address these challenges, including stronger policy support, innovative teaching methods, public-private partnerships, and community involvement. By enhancing green education, India can better equip its youth to address environmental issues, fostering a culture of sustainability that is essential for the country's long-term environmental health.