Curriculum Reform Research Articles

An Exploration of the Practical Application of the Ideology of Moral Education in Ideological and Political Education in Higher Vocational Colleges

With the continuous deepening and popularization of the new curriculum reform, fostering virtue through education has gradually become the core goal of ideological and political education in vocational colleges. This goal not only requires cultivating students professional abilities and comprehensive qualities but also consistently implementing a student-centered teaching philosophy. This approach highlights the students dominant position in ideological and political education, aiming to develop professionals who integrate both professional skills and moral qualities to meet societal needs. Therefore, by exploring practical strategies for fostering virtue in ideological and political education in vocational colleges, the practical value of virtue cultivation can be fully utilized, further guiding college students to establish correct values.

Exploration of Curriculum Reform of Main Japanese Courses Focusing on Curriculum Ideology and Politics and Online Teaching-- Take Business Japanese Listening as an example

The application of generative artificial intelligence tools in the field of education, especially in the online course construction, has attracted more and more attention. These tools can provide customized learning resources and feedback according to students personalized needs, so as to effectively improve students learning effect. At the same time, foreign language education can use digital technology to better serve the moral education of people, and AIGC technology gives us more technology and means. Taking the construction of Business Japanese Listening as an example, by using AIGC tools such as voice generation and AI digital human, we can quickly and conveniently produce dynamic business listening materials and animated sections of Chinese cultural stories, which can help students improve the efficiency of listening practice and promote cultural education. The production process itself can also help teachers grow up, so that teachers can realize the transformation from content teacher to content producer in the digital age. Therefore, innovation in course content through AIGC tool is an important path for the online teaching reform of foreign language courses, including Japanese.

Promoting Mental Health Education Through Sunshine Sports Integration in the Context of New Curriculum Reform

This paper attempts to test and analyze students' mental health status through the reform of physical education curriculum setting mode, reveal the changes and characteristics of individual mental health status, and then promote reasonable and effective physical education reform and the integration of psychological education. Furthermore, this article investigates people's mental health using the Apriori algorithm and the BP algorithm, and accurately presents the current condition using data graphs and other approaches, and its accuracy has grown by 20.32%. It also concludes that we should pursue the aims of social adaption and mental health, as well as support improved implementation of the new physical education curriculum. Physical education instruction must be engaging, but it cannot be done in isolation from sports and practice. As part of the new curriculum reform, physical education should be linked with psychological education.

Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice

Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.

Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice

Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.

Teachers’ perceptions of the recent curriculum reforms: a case study on Kazakhstani teachers’ utilization processes for the new course plan for English

Teachers’ perceptions of the recent curriculum reforms: a case study on Kazakhstani teachers’ utilization processes for the new course plan for English

Who’s indoctrinating whom?: searching for anti-racist ideology in educational policy since 2020

ABSTRACT Amid debates about CRT in education, this paper critically analyses laws that have reportedly sought to expand ‘education on racism, bias, the contributions of specific racial or ethnic groups to U.S. history, or related topics’ with the hypothesis that there would be little evidence of anti-racist ideology in policies pertaining to curriculum. The research design thus leans on King and Chandler’s (2016) distinction between non-racist and antiracist stances, as well as Andreotti et al’.s (2015) social cartography that maps out ‘soft-reform’ and ‘radical reform’ spaces, to achieve a latent content analysis of 14 pieces of legislation across 13 states since 2020 to identify and analyse the ideological characteristics of these pieces of legislation. Only four of the 14 documents from four different states contain a significant anti-racist ideological leaning; the others express a liberal multicultural ideological position that celebrates difference and recognizes contributions, but does not examine systemic racism. Thus, among states that are legislating more ethnic studies, the vast majority do not legislate anti-racist positions. This paper concludes that there is little evidence of anti-racist ideas being legislated into primary and secondary education in the United States, and that most curricular reforms toe a non-critical ideological line.

An analysis on the factors of teachers' influence on the musical creativity of college students in Zhejiang University Music Association

In the wave of new educational curriculum reform, exploring how to stimulate and cultivate college students' musical creativity has become an important topic that cannot be ignored. In order to achieve this goal, we must focus on enhancing the innovative ability and consciousness of college students, which is the key to cultivate their musical creativity. This study takes the students in the music clubs of colleges and universities in Zhejiang as the object, and discusses the influencing factors of the creativity of music creation from the perspective of teachers. Through the establishment and analysis of the structural model, it is found that teachers' intelligence, personality, motivation, knowledge and skills, diversity of music preferences, social and cultural tendencies and other factors have significant effects on students' musical creativity. Among them, long-term memory and retrieval ability, openness to experience, internal motivation, diversity of music preferences and sociocultural tendency have positive effects on music creativity. Based on the research results, this paper puts forward specific educational countermeasures and suggestions, aiming to stimulate students' musical creativity comprehensively and improve the quality of music education through innovative teaching methods, changing the role of teachers, weakening the sense of competition in learning, integrating collective culture and other measures. This study not only enriches the theoretical system of musical creativity, but also points out the direction of college music community education practice, and provides valuable inspiration and practical reference

Early Childhood Education Curriculum Reform in China

Early Childhood Education Curriculum Reform in China

An Exploration of Curriculum Reform in 'E-commerce Theory and Practice' based on Innovation and Practice

An Exploration of Curriculum Reform in 'E-commerce Theory and Practice' based on Innovation and Practice

From teacher to teacher researcher: Identity change in the power dynamics of an EAP reform community

Educational reforms often entail and afford teachers’ identity change. Adopting a community of practice (CoP) framework to examine reform-inflicted teacher identity change and drawing on data from eight rounds of semi-structured interviews over three and a half years, our longitudinal case study traced how three English for Academic Purposes (EAP) teachers negotiate their teacher researcher identity during an educational reform in China. We find that a multi-layered, multi-centered, and multi-functional reform CoP of complex power dynamics can facilitate EAP teachers’ negotiation of teacher-to-teacher researcher identity change during a curriculum reform, which can further enrich the long-term sustainable development of a community. Highlighting the significant role of CoPs in educational reforms and teacher development, we advocate a CoP of dynamic power relations and multiple power positions and call for frontline teachers’ engagement with teaching-based research to potentially strengthen the research-practice nexus. This study bears implications for educational reform participants and teacher educators.

Curriculum Reform Practices in “Cosmetic Product Formulation Design and Preparation Technology” Under the Perspective of Integration of Industry, Education, and Research

With the upgrading of industries, the cosmetics industry has posed new requirements for technical talents. As a professional core course in cosmetic technology, “Cosmetic Product Formulation Design and Preparation Technology” serves as the foundation for cultivating students’ abilities in cosmetic development and preparation. To foster high-quality skilled talents capable of adapting to the rapid growth of color cosmetics and to better promote the deep integration of scientific and technological industries with curriculum teaching, the teacher team embarked on active explorations and practical teaching research for curriculum teaching reform from four dimensions: strengthening top-level design, enriching teaching content, optimizing teaching design, and reforming assessment methods. These efforts have enhanced students’ comprehensive vocational qualities and innovative consciousness, contributing to the teaching reform in higher vocational colleges under the integration of industry, education, and research.

Measurement Analysis and Evaluation of Twenty-Five Years of Chinese Mathematics Textbooks: Visual Analysis Based on CiteSpace Knowledge Graph (1999–2024)

At present, textbooks based on core literacy have become the inevitable demands of China’s curriculum reform, and the literacy of textbook goal construction is the key to the implementation of core literacy requirements, which is a huge challenge for textbook compilers. In this paper, we use the visual metrology of the CiteSpace knowledge graph to analyze Chinese mathematics textbooks (1999–2024), hoping to guide the future direction of Chinese mathematics textbook research.

Exploring medical students' experience of the learning environment: a mixed methods study in Saudi medical college

BackgroundIn medical education, the learning environment (LE) significantly impacts students' professionalism and academic performance. Positive LE perceptions are linked to better academic outcomes. Our study, which was conducted 15 years after curriculum reform at King Saud University's College of Medicine, aimed to explore students' perspectives on their LE and identify areas for improvement. By understanding their experiences, we strive to enhance LE and promote academic success.MethodsThis mixed-method study employed an explanatory sequential approach in which a cross-sectional analytical survey phase was collected first using the Johns Hopkins Learning Environment Scale (JHLES), followed by qualitative focus groups. Findings from quantitative and qualitative methods were integrated using joint display.ResultsA total of 653 medical students completed the JHLES. The total average score was 81 out of 140 (16.8), and the average subscale scores ranged from 2.27 (0.95) for inclusion and safety to 3.37 (0.91) for community of peers. The qualitative approach encompasses both inductive and deductive analyses, identifying overarching themes comprising proudness, high expectations and competition, and views about the curriculum. The integration of results emphasizes the need for continued efforts to create a supportive and inclusive LE that positively influences students' experiences and academic success.ConclusionThis research offers valuable insights for educational institutions seeking to enhance medical education quality and support systems. Recommendations include faculty development, the cultivation of supportive environments, curriculum revision, improved mentorship programs, and initiatives to promote inclusivity and gender equity. Future research should explore longitudinal and comparative studies, innovative mixed methods approaches, and interventions to further optimize medical education experiences. Overall, this study contributes to the ongoing dialog on medical education, offering a nuanced understanding of the complex factors influencing students' perceptions and suggesting actionable strategies for improvement.

Application of Cooperative Learning and Flipped Classrooms in University Basketball Courses in China

This study investigates the application of the teaching model combining cooperative learning and flipped classrooms in university basketball courses in China. By analyzing the advantages and disadvantages of the traditional basketball teaching model and students’ satisfaction with the course, the necessity of implementing cooperative learning and flipped classrooms is proposed. The study planned in detail the implementation strategies before class, in the classroom, and after class, and compared them with the control group through an experimental design. The experimental results showed that the new teaching mode demonstrated significant advantages in terms of learning outcomes, student satisfaction, and teacher evaluation. This study provides a valuable reference for the future reform of the physical education curriculum.

Towards inclusive excellence: a survey of diversity on campus

ABSTRACT This paper presents findings from a campus climate survey conducted at an Australian university. Unprecedented compositional diversity now exists in higher education, with students enrolled from different religious, socio-economic, geographic, and cultural backgrounds. Despite this diversity, little research has been conducted into the ways that different student groups experience university, including marginalised and ‘hidden’ groups such as LGBTIQA+ students. The survey aimed to uncover the impact of diversity on student experiences, including the extent to which students associated with others from different backgrounds, the extent to which their own views and beliefs were challenged, and the extent to which they felt safe on campus. Findings suggest a need for more targeted research, particularly into the experiences of marginalised groups, and for reform of both institutional policy and curriculum. Further, we found that students are frequently thinking about identity, diversity, and bias, and their own voices need to be elevated within institutional strategies.

Exploring the competency-based approach curriculum in secondary education in Mali with the core players’ experiences

ABSTRACT Curricular reforms oftentimes cause more problems than they solve. Teachers’ being kept out of curricular activities is one main reason for a reform to plummet. In this qualitative study, we examined the Malian curricular policy from two aspects—reform and teaching and learning. Guided by Fischer’s argumentative approach theory, this analysis involved 18 participants. While officials and principals were interviewed, teachers were both interviewed and observed. We tried to elaborate on the power of arguments to further principals’ and teachers’ concerns and needs in curriculum related tasks. We discovered that CBA reform has the potential to harness learner’s chances to learn better. The identified challenges like the intricate dialogue between authorities and teachers need to be lifted to unlock the full potentiality of the reform and achieve goals. We also found that advocating for teachers’ inclusion in curriculum-making remains as important as upskilling teachers’ competence to contribute to curriculum processes. (Re-)Designing standardized textbooks can address the issues of curriculum content overload and concept opacity. This can also help unify practices and align content with contextual norms. To curb congestion, a typical phenomenon in resources-scarce areas like Mali, more classes or schools should mushroom.

Academics’ experiences of university-wide top-down curriculum reform in Finland

ABSTRACT Current global drivers have challenged higher education and increased institution-wide top-down managed reforms, including curriculum reforms. As academics are vital in curriculum development, listening to their voices is essential for understanding actors’ experiences of curriculum change processes in top-down managed reforms. The present study examined spectrum and qualitative differences in academics’ experiences by analysing seven group interviews (n = 35). Using phenomenographic analysis, four different ways of experiencing the curriculum reform process were identified: (1) stilted adoption, (2) conciliation, (3) active development and (4) collaborative renewal. The categories differed according to six dimensions of variation. The study shows that top-down managed and supported curriculum change was rather well accepted by the academic staff, but several features in the function of the university administration aroused criticism and resistance among academics. By revealing the critical aspects of the curriculum development process, the study provides both a theory of curriculum development from the participants’ point of view and conceptual tools for the management and guidance of curriculum reform.

Literary Texts as a Source of Teaching Material in ESL/EFL Classrooms in Indian Universities

This research article investigates the integration of literary texts as teaching materials in ESL/EFL classrooms within Indian universities. It explores the potential of literature to enhance language learning by improving vocabulary, grammar, reading, writing, and critical thinking skills, while also promoting cultural awareness. The study highlights practical strategies like integrating literature with language activities, using available resources. Despite these benefits, the implementation faces challenges such as selecting age-appropriate and culturally relevant texts, addressing varied student proficiency levels, and overcoming limited resources and teacher support. The study concludes that while significant obstacles exist, the incorporation of literature in ESL/EFL education holds promise for a more engaging and comprehensive language learning experience. These challenges can be addressed through curriculum reforms and professional development of teachers. If enough resources are available, higher education in Indian universities certainly looks promising and bright. Though the scope of the study is vast, the present study is restricted to the higher education in India.

A Critical Commentary on Lisl Fenwick’s Research in Curriculum Reform and Reproducing Inequality in Upper-secondary Education

A Critical Commentary on Lisl Fenwick’s Research in Curriculum Reform and Reproducing Inequality in Upper-secondary Education