Curriculum Delivery Research Articles

Assessing Anxiety and Satisfaction Levels among Dental Students during Online Learning amid the COVID-19 Pandemic: A Cross-Sectional Study

Introduction: The COVID-19 pandemic led to widespread adoption of online learning. In April 2020, the Higher Education Commission (HEC) of Pakistan released policy guidance on online readiness with three levels: basic, effective, and exemplary. However, concerns about the quality and readiness for online curriculum delivery in Pakistan persisted. This study assesses the anxiety and satisfaction levels of undergraduate dental students with online classes during the pandemic. Methods: An analytical cross-sectional study was conducted between June and July 2020. Data were collected via email from undergraduate dental students of a private dental college using convenience sampling, after three months of online teaching. Two tools were used: a student satisfaction questionnaire adapted from Bolliger and Halupa’s study, and a student anxiety questionnaire. Frequencies, percentages, means, and standard deviations were calculated for satisfaction and anxiety scores. Univariate and multiple linear regression analyses were performed to assess factors associated with student satisfaction. Results: Out of 300 eligible participants, 237 responded (79% response rate). Most participants (53.16% female, 59.07% hostellers) had no prior experience with online learning (85.65%). The mean anxiety score was 54.87 (SD=9.6), and the mean satisfaction score was 58.63 (SD=16.66). Male students showed less satisfaction than females, though not statistically significant. Second-year students had significantly higher satisfaction scores than third- and fourth-year students. Conclusion: Most students had no prior experience with online learning, resulting in increased anxiety and poor satisfaction with the modality during the COVID-19 pandemic.

Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective

AbstractThis study explores how preservice English teachers in China perceive and leverage their Chinese and English linguistic repertoires in ELT methodology training, and how a reflective understanding of their use of these repertoires can contribute to their development as teachers. To understand how their practices and conceptualizations of language and teaching are in accord with an orientation toward or away from principles of Global Englishes Language Teaching (GELT), we drew on theories of translanguaging space and stance (García, Ibarra Johnson, & Seltzer, 2017; Li, 2011) and the GELT framework (Rose & Galloway, 2019) to examine preservice teachers' experiences in teacher training. Through multimodal conversational analysis of lesson recordings, we found that preservice teachers created translanguaging spaces to utilize different languages in the critical negotiation of pedagogies. In addition, they displayed traslanguaging stance by strategically incorporating multimodal and multicultural resources in microteachings. We also carried out semistructured interviews in which the preservice teachers, influenced by factors such as language ideologies and curriculum design, displayed mixed views toward translanguaging practices in teacher training, and the ELT classroom. By investigating the feasibility of GELT in TESOL teacher training in China, this study emphasizes the need to empower preservice teachers as critical agents in terms of assessment design and curriculum delivery for sustainable Global Englishes‐oriented innovations to occur.

Four Teachers’ Use of Whatsapp and Microsoft Teams for Curriculum Delivery During the Covid-19 Pandemic: A Case Study of One Primary School in Circuit 8 Metro South Education District

Four Teachers’ Use of Whatsapp and Microsoft Teams for Curriculum Delivery During the Covid-19 Pandemic: A Case Study of One Primary School in Circuit 8 Metro South Education District

The use of digital storytelling in the teaching of reading at a rural primary school

The myriad challenges confronting schools have stimulated proposals to adopt digital storytelling as both an innovative teaching strategy and learning resource. Due to inadequacy in reading skills of our school learners, language teachers have acceded to a proposal to use digital storytelling as a vehicle for curriculum delivery. Therefore, the purpose of this study is to examine the perceptions of the rural primary school teachers regarding the use of digital storytelling in the teaching of reading. To do so, the researcher employed a three-cyclical process of qualitative action research which involved pre-implementation, implementation and post-implementation stages. To gather data from five language teachers, interviews were used during pre-implementation phase, observations were conducted during the implementation phase, and document analysis and interviews were employed during the post-implementation phase. Results show that the teachers’ readiness levels in terms of technological skills, beliefs and attitude improved after attending the Digital Storytelling Workshop. The notable end-product of the Digital Storytelling Workshop was three digital stories that teachers developed by teachers. In sum, teachers demonstrated an adequate degree of readiness to adopt digital storytelling after the post-implementation phase. The positive outcomes of this action research study suggest that digital storytelling should be used as an innovative strategy to teach reading.

The Future of ICT Integration in Antiguan Secondary Schools: A Post-Covid Perspective

In this article, specific findings from a larger mixed-methods study that examined the leadership strategies Antiguan school principals employed to integrate technology into the curriculum are examined. In particular, the goal was to provide a greater understanding on some of the potential future applications of ICT integration in curriculum delivery, as identified by educators and school administrators. This study was anchored by the International Standards for Technology in Education (ISTE) model, an established technology leadership theoretical framework, as well as a technology integration framework, TPACK. Qualitative data were gathered from school principals and teachers through the use of semi-structured interviews (N=27). Furthermore, the qualitative data were manually coded and subjected to thematic content analysis. Regarding the future of ICT Integration in Antiguan Secondary Schools, several themes emerged such as, the need for increased online instruction, integrating AI technologies, as well as the acquisition of more advanced ICTs. The development of a contemporary technology use policy for secondary schools is one of the recommendations, along with pre- and in-service training for principals and educators.

A systematic literature review on software applications used to support curriculum development and delivery in primary and secondary education

The evolution of educational software applications has revolutionised teaching and learning methodologies in primary and secondary education over the past decade. This paper conducts a review of primary studies based on N = 21 papers published between 2013 and 2023, focusing on the diverse landscape of software applications designed for student learning, curriculum development, delivery, and assessment. Findings from this study showcases a range of software solutions ranging from assessment tools to tutoring applications. Distinctive features supporting various aspects of teaching and learning, including lesson planning, delivery, management, assessment, and self-directed learning, were also identified. Regarding the features of software solutions used in primary and secondary schools, some differences were identified in terms of complexity, interactivity, assessment methodologies, and the collaborative functionalities of these tools. While highlighting the potential benefits, findings from this study also showed that challenges such as deployment costs, user self-efficacy, and technology anxiety are influential factors affecting the adoption of these technologies in primary and secondary educational settings. The evidence presented in this study serves as a resource for educational leaders and practitioners, facilitating a deeper understanding of available educational tools and essential considerations in the design and adoption of future tools.

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.

Assessment of Students and Graduates ‘perceptions on Effectiveness of Nursing Curriculum and their Preparedness in a Selected School of Nursing and Midwifery in Rwanda

The study aimed to evaluate the perceptions of students and graduates regarding the effectiveness of the nursing curriculum at the School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, in preparing them for professional practice. Two key research questions were addressed: the extent to which the curriculum prepares students and graduates as nurse professionals, and specific areas where they feel more or less prepared. Guided by constructivist theory and utilizing a cross-sectional design, the study sampled 153 respondents (61.7%) from a population of 248, including 90 students and 47 graduates. Findings revealed that a robust theoretical foundation in essential areas is crucial for nursing practice readiness. Most nursing-specific modules were deemed highly relevant, and all functional modules were considered significant for developing generic skills. The curriculum delivery was characterized by student-centered strategies, with students expressing moderate satisfaction with the assessment process. The mean preparedness score for students was (3.56), indicating that (85.8%) felt moderately prepared for their future careers, while the mean score for graduates was (3.85), showing that (63.8%) felt well-prepared.

Influence of Strategic Curriculum Delivery Initiatives on Academic Performance in Kisii County’s Public Secondary Schools, Kenya

Strategic curriculum delivery initiatives in schools helps in identifying emerging trends and anticipate future challenges, allowing them to prepare and respond proactively so as to bring change in students’ academic performance. The purpose of this study was to determine the extent to which strategic curriculum delivery initiatives influence academic performance. The study employed a descriptive survey design. Data was analysed both qualitatively and quantitatively. Qualitative data on interview schedules were organized based on research objectives and themes of study. Data was presented using percentages, means and frequency distribution tables for easier interpretation. This study’s findings were: The strategic curriculum delivery initiatives have got very good influence on academic performance at national and extra county schools, good at county schools and below average at sub-county secondary schools. The study, concluded that, National and Extra- County secondary schools have very good influence of strategic curriculum delivery initiatives on academic performance compared to county and sub-county secondary schools hence, the influence of the strategic curriculum delivery initiatives varies depending on the category of the school.

Sexual and gender minority health: a roadmap for developing evidence-based medical school curricula.

Educating future physicians about sexual and gender minority (SGM) patients and their health care needs is an important way to mitigate discrimination and health disparities faced by this community. Canada, across its 17 medical schools, lacks a national standard for teaching this essential topic. This paper aims to review the best practices for teaching an SGM curriculum in undergraduate medical education and synthesize this information into actionable propositions for curriculum development. A scoping literature review was conducted to identify best practices for SGM teaching. The review elicited peer-reviewed and grey literature on best practices for SGM teaching, policy documents, and opinion pieces from medical education authorities and SGM advocacy groups. Through an iterative process with all authors, the Canadian Queer Medical Students Association (CQMSA), and the Association of Faculties of Medicine of Canada (AFMC), a set of propositions was developed. The search yielded 1347 papers, of which 89 were kept for data extraction. The main outcomes of these papers were sorted along five repeating themes, which formed the basis for six propositions; two more propositions were then added after discussion with all authors. We present eight propositions for the development of a national standard for SGM education at the undergraduate medical level. These include standardizing learning objectives across all schools, using established curricular models to guide curriculum development, interweaving concepts across all levels of training, diversifying teaching modalities, providing faculty training, ensuring a safe space for SGM students and faculty, using OSCEs as a teaching tool, and involving the local SGM community in curriculum development and delivery.

Curriculum Indigenization in oral health professions' education worldwide: A scoping review.

To explore the literature on Indigenous content within the oral health professions' education curricula. This scoping review included all types of literature on oral health care educational programs on Indigenous content, following the JBI (Joanna Briggs Institute) methodology. An initial search using "Indigenous," "education," and "oral health" as keywords informed a full search strategy for MEDLINE, CINAHL, Embase, Scopus, ERIC, EPPI, MedEdPORTAL, Google Scholar, ProQuest Dissertations and Theses Global, Australian Government Department of Health, and Australian Indigenous HealthInfoNet. The search included literature available until November 1, 2023, irrespective of language. Two reviewers independently screened the studies, and data were extracted and presented in tabular and narrative summary formats. A total of 948 records were identified, and 101 studies were chosen for full-text review. Twenty-three studies met the criteria for data extraction. Of all studies, 95.6% were published between 2007 and 2021, mostly from Australia and New Zealand. The most frequently covered content included Indigenous culture, followed by history, Indigenous oral health, and Indigenous Peoples' health. Rural and clinical placements were the most employed delivery methods, and evaluation surveys were the most employed assessment technique. Barriers to delivering an Indigenous curriculum included students' disinterest and limited interaction with Indigenous communities, while facilitators included cultural immersion and supportive mentorship. Despite progress in integrating Indigenous content into oral health education, challenges persist. Prioritizing Indigenous perspectives, community partnerships, and standardized assessment tools is needed. Future research should focus on long-term impacts and best practices for Indigenous curriculum development and delivery.

Faculty development: Need assessment survey in a newly established Medical College of Lahore.

Objective: To assess the needs of faculty regarding teaching, assessment and research methods so as to develop a program in a newly established medical college of Lahore. Study Design: Descriptive Cross-sectional study. Setting: Rashid Latif Khan University (RLKU) Medical and Dental College, Lahore. Period: July–December 2023. Methods: Descriptive study was conducted in RLKU Medical College within six months. Structured self- administered questionnaires were used for data collection via Google forms. A total of 50 faculty members gave data after verbal consent. IRB approvals were taken. Data was analysed using Excel. Frequencies and percentages were calculated. Results: Majority faculty members (88%) preferred student cantered teaching approach with the usage (94%) of different methodologies in small group teaching. Feedback was being taken regarding teaching and assessment by majority (90%). Workshops on teaching methodologies was the area of interest especially small group teaching (62%), peer assisted learning (54%), problem based learning (54%) and large group teaching (52%). Most of them expressed need of workshops on assessment especially assessment types (60%), MCQ (56%), OSPE/OSCE (54%) construction. Faculty was of the opinion that workshops on mentoring (72%), reflection (56%), portfolio development (64%), research methodology (76%), computer skills (70%), ethics (60%) and soft skills (82%) need to be conducted. Conclusion: Workshops on teaching methodologies and assessments are essential our study concludes that although most of the faculty is trained but they still feel the need for workshops to keep them updated and trained in major aspects of curriculum delivery as well as research, mentoring, computer and soft skills highlighting the need of a robust faculty development program.

We’re all just looking at the stars; how behavioral economics helps us understand the barriers to education programming in Tanzania

PurposeWe’re all just looking at the stars; how behavioral economics helps us understand the barriers to education programming in Tanzania.Design/methodology/approachThis article uses a qualitative approach to explore the behaviorally normed barriers to quality classroom instruction that contribute towards low learning outcomes. Themed text analysis was applied to qualitative secondary data from seventeen classroom observations and teacher interviews collected from low-performing schools in rural Tanzania.FindingsIt was found that teachers in poor-performing schools in Tanzania were focused on the delivery of curriculum and pedagogy, with a misplaced belief that their pupils were performing adequately. The study found no evidence of teacher resistance to change; instead, the teachers were content and often happy to implement the reading program, believing that teaching phonics-based instruction improved their teaching approach. Teachers sought confirmation of their quality instructional practice from convenient yet inaccurate sources that did not include effective pupil assessment.Research limitations/implicationsAs a result of the chosen research approach, findings may lack generalizability.Practical implicationsWhile existing models of teacher change rely on logic and reason for decision-making, this paper provides evidence that teacher models of change are much more complex and irrational, aligned more closely with insights from behavioral economics (BE). Additionally, this paper justifies that traditional research frameworks that study what works provide an incomplete picture to support effective program improvement.Originality/valueThe application of behavioral economics to research and education programming focused on reducing the restraining forces rather than pushing incentives and other program components.

How can ChatGPT assist hospitality and tourism education?

ABSTRACT Artificial intelligence (AI) poses new challenges and opportunities for hospitality and tourism (H&T) education. This study explores how ChatGPT, a chatbot powered by a generative pre-trained transformer model, can affect H&T curriculum design and delivery. Using secondary data from academic articles, news reports, and official documents, the paper applies curriculum theory and stakeholder theory to examine the competencies, expectations, and interests of H&T students, educators, and industry practitioners regarding ChatGPT. This study reveals that ChatGPT can enhance learning outcomes and experiences, improve educational equity and efficiency, and raise ethical, technical, and pedagogical issues for H&T education. This research note also offers insights and recommendations for H&T educators to integrate ChatGPT into their teaching practices and prepare students for research work and careers that incorporate generative AI. Moreover, the study contributes to the literature on H&T education by examining the role and impact of ChatGPT as an innovative and emerging technology.

Intelligent Learning Platform with Deep Neural Network for Korean Language Teaching in Universities

Intelligent learning represents a dynamic approach to education that provides innovative technologies and personalized methodologies to enhance learning outcomes. Intelligent teaching adapts instruction to the individual needs, preferences, and progress of each student. This approach enables educators to tailor curriculum delivery, identify areas for improvement, and provide timely feedback, fostering a more engaging and effective learning environment. Moreover, intelligent teaching promotes collaborative learning experiences and encourages critical thinking skills, preparing students for success in an increasingly digital and interconnected world. This paper proposed a framework of Generative Platform-Oriented Intelligent Deep Neural Network (GPoIDNN) for Korean language teaching in Universities. The proposed GPoIDNN network comprises a social media platform for the promotion of Korean language teaching among students. With the GPoIDNN platform, a Generative network is implemented for the analysis of the factors involved in Language teaching in universities. The platform considered for the proposed model is Weibo for acquiring in-depth information about the language learning process. Upon the estimated features GPoIDNN uses the Generative Deep Neural Network platform for the classification and examination of the student performance. With the Weibo platform in social media, the Generative network constructs the intelligent teaching system for the Korean language teaching process in University students. The examination of student performance demonstrated that the proposed GPoIDNN model improves the student learning of Korean language with improved by 73% through the intelligent model. Further, the keywords and opinions classified with the GPoIDNN model exhibits a higher classification rate of 0.98 based on the opinion of the students in the universities.

Fostering open dialogue: Creating safe spaces for adolescents to discuss sexual health

Sexual health education has significant implications on the physical and mental well-being of adolescents, yet several barriers impede the delivery of a quality curriculum. This article explores the challenges and importance of comprehensive sexual education. Through the experiences of adolescents like “Maya” (pseudonym), we discuss the need for safe spaces, inclusive curricula, and supportive networks to address gaps in sexual health education. The article also examines the current landscape of sexual education across the United States, emphasizing the role of advocacy and community-driven initiatives in promoting standardized, inclusive, and comprehensive programs. It concludes with actionable steps individuals can take at the local, national, and legislative level to support and advance comprehensive sexual health education.

Evaluating the Impact of Faculty Development Programs in Generating Self-Efficacy and Competency Among Medical Teachers in India.

Background Maintaining the quality of teaching across India is a challenge. Teachers are equally responsible for patient care and administration. The importance of training medical teachers under the various faculty development programs (FDPs) is well accepted. A mechanism to evaluate the competencies acquired by medical teachers after attending FDPs becomes equally important. In the present study, we evaluate the impact of the various FDPs on medical teachers. Methodology A cross-sectional study was conducted for one year among 50 medical teachers attending FDPs. Ethical clearance was taken from the Institutional Ethical Committee.For quantitative data collection, the questionnaire was validated by the Scientific Approval Committee of the Institute. The study questionnaire was filled in by the participants just before and three months after attending FDPs. For qualitative data collection, in-depth Interviews (IDIs) using the Kirkpatrick model of learning evaluation were conducted. Descriptive statistics were presented as frequencies and percentages. The thematic areas of self-efficacy and teaching competency before and after FDPs were tested using the chi-square test. P-values <0.05 were considered significant. Results There was a significant increase in self-efficacy (300 vs. 426,p= <0.0001) and teaching competency (456 vs. 608, p = <0.0001) in the domains of teaching difficult students and motivating students for innovative projects. Improvement in communication skills and ability to engage the students were noteworthy in teaching competency. IDIs revealed that FDPs are essential for the efficient delivery of the competency-based medical curriculum. Conclusions FDPs play a key role in bringing about significant improvement in generating self-efficacy and teaching competencies among medical teachers. FDPs may beincorporated into the postgraduate medical curriculum itself.

Leadership in the Modern Academe: Knowledge Management and Curriculum Delivery in Multigenerational Professional Learning Communities

This study was conducted to look into the different perceptions and assessments of multigenerational professional learning communities as regards to knowledge management and curriculum delivery among their school leaders. The study follows a sequential explanatory mixed methods design. The study was done in two phases. In the first phase, a survey was conducted to gather quantitative data to assess the extent of knowledge management and the level of observance of curriculum delivery in multigenerational professional learning communities among their school leaders. A test of difference was then carried out to see if there is a difference between the perceptions multigenerational professional learning communities as regards to knowledge management and curriculum delivery. The result showed that there is no significant difference between the assessments of multigenerational professional learning communities. In the second phase, interviews were conducted to gather qualitative data and then themes were exposed. The qualitative results build on the initial quantitative results wherein the quantitative results inform the secondary qualitative results. The respondents of the study were the 14 Baby Boomer teachers, 61 generation Xs and 65 millennial teachers from the elementary schools in East 2. The co-researchers of the study were 2 teachers from each generations. In conclusion, this thesis has exposed that there is no difference in the assessment of multigenerational professional learning communities as regards to knowledge management and curriculum delivery among school leaders. Their perspectives also the same quantitatively and qualitatively. Meanwhile, the themes that emerged after gathering the data were: Principals’ Own Knowledge Management, Principals’ Personal Curriculum Delivery Initiatives, Generational Edge as to Experience, Technology, Discipline, Flexibility, Willingness to Learn and Exposure, and lastly, Positive Reaction to Principals’ Leadership. For the output of the study, a compendium of best practices for knowledge management and curriculum delivery was provided in the study for the school leaders to further enhance their capabilities in leading the modern academe in multigenerational professional learning communities.

Tailored leadership training in emergency medicine: qualitative exploration of the impact of the EMLeaders programme on consultants and trainees in England

BackgroundEmergency medicine (EM) consultants are expected to provide leadership to facilitate optimal clinical results, effective teamwork and learning. To foster leadership skills, the Emergency Medicine Leadership Programme (EMLeaders) was launched...

A mixed methods, longitudinal study: characterizing the differences in engagement and perceived learning of medical students in online and in-person team-based learning classes

Background The rapid transition from in-person to online delivery of medical curriculum has facilitated the continuation of medical education during the COVID-19 pandemic. Whilst active learning approaches, including Team-Based Learning (TBL), are generally more supportive of the learner’s needs during such transition, it remains elusive how different learning environments affect a learner’s motivation, engagement, and perceived learning over a prolonged period. We leveraged on the Self-Determination Theory (SDT) and key learners’ characteristics to explore the levels of student’s engagement and perceived learning in two TBL learning environments, online and in-person, over an extended period. We hypothesize that students’ self-reported perceptions of engagement and learning will be lower in online compared to in-person TBL classes. Methods This is a mixed methods study with 49 preclinical graduate medical students completing the same questionnaire twice for each learning environment, online TBL and in-person TBL, over an eight-month period. Quantitative data were collected on learners’ characteristics, basic psychological needs satisfaction, motivation, student’s engagement and perceived learning. Additionally, the final questionnaire also explored the participants’ perception on which learning environment better supported their learning. Results We found that autonomy support, perceived competence and needs satisfaction, and perceived learning were higher in-person than online. Additionally, most learners felt that in-person TBL was better for learning, as the concepts of learning space and the community of practice were mediated by being in-person. Conclusions TBL, being an active instructional method, can maintain students’ engagement because it supports many aspects of SDT constructs and perceived learning. However, online TBL is unable to fully support the students’ needs and perceived learning. Hence, we strongly advocate for any in-person opportunities to be included in a course, as in-person classes best support students’ engagement and perceived learning.