Curriculum Model Research Articles

A Systematic Review of Learning Opportunities Within the Crowdworkers’ Workplace

This systematic review used a qualitative content analysis (QCA) and co-occurrence analysis of scientific papers from multiple disciplines published between 2011 and 2021. It could identify learning opportunities within the crowdworkers’ workplace, ranging from work management via brand-building and technology-use to the engagement with the community interface, considering multiple constituents of the crowdworkers’ workplace such as locations and their infrastructure, as well as working hours and expectations by society. The degree to which such learning opportunities occur is shaped by the crowdwork platform, the community interface, digital devices, and the individual workplace environment they encounter. To grasp the reality of crowdwork, the CPSS meta-model by Yilma et al. (2021), Goller’s concept of agentic actions (2017), and Billett’s workplace curriculum model (2020) are used.

Cultivating STEAM teachers: A regional resource‐based model for normal university students in Chongqing

AbstractThe cultivation of innovative talents with interdisciplinary skills is a central goal of STEAM education, and the success of STEAM education hinges on the availability of qualified STEAM teachers. This study explores how to integrate STEAM awareness, understanding, and curriculum development into the teacher education and major course learning system of normal university students in Chongqing, China. Drawing upon the region's rich resources, the study proposes a three‐level STEAM teacher training model. At the macro level, the model advocates for a collaborative educational ecosystem involving government, schools, businesses, and society. At the meso level, it presents a 4‐year curriculum model that progressively cultivates preservice teachers' interdisciplinary thinking, integration skills, and pedagogical competence. At the micro level, the model explores effective pedagogical methods and strategies for implementing STEAM projects in real‐world teaching scenarios. This regional resource‐based model offers a “Chongqing plan” for training STEAM teachers and ensuring a sustainable supply of innovative talents to support the region's economic and social development.

Integrating Science, Technology, Engineering, and Mathematics (STEM) into Indigenous Education for Sustainability: The Development and Implementation of a Curriculum Based on Disaster Prevention for Young Children

There are differences between Western mainstream culture and traditional Indigenous culture in the way they address sustainable development. The spirit of sustainability has been emphasized and practiced by Indigenous cultures for hundreds or even thousands of years, but it is increasingly disappearing over time due to the threat of natural disasters. It is necessary to recover this practice of sustainable development from its roots in traditional Indigenous knowledge. This study considers the possibility and utility of incorporating science, technology, engineering, and mathematics (STEM) into Indigenous education for sustainability, a topic that has not been addressed by other studies. Based on a literature review, the proposed framework and content for this study focus on Indigenous disaster prevention. The specific topic was chosen to be most relevant to young Indigenous children. STEM indicators from the US next-generation science standards (NGSS) were referenced to create the proposed STEM teaching objectives, which were designed to be specifically appropriate for Indigenous curricula and teaching activities. Additionally, the cultural curriculum model was adopted to reform the Indigenous curriculum and teaching model by utilizing the transformation and social action approaches. Finally, the five-stage learning cycle was used as the framework to implement the curriculum, intertwined with the principles of the spiral curriculum, to co-construct an instructional example of Indigenous education for sustainability for future reference.

Language Teaching and Curricular Practices: A Comprehensive Literature Review

Language teaching has evolved over the decades, driven by advancements in educational theories and the growing need for learners to communicate effectively in a globalized world. Curricular practices in language education have shifted from traditional grammar-based approaches to more communicative and task-oriented models. However, the implementation of these curricula varies across different contexts, raising questions about their effectiveness and adaptability. This comprehensive literature review aims to analyze the current trends, challenges, and best practices in language teaching and curriculum design. By synthesizing findings from empirical studies, the review examines how various curricular approaches impact language proficiency, learner engagement, and teaching methodologies. The study also explores the role of institutional support and teacher training in facilitating successful language education reforms. The review finds that communicative and task-based curricula significantly improve language proficiency and learner motivation. However, successful implementation requires adequate teacher preparation, appropriate resource allocation, and flexibility in curriculum design. Additionally, challenges such as cultural differences, institutional rigidity, and assessment practices can hinder the effectiveness of innovative curricular models. In conclusion, while communicative and task-based approaches show promise, their success is highly context-dependent. Future research should focus on developing adaptable curriculum models that accommodate diverse educational settings and explore long-term outcomes of these approaches.

A Review of Language Curriculum Development in Multilingual Classrooms

Integrated curriculum models in language teaching have gained prominence as educators seek to provide holistic, interdisciplinary learning experiences that improve both language proficiency and content knowledge. These models emphasize the meaningful application of language skills across various subjects, promoting deeper student engagement and critical thinking. However, the implementation of integrated curricula presents challenges related to teacher collaboration, resource availability, and institutional support, especially in traditional educational settings. This review aims to analyze the effectiveness of integrated curriculum models in language teaching by synthesizing findings from empirical studies and theoretical discussions. The study examines how these models influence language learning outcomes, foster critical thinking, and address the practical challenges faced by educators. Both qualitative and quantitative studies were included, covering various educational levels and cultural contexts. The findings indicate that integrated curriculum models enhance language proficiency, particularly in communicative and academic skills, while simultaneously improving student engagement and content mastery. Effective implementation depends on strong teacher collaboration and institutional support. However, barriers such as inadequate resources and lack of training often hinder the success of these models. In conclusion, integrated curriculum models offer substantial potential for improving language education, but their success requires careful planning and sufficient support. Future research should focus on long-term outcomes and the adaptation of these models to diverse educational contexts to maximize their impact.

A Review of Integrated Curriculum Models in Language Teaching

Integrated curriculum models in language education aim to combine multiple disciplines and language skills into a cohesive framework, fostering connections between language learning and real-world contexts. While these models offer a holistic approach, their implementation has raised concerns about effectiveness, teacher readiness, and challenges in cross-subject integration. This review evaluates the current literature on integrated curriculum models in language teaching, examining their impact on language proficiency and learner engagement. The study reviews empirical studies, case reports, and theoretical discussions, focusing on both qualitative and quantitative research that assesses outcomes in language classrooms. Key themes include cross-curricular integration, teacher collaboration, and the influence of cultural and contextual factors. Findings suggest that integrated curriculum models improve language proficiency by encouraging language use in diverse contexts, helping learners develop both language and critical thinking skills. However, successful implementation requires significant teacher collaboration and curriculum alignment. Teacher preparedness and institutional support are also crucial for achieving positive outcomes. In conclusion, integrated curriculum models hold great potential to enhance language education, but their success relies on effective implementation and collaboration between educators. Further research is needed to assess the long-term effects and scalability of these models in different educational settings.

Research on Practical Curriculum of Vocational and Technical Education From the Perspective of Science and Technology Integration

Theory is the navigation of practice, and practice is the wing of theory. Modern vocational and technical education is increasingly showing the characteristics of technology penetration, practice traction, system support and so on, and its dependence on the correct path and scientific methods is more prominent. Exploring the integration of theory and practice, and adhering to the combination of theory and technology to design courses have become a new window to break through the traditional curriculum model research and teaching, which has far-reaching significance and value.

Integrated Curriculum Model: Reformulation and Actualization in the Basics of Islamic Science Course

Reformulation and actualization of the integrated curriculum has become one of the characteristics of every State Islamic University. However, conceptually the terminology for integrating science and curriculum has not yet reached an agreement among experts. Even now, it is still a discourse that has not ended. This research tries to reveal two main problems: first, how the integrated curriculum is applied in the learning process of the basics of Islamic science in the chemistry education study program. Second, the extent to which the application of the integrative curriculum is appropriate in relation to learning the basics of Islamic science in the chemistry education study program. This research uses a qualitative descriptive-analysis approach with purposive sampling consisting of head of the study program, 2 lecturers, 5 students from unit 01 and 5 students from unit 02 in semester 2 (two) who took the basics of Islamic science course in the Chemistry Education Study Program. Data were collected using direct observation techniques, in-depth interviews, and document studies and questionnaires. The data analysis technique goes through the stages of data reduction, data presentation, data processing and interpretation and drawing conclusions (verification). The research results show that the implementation of the integrated curriculum in the basics of Islamic science courses has been realized at the planning and presentation stage of integrated content in line with CPL and the material taught in class is in sync with CPMK and RPS. Meanwhile, the model used is an integration model based on monotheism and fiqh. At the implementation stage in unit 01 the lecturer did not carry out apperception. Meanwhile, in unit 02 the lecturer begins learning by praying together, and after that the lecturer conducts an apperception and explores the students' learning experiences. The suitability of the curriculum implemented in the Chemistry Education Study Program with the integrated curriculum in the Basics of Islamic Science course has been realized adequately although it still needs improvement. It is hoped that the results of this research will become an initial reference for lecturers, observers and educational policy makers.

Curriculum and program evaluation in medical education: a short systematic literature review.

Medical education is constantly evolving worldwide and facing various challenges. To cope with these, continuous and fruitful evaluation of an educational program is the need of the day. This study aims to know the purpose of evaluation, various theories related to program evaluation, and different models of curriculum and program evaluation. This will help educationists evaluate their programs fruitfully and effectively according to their needs and objectives. Different search engines including Medline's PubMed interface, Google Scholar, and Cochrane Review databases using keywords, curriculum evaluation, evaluation models, and evaluation strategies in education, were searched without any date restrictions, and 20 full-text articles were selected for review and data extraction. While reviewing the literature it was found that most of the modern educational program and curriculum evaluation models are based on the reductionist, system, and complexity theories of evaluation. The experimental/quasi-experimental model is based majorly on the linear approach and reductionism, but its drawback is that it is impractical for the whole curriculum and sometimes ethically unfavorable. Kirkpatrick's model, Philips' model, the CIPP model, and the logic model are based on the system and complexity theory and are more practical in medical education. Each of these models has its advantages and limitations. In this review, the authors discussed the important distinctive features of these evaluation theories and models and their applicability and usefulness in evaluating different programs and curricula.

Effects of Situated Game Teaching Through Set Plays on Badminton Tactical Knowledge, Technical Ability, and Game Performance Among Turkish Secondary School Students

Background: The Situated Game Teaching Through Set Plays (SGTSP) model, a newly proposed curricular model, extends the previous game-based approaches by adopting the Theory of Situated Learning as a framework to focus on the relational and situational nature of the changing relations of all game parameters in a specific momentary game scenario. However, as a new game-based model, SGTSP warrants further empirical research investigations to establish its effectiveness at advancing student learning such as skill acquisition and game competence. Purpose: To examine the effects of the SGTSP curricular model on secondary school students’ tactical knowledge, technical ability, and game performance in badminton when compared with a technique-focused approach during a 10-lesson unit. Methods: A completely randomized block design with a repeated measure was used to address the research purpose. A sample of 158 sixth graders from eight classes at two Turkish middle schools (67 girls and 89 boys; Mage = 12.62 ± 0.47) were assigned to either the SGTSP (n = 79 from four classes) or the technique-focused approach conditions (n = 79 from four classes) for the experiment. Assessments were conducted before and after the badminton instructional unit. The statistical models consisted of one of the four technical ability performances, components of game performance, or tactical knowledge as a dependent variable and eight independent variables: teacher, treatment, class nested within teacher and treatment, gender, skill levels, and three 2-way interactions between treatment, gender, and skill levels. A series of repeated-measure multivariate analyses of variance were conducted to analyze the data. Results: Participants in both groups improved tactical knowledge, forehand long serve, forehand clear, smash, and drop skills, and game performances from pre to post. Participants in the SGTSP condition showed significantly greater improvements (). Discussion and Conclusion: The findings of this study substantiated the positive effects of the SGTSP model on developing secondary school students’ badminton tactical knowledge, technical ability, and game performances in badminton compared with the traditional technique-focused approach.

직업계고 학점제 공동교육과정 운영 실태 분석을 통한 지원 방안 탐색

The purpose of this study is to explore support measures based on the current status and needs of the joint curriculum of the vocational high school credit system in order to overcome the limitations of the curriculum operation of uniform and rigid schools. The results of the survey for 142 vocational high school teachers who operated the “joint Curriculum” in 2023 were used to analyze the actual condition of the “joint Curriculum Operation” of vocational high schools. As a result of the study, it suggested that the government prepare guidelines for the operation of the joint curriculum for vocational high schools, prepare a support system for the smooth operation of the joint curriculum, find diversity in the operation model of the joint curriculum considering the characteristics of the school, prepare guidelines for teaching and evaluation of the joint curriculum for vocational high schools, share best practices, seek support measures for each role of teachers participating in the joint curriculum, strengthen the role of provincial and provincial offices of education to revitalize the joint curriculum for vocational high schools, and improve the administrative work of the joint curriculum.

Providing LGBTQIA+ affirming mental health services in schools: A cultural adaptation of dialectical behavior therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A).

Despite growing concerns related to the youth mental health crisis and the well-being of sexual and gender minority youth, specifically, most mental health interventions fail to meet the unique needs of this population. Research and clinical guidance have recommended that approaching mental health treatments through a lens of minority stress and intersectionality can be particularly helpful in addressing the mental health concerns of LGBTQIA+ (lesbian, gay, bisexual, transgender, questioning/queer, intersex, and asexual, with the '+' capturing other identities within the gender and sexually diverse population) youth. Because many adolescents do not have access to mental health care, schools have an important role to play in meeting the mental health needs of LGBTQIA+ youth. To address these issues, we propose LGBTQIA+ affirming adaptations to the dialectical behavior therapy (DBT) Skills Training for Emotional Problem Solving for Adolescents (STEPS-A) curriculum using Pachankis et al.'s (2023) Adaptation Model to provide practitioners with a culturally affirming model of this social-emotional curriculum, while highlighting the utility of this framework in adapting other evidence-based interventions in schools. We walk readers through each module of DBT STEPS-A and provide rationale for adapting these skills for LGBTQIA+ youth. We offer specific adaptations that facilitators can make through psychoeducation and skills training. For example, we provide sample dialectics that mirror the experience of minority stress and propose examples of coping skills that are relevant for LGBTQIA+ youth (e.g., distracting and self-soothing to tolerate distress). Finally, the role of school psychologists in meeting the mental health needs of LGBTQIA+ youth is discussed along with implications for practice and future research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Towards normalizing good practice across the whole modeling cycle: its instrumentation and future research topics

Choices made in modeling matter and demand more explication since they determine how much we can trust modeling insights and predictions within their social, political and ethical contexts. Good Modeling Practice (GMP) is a key research area for strengthening and maturing the modeling field and community, through identifying, formulating and sharing knowledge about the craft of modeling. This craft represents the knowledge that modelers learn in practice about how they get things done, and how they adapt their practices to new situations. This Joint Special Issue is motivated by the importance of sharing good modeling practices from a whole modeling lifecycle viewpoint. We attempt to add conceptual clarity to this research area by defining the plethora of concepts and decision points used to characterize the choices to be made throughout the modeling process, and by synthesizing some of the existing efforts on GMP. We characterize a broad list of articles in the literature on GMP and identify a list of essential topics demanding more attention. This list is only a preliminary one as we anticipate that a more comprehensive list of knowledge gaps will be unearthed from the submissions to the Joint Special Issue collection on GMP, of which this is an introduction. We also propose a vision for GMP and suggest instrumental ways that good practice can become not just well-known but normal practice. This instrumentation focuses on journal standards, collective commitment and culture especially by research community societies, early career awards for advancing GMP, and legal requirements or accreditation. A vital instrument in all this is the design and development of a modeling curriculum that distills core requisite knowledge about modeling, as well as proven-to-work routines and practices that can be scaled up in different contexts.

THE CURRENT LEARNING METHODOLOGY AND IT’S FUTURE TRENDS

The future of any country's development the main determining factor is education. The main goal of education is for student’s successful training, intellectual, moral, with appropriate physical capabilities and humaneness respect, study, work, and live independently is to develop into a capable individual. Nowadays, the development of technology changes people's lives technology while making it easier and easier of a person who wants to receive services based on progress arouses interest. It is also in education and depends. [1]Technological innovation fundamentally transforms education, reshaping the needs and skills required for present and future workplaces. Building a future-ready education system requires consistent delivery of 21st-century curriculum and inclusive models that provide a strong foundation for lifelong adaptation and new skills development, with specialized education focusing on skills that are in demand in the real world. This disconnect between employer needs and talent pools must be addressed.This study on where and how modern learning methods and trends are headed in today's Industry 4.0 transition is based on the predictions of a wide range of experts from the World Economic Forum's expert network and the Organization for Economic Co-operation and Development (OECD)'s Education and It was developed based on the initiative of the Future of Skills 2030 project.

DEVELOPMENT OF THE ISLAMIC RELIGIOUS EDUCATION CURRICULUM CONSIDERING ACADEMIC AND PRACTICAL BALANCE

This study investigates the development of the Islamic Religious Education (PAI) curriculum with a focus on achieving a balance between academic and practical components. The primary objective is to create a curriculum model that integrates theoretical knowledge with practical applications, thereby fostering a comprehensive understanding and real-world skills among students. The research methodology includes qualitative analysis through interviews and observations, providing insights into the strengths and weaknesses of the current PAI curriculum. Key findings suggest that an effective implementation of a balanced curriculum requires meticulous planning, continuous professional development for educators, sufficient resources, and ongoing evaluation. The proposed curriculum model encompasses essential elements such as detailed theoretical instruction, interactive practical activities, and regular assessments to ensure both relevance and efficacy. Furthermore, strategies for successful implementation are highlighted, including stakeholder involvement, structured training programs, and systematic resource allocation. The study's contribution lies in its practical recommendations for educators and policymakers, aimed at enhancing the quality of Islamic Religious Education. By addressing the identified challenges and providing actionable strategies, this research supports the development of a more balanced and effective PAI curriculum, ultimately benefiting the holistic development of students and the educational system as a whole.

Exploring the Implementation of “Merdeka Belajar Kampus Merdeka” in Indonesian Islamic Universities

“Merdeka Belajar Kampus Merdeka” (MBKM) is an Indonesian government program launched to improve students’ skills and competencies, both hard and soft skills. This study aims to analyze the implementation strategy of the “Merdeka Belajar Kampus Merdeka” (MBKM) program in Islamic Religious Colleges (PTKI) in Indonesia. Using a qualitative approach and a multi-case study method, this study examines the implementation of MBKM in Islamic religious colleges in Indonesia. Data were collected through in-depth interviews, observation and documentation. Data were analyzed using multi-case analysis techniques, starting from single case analysis/individual case and continuing with cross-case analysis/cross-case analysis. After being analyzed, data validity was checked through the degree of certainty, transferability, and trustworthiness. The results of this study indicate that implementing MBKM in PTKI uses a curriculum overhaul and adaptation strategy. The curriculum overhaul is implemented through learning innovation programs, collaboration, learning opportunities, eight program learning opportunities, character education, and curriculum models. Implementing curriculum adaptation is carried out through the ease of opening new study programs, study program accreditation, and the right to study outside the program for three semesters. The MBKM program is evaluated internally through internal quality audits and externally through national and international accreditation.

Dental education in nursing schools: A pan-Canadian study

ObjectivesThe aim of this study was to gather data on Canadian nursing programs regarding oral health curriculum and attitudes towards oral health curriculum to evaluate the level of oral health education in nursing programs and provide a reference for understanding dental and oral health in the nursing field. MethodsData to inform models for oral health curriculum in nursing were collected through an online survey using a secured google form. The web-based questionnaire examined main aspects of dental and oral health in nursing educational institutions. Eligibility criteria for this study included faculty members of an accredited nursing program in Canada. ResultsOf the 76 institutions approached, a total of 47 nursing faculty members from 35 nursing programs responded to the online survey. The vast majority (85.1 %) of the participants stated they believe oral health should be taught within nursing programs. Relating to the current curriculum, 70.2 % of the respondents stated their institution currently teaches anatomy relating to the oral cavity, but only 38.3 % reported their institution implemented oral diseases and pathology into the curriculum. Moreover, 48.9 % of the participants noted that dental screening was not covered in the nursing curriculum; 27.7 % of the respondents stated that their institution implemented education regarding gum disease, 25.5 % noted implementing education regarding oral cancer and oral lesions screening. Overall, 80.9 % of the participants noted that future nurses should be educated about oral cancer and disease prevention. However, in order to implement dental and oral health curriculums, participants noted certain needs such as time to implement curriculum (87.2 %) and more knowledge about the topic (83 %). ConclusionsThere is a current lack of content regarding dental and oral health in the curriculum of nursing programs throughout Canada. Due to this deficiency, many nursing graduates lack general knowledge about various aspects of dental and oral health.

The year long journey: Transforming the BSN-DNP curriculum

BackgroundRevising a doctor of nursing practice (DNP) curriculum for family nurse practitioner and psychiatric mental health nurse practitioner education with an eye on future changes in competencies required planning and consensus among taskforce members. Major priorities included: the need to embed competency- based education (CBE), the National Taskforce Criteria for Nurse Practitioner (6th ed.) education, and the Essentials: Core competencies for professional nursing education (American Association of Colleges of Nursing (AACN) Essentials, 2021). FindingsChallenges began with faculty knowledge of CBE, NP faculty skills in curriculum building, buying in to the revised degree, and reviewing all current literature on the DNP NP knowledge, skills and attitudes needed for current practice. The year long journey yielded a comprehensive curriculum model to share as well as several lessons learned and recommendations for this journey. ConclusionThe process resulted in a curriculum revision that thus far, is better suited to development of the “work-ready” graduate while still supporting individualized student needs in attending a doctoral-level program. Ongoing work is focused on specific “pillars” of program support including clinical preceptor placement and partnerships, preceptor resources, student retention resources, and exploration of competency-based tracking data management.Considering the impact on faculty workload, program leadership should actively assess levels of curricular expertise of faculty involved to determine additional development or training needs for individual professional growth.

Mapping competency profiles of schools of public health: implications for public health workforce education and training in Israel.

Competency frameworks are essential for analyzing capabilities of Schools of Public Health to adequately prepare public health (PH) professionals to address contemporary challenges. This study maps the competency profiles of PH training programs in Israel using a novel curriculum mapping tool. This study assessed all five Israeli Health Education Institutions (HEIs) offering MPH or Bachelors in Public Health (BPH) degrees across 57 competencies in six domains to determine the extent to which competencies were addressed in the curriculum. The competencies list was based on the Association of Schools of Public Health in the European Region (ASPHER) List of Core Competences for the Public Health Professional, adapted for Israeli HEIs. The core curricula in the four MPH programs addressed 45-84% of all competencies. The BPH program addressed 79% of competencies. In MPH programs, the core curricula addressed most or all competencies in the Methods and the Socioeconomic Determinants of Health domains. Competencies in the domains of Environmental Determinants of Health, Health Policy, Economics & Organization, and Health Promotion and Prevention were less comprehensively addressed in most core curricula. Students' opportunities to broaden their exposure to competencies outside the core curricula were context dependent. The curriculum competencies mapping tool that was developed served to assess both strengths and shortcomings in PH education in Israel. The findings demonstrate a highly variable array of PH curriculum models in Israeli HEIs, as well as overall shortcomings in the Environmental, Health Policy Economics and Organization, and Health Promotion and Prevention domains. This analysis has already led to reassessment of the curriculum, and will continue to guide the next steps to increase the harmonization of PH training curricula and to better meet PH challenges in Israel.

An innovative Doctor of Nursing Practice scholarly project curriculum model: Strategies for supporting learners at various entry levels

The Doctor of Nursing Practice (DNP) Program curriculum must address the challenge of developing Competency Based Education (CBE) curriculum for DNP Scholarly Projects tailored to meet variations in nursing learner preparation and practice, from novice bachelor's entry level and master's advanced nurse practice expert entry level pathways. The recent Future of Nursing 2020–2030: Charting a Path to Achieve Health Equity report by the National Academy of Medicine advocates that competency-based education (CBE) approaches in nursing schools should focus upon the advanced practice nursing population within collaborative academic practice partnerships. This article describes an innovative DNP Scholarly Project Curriculum model at an academic health science center that integrates academic partnerships and CBE strategies that have been developed for second degree Bachelor's direct entry to nursing (direct entry), post BS in nursing to DNP (BS to DNP), Post Master's to DNP (PM DNP) entry levels of preparation. The DNP Scholarly Project Curriculum utilizes an innovative, scaffolded approach to fostering CBE for the assessment of learning activities at the doctoral level. The DNP Scholarly Project Curriculum includes domains of quality improvement, critical appraisal of the literature, evidence-based practice models, implementation practice models, policy analysis, and process/outcome evaluations. Preliminary alumni and stakeholder feedback suggests that these projects are not only impacting practice but improving learner competency in quality improvement science. Implementation of this model has led to enhanced CBE-driven curriculum teaching and learning strategies, and sustainable collaborative academic partnerships.