Curriculum Development Practices Research Articles

The Impact of Adaptive Learning Technology on Improving Students’ Concept Understanding

Adaptive learning technology is an educational method that uses artificial intelligence and computer algorithms. This learning system can manage students’ interaction pattern during learning activities. The use of adaptive learning technology is able to change students from just receiving information to an active and collaborative part in the learning process. This research was conducted with the aim of improving the quality of education in Indonesia by encouraging teachers to use this technology. This research also aims to provide a better understanding of the potential and weaknesses of adaptive learning technology in improving students’ concept understanding as well as providing stronger guidance for curriculum development and better educational practices. The method used in this research is quantitative method. This method is a way of collecting numerical data that can be tested. Data is collected through the distribution of questionnaires addressed to students. Furthermore, the data that has been collected from the distribution of the questionnaire, will be accessible in Excel format which can then be processed with SPSS. From the results of the study, it can be seen that the impact of using adaptive learning technology shows that adaptive learning technology can improve the quality of education. Research shows that with the use of adaptive learning technology, it can change teaching methods, learning materials, and can find out the level of learning difficulties faced by these students. From this study, researchers can conclude that the impact of using adaptive learning technology, can improve student understanding and achievement and has the potential to improve the quality of education. with the existence of adaptive learning technology, it is able to increase student involvement and motivation in learning, so that student understanding in learning can be achieved well.

Activity And Effectiveness Of Online Learning Among Nursing Students In Nigeria

Introduction: Understanding the activity levels and effectiveness of online learning among nursing students is essential for informing curriculum development, instructional design, and pedagogical practices in nursing education. Method: The study adopted prospective web-based cross-sectional descriptive design.Multistage sampling technique was used for selection of the 429 participants that completed the Google driven data, which was analyzed using Statistical Package for the Social Sciences (SPSS) Version 22, and results were presented in tables. Results: Majority 258(60.2%) of the respondents were aged between 21-25 years as at their last birthdays. married 392(91.4%), mailyChristian 377(87.9%) and all were undergraduate. Anambra, Imo, Kwara, Ondo and Enugu were the modal states of origin 110(25.6%), 57(13.3%), 45(10.5%), 44(10.3%) and 21(4.9%) respectively. On activity levels of the students, 69(16%) the students reported extremely active, 117(27.3%) were active while 40(9.3%) were inactive. On effectiveness of online learning, Majority of the respondents had the opinion that online learning was effective 355(82.8%) while 74(17.2%) said that online learning was ineffective. Conclusion: The utilization of online mode of learning has not been without challenges especially in area of engagement, network hitches, attention and standardization of the contents delivered. Curriculum planners and teachers utilizing the online method should make sure that studentsprogress through ; Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation to enhance effectiveness and encourage more students engagements.

Social justice implications of digital science, technology, engineering and mathematics pedagogy: Exploring a South African blended higher education context

AbstractHigher Education institutions robustly adopted digital pedagogy during the coronavirus (COVID-19) pandemic. This article reports on a study focussing on postgraduate students’ first-hand experiences of digital pedagogy for Science, Technology, Engineering and Mathematics (STEM) education. This study was conducted at one higher education institution in South Africa post-COVID-19. The study was framed by the technology acceptance model and a self-constructed conceptual model focusing on key concepts and ideas related to social justice. Forty-seven postgraduate STEM education students participated in the study. A mixed-methods approach guided the data generation for this study, whereby one questionnaire was used to generate quantitative data and four semi-structured focus group interviews assisted in generating qualitative data. Thematic coding, interpretative techniques and NVivo were used to analyse the qualitative data. Excel was used to analyse the quantitative data. The results exhibit the strengths, limitations and implications of digital STEM pedagogy for higher education in a developing country. This study adds to the developing knowledge concerning digital pedagogy for STEM education and social justice issues in developing countries. Using postgraduate STEM education students’ personal experiences of digital pedagogy, this study seeks to contribute to the growing body of research on the social justice implications of using digital pedagogy in higher education. By examining the implications of digital pedagogy for STEM education through a social justice lens, this research can inform curriculum development and pedagogical practices that encourage more inclusive and equitable learning environments.

Utilization of artificial intelligence in Outcome-Based Curriculum Evaluation and Development

The integration of artificial intelligence (AI) in education has revolutionized traditional teaching and learning methodologies, offering significant improvements in curriculum evaluation and development. This study explores the utilization of AI in the evaluation and development of an Outcome-Based Curriculum (OBC). AI technologies, including machine learning algorithms and natural language processing, are employed to analyze vast amounts of educational data, providing insights into student performance and curriculum effectiveness. The research highlights how AI can identify learning gaps, predict student outcomes, and recommend personalized learning paths, thereby enhancing the overall educational experience. By leveraging AI, educators can design more adaptive and responsive curricula that meet the dynamic needs of students and industry standards. The findings suggest that AI-driven tools not only streamline the evaluation process but also facilitate continuous curriculum improvement, ensuring that educational programs remain relevant and outcome-focused. This paper underscores the potential of AI to transform curriculum development practices, promoting a more efficient, data-driven approach to education that aligns with contemporary educational goals and outcomes.

Impact of Teachers’ Professional Development on the Reading Achievement of Canadian Allophone Students

<p>This study examines the impact of teachers’ professional development on Canadian allophone students’ learning and reading performance levels. We used the data from the Pan-Canadian Assessment Program 2016 involving Grade 8/Secondary II Canadian allophone students (N = 2,244) and teachers in French and English Language Arts (N = 598). Our correlation results show that Canadian allophone students’ reading achievement was positively associated with teachers’ professional development activities such as academic pursuits (e.g., university courses) and marking or scoring sessions. The correlations also demonstrate that teachers’ professional practice of curriculum development had a positive influence on the learning levels of Canadian allophone students who were born in Canada, while teachers’ participation in professional learning communities had a positive effect on Canadian allophone students who were not born in Canada.</p>

The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

BackgroundThis empirical study aims to investigate the association between mathematics self-efficacy and mathematics achievement gaps among students in Grades 4, 8, and 12, utilizing data from the 2019 National Assessment of Educational Progress (NAEP). The study also considers student-level (e.g., mathematics self-efficacy, gender, race/ethnicity) and school-level (e.g., school location, proportion of underrepresented students) demographics to provide a comprehensive analysis of the factors contributing to mathematics achievement gaps.MethodsA two-level cross-sectional multilevel modeling approach was employed to analyze the variance in mathematics achievement, partitioning it into within- and between-school components. This approach allowed for an examination of association between mathematics self-efficacy and achievement gaps while considering various student and school characteristics. The rationale behind this methodology lies in its ability to capture the hierarchical nature of educational data and provide a nuanced understanding of the factors associated with mathematics achievement.ResultsThe analysis of the NAEP data revealed substantial variability in mathematics achievement across schools in the United States at all grade levels. Furthermore, mathematics self-efficacy emerged as a robust predictor of students' mathematics achievement, exhibiting significant effect sizes for Grades 4, 8, and 12. Remarkably, when students' mathematics self-efficacy was held constant, the mathematics achievement gaps among different student subgroups by gender, race/ethnicity, ELL, IEP, NSLP status narrowed, highlighting the importance of self-efficacy in addressing these disparities. The study also identified the presence of significant school contextual effects, further emphasizing the role of the educational environment in shaping mathematics achievement.ConclusionsThis study underscores the critical role of mathematics self-efficacy in influencing mathematics achievement gaps among students. By acknowledging the association between self-efficacy beliefs and mathematics achievement, policymakers and educators can develop targeted interventions to enhance students' confidence and motivation in mathematics, ultimately promoting equitable educational outcomes. The findings also emphasize the significance of school-level factors, calling for comprehensive approaches that consider both individual and contextual factors in narrowing achievement gaps. The implications of adopting a self-efficacy perspective to address mathematics achievement gaps extend to educational policy, curriculum development, and instructional practices, ultimately fostering more inclusive and effective mathematics education for all students.

Shared voices from the classroom: Reflections on hybrid project-based learning in an academic writing course

Hybrid project-based learning effectively develops academic writing skills in preparation for a gradual return to face-to-face instruction after a two-year pandemic triggered by Coronavirus Disease 2019 (COVID-19). Since this hybrid project-based learning initiative is a pioneering effort, it is essential to reflect on the program's successes and identify areas for improvement. This case study aims to explore the lecturers' and students' reflections on using hybrid project-based learning in academic writing courses. In-depth interviews and end-of-semester reflection were utilized to obtain data. Thematic analysis was conducted using the qualitative data analysis (QDA) miner lite software for data reduction. the findings revealed three prominent themes that emerged in this lecturers’ reflections: i) integrating varied learning modalities; ii) fostering critical thinking and involvement; and iii) improving competencies, as they were also crucial to boosting professional development. Meanwhile, students portray hybrid project-based learning as challenging and rewarding and fosters a sense of value and acceptability among students. This research has transformative implications for curriculum development and instructional practices in higher education, especially academic writing.

Exploration and Practice of Collaborative Curriculum Development between Universities and Enterprises Based on Industrial Associations

The purpose of this paper is to discuss how to carry out curriculum construction based on industrial association, so as to improve the practicability, adaptability and employment competitiveness of vocational education. Through theoretical analysis and practical case analysis, this paper discusses the advantages and characteristics of school-enterprise cooperation and industrial association cooperation, and puts forward suggestions on strengthening cooperation mode and mechanism innovation, hoping to provide certain reference for the development of vocational education.

Exploring English Literacy and Communication Needs among New Cadets in Maritime Education

This study delves into the intricate landscape of English literacy and communication needs among first-semester cadets at the Maritime Institute in Jakarta. Utilizing a qualitative descriptive approach in conjunction with document analysis, phenomenological observation, and strategic filling distribution, the research uncovers compelling insights into the challenges and aspirations within maritime education. Document analysis indicates a distinct emphasis on technical proficiency in Maritime English, yet a noticeable gap exists in addressing socio-pragmatic aspects of communication. Phenomenological observation reveals a spectrum of cadet engagement levels, prompting a critical re-evaluation of pedagogical strategies. Strategic filling distribution brings to light a disparity between perceived theoretical relevance and the practical application of English, advocating for a more scenario-based approach to language learning. The implications underscore the necessity for a paradigm shift in curriculum development and pedagogical practices. Recommendations propose curricular enhancement, pedagogical innovation, and industry collaboration to align educational objectives with the dynamic demands of the maritime sector. In conclusion, this research functions as a catalyst for transformative change in maritime language education, urging stakeholders to navigate towards a more comprehensive, industry-oriented approach that equips cadets with the nuanced proficiency demanded by real-world maritime scenarios

Globalization and Higher Education: Implications for Curriculum Development and Institutional Management


 
 
 Globalization has significantly transformed the landscape of higher education, presenting both opportunities and challenges for curriculum development and institutional management. This paper examines the implications of globalization on higher education, focusing on how it shapes curriculum development and institutional management practices. Through a qualitative approach involving literature review and library research, the study explores the various dimensions of globalization affecting higher education institutions worldwide. The analysis delves into the impact of globalization on curriculum content, pedagogical approaches, and learning outcomes, as well as the broader institutional structures and governance mechanisms. Furthermore, the paper discusses the role of internationalization, technology integration, and global mobility in reshaping higher education curricula and management strategies. Key themes explored include the need for interdisciplinary and culturally responsive curricula, the promotion of global citizenship, and the adoption of innovative teaching and learning methodologies to meet the demands of a globalized world. Additionally, the study highlights the importance of strategic planning, quality assurance mechanisms, and leadership development in enhancing institutional resilience and competitiveness in the global higher education landscape. The findings underscore the necessity for higher education institutions to adapt and innovate in response to the challenges and opportunities brought about by globalization, fostering greater inclusivity, diversity, and excellence in curriculum design and institutional management practices.
 
 

Implementation of the 8+i link and match vocational school program

This research aims to create the 8+i link and match model as an embodiment of a healthy learning ecosystem between schools and the worlds of business and industry. The research technique is a mix of quantitative and qualitative research methodologies. The qualitative technique develops a basic list of success characteristics using meta-ethnography, whereas the quantitative approach defines the link between the variables under examination by establishing or building many latent variables that explain the relationship between variables using Aiken's formula and SPSS version 26. The study's findings demonstrate the success of the 8+i link and match model between Muhammadiyah 1 Ciputat vocational high school/Sekolah Menengah Kejuruan (SMK) Muhammadiyah 1 Ciputat and industry in generating efficiency and mutual benefits for both parties, not just ordinary collaboration, but intense collaboration from the curriculum development, learning, and industrial work practices designed collaboratively. The Implication of the 8+i link and match model if correctly implemented is that the industry will profit because the training expenses is reduced, and vocational high schools will benefit because their graduates is absorbed by the industry. Recommendations for the vocational high school curriculum must include schools, and industry, also Teaching personnel must include practitioners from industry as well as instructors from schools.

Curriculum Development and Blended Teaching Practice in the Graduate Course on Elemental Inorganic Chemistry

Curriculum Development and Blended Teaching Practice in the Graduate Course on Elemental Inorganic Chemistry

Curriculum Development and Teaching Reform Practice in Polymer Chemistry Based on the "Three Integration" Approach

Curriculum Development and Teaching Reform Practice in Polymer Chemistry Based on the "Three Integration" Approach

Content and language integrated learning (CLIL): Experiences and challenges of English preparatory school graduates in a Cambodian international university

This study aims to understand how English Preparatory Schools (EPS) students perceive CLIL and the challenges they encounter. Ten participants were selected through purposive-convenience sampling. Data were gathered via online surveys and semi-structured interviews conducted through Google Meet. The findings reveal that while students generally view CLIL positively, they face significant challenges, primarily due to limited vocabulary and unfamiliarity with the teaching environment. Despite these difficulties, CLIL was found to enhance language proficiency, especially in listening skills, and fostered self-confidence and cultural awareness. However, the dual demands of learning content and language simultaneously led to mental exhaustion and struggle with technical terminology among these students. The study suggests that CLIL can be effective in improving English proficiency, but it also highlights the need for tailored support, such as vocabulary-building strategies and teacher training, to address the challenges students face. These findings have implications for curriculum development and pedagogical practices in CLIL programs.

Investigating the Roles of Pedagogical Content Knowledge in Music Education: A Systematic Literature Review

Despite the growing recognition of the importance of Pedagogical Content Knowledge (PCK) in music education, there is a significant knowledge gap regarding the precise nature of its role and how it contributes to effective teaching and learning. The objective of this systematic literature review is to examine and synthesize existing research on the roles of teachers' PCK in music education. Specifically, the study aims to explore how the PCK of music educators influences their teaching strategies, curriculum development, student engagement, and assessment practices. The research seeks to examine how these roles may vary across different scenarios and the implications of these variations for teaching and learning, especially in the context of music education across various educational settings. By synthesizing findings from diverse educational levels and cultural contexts, this review seeks to offer profound insights into the optimization of music education across various educational settings. The study follows the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. The analysis focused on the research question and identified themes related to the PCK in music education. The analysis revealed four emerging themes: understanding of music concepts, pedagogical strategies, student-centered teaching approaches, and assessment practices. These findings provide insights into effective practices for music curriculum designers and instructors in designing and developing strategies in teaching and learning in music education. These insights can inform the development of effective teaching strategies, curriculum design, and assessment practices in music education, ultimately enhancing the quality of instruction and learning experiences for students.

Imla' as an Innovative Memorization Method in Qur'an-Hadith Learning

This research explores the dual functionality of Imla' as both a writing skill and an innovative memorization method. Employing a qualitative descriptive approach, the study delves into the utilization of Imla' in recording Quranic verses or Hadiths, extending beyond its conventional role in writing skills. The findings reveal that Imla', when integrated into the memorization process, triggers cognitive recording as the teacher recites, mirroring the stages of general Imla'. Success in this method is gauged through fluency, accuracy, and the time required for memorization. While offering advantages such as expedited memorization, the research also acknowledges limitations, emphasizing the need for careful consideration of its suitability across diverse groups and ages. The study's implications underscore the nuanced application of Imla' in educational settings, urging educators to weigh the method's benefits and drawbacks. Recommendations include tailored implementation based on learner characteristics. The research contributes to the understanding of pedagogical approaches within the Quran-Hadith subject, emphasizing the broader utility of Imla' beyond conventional writing skills. Overall, this work enriches educational discourse and provides valuable insights for curriculum development and instructional practices

Design Thinking in Education: Adding Collaboration, Uncertainty, Phronesis and Fairydust to Curriculum Design

We exist in an age of supercomplexity with policy and strategies both impacting and restricting creative curriculum development and participatory classroom practices particularly in Higher Education (HE). As academic developers who have also taught undergraduate programmes we inhabit liminal space - both enacting and subject to policy - both professing and subverting practice. In this paper we outline how we have engaged in human centred curriculum design ourselves. Typically curriculum evaluation and development processes are presented to our staff-as-students as something far removed from design thinking (DT). Curriculum design emphasises thorough thinking, it is slow-paced, and continuously evaluated. DT requires trust and collaboration, open sharing of diverse and often contradicting ideas, rapid prototyping - a non-judgemental space that will help ideas develop and grow, playing with initiatives that might not work. DT encourages experimentation. We used a collaborative Practice-Based Research (PBR) approach to explore our processes to reveal how DT can be a valuable part of a more fast-paced, urgent, creative and human centred curriculum design.

New Education Policy 2020: Evolution, Key Milestones, and Prominent Features

The National Education Policy (NEP) 2020 marks a significant shift in the Indian education system, aiming to transform it to meet the evolving needs of the 21st century. This study explores the NEP 2020, tracing its roots from previous educational policies, and highlights its provisions, with a specific focus on School Education, including the establishment of Cluster Schools. Additionally, it examines the Standard Setting and Accreditation of schools (SSSA) as a key aspect of the NEP 2020, discussing its implications and provisions. The study begins by analysing the historical context of the NEP 2020, comparing it with previous educational policies to identify the evolution of key principles and ideologies. It identifies the NEP 2020 as a comprehensive and transformative policy framework designed to address the multidimensional challenges faced by the Indian education system. One of the significant provisions of the NEP 2020 in the area of School Education is the establishment of Cluster Schools. These schools aim to promote collaborative learning, resource sharing, and increased efficiency by clustering multiple schools under a common administrative and academic framework. The study explores the concept of Cluster Schools, delves into their benefits, challenges, and potential implementation strategies, and provides relevant state examples that have successfully implemented this model. Furthermore, the study investigates the Standard Setting and Accreditation of schools (SSSA) as a vital component of the NEP 2020. SSSA is envisioned to ensure quality education by setting standards, evaluating schools, and promoting continuous improvement. The research examines the provisions and guidelines related to SSSA, discussing the impact on school infrastructure, curriculum development, teacher training, and assessment practices.

Quantitative Insights: Unveiling the Interplay Between Mathematics and Physics in College Education

This study investigates the intricate interplay between mathematics and physics in college education. Through a mixed-methods approach involving surveys, interviews, and classroom observations, the research delves into students' perceptions, instructional challenges, and effective pedagogical strategies. The findings reveal that while many students recognize the relationship between the disciplines, challenges persist in bridging mathematical concepts with physics principles. Instructors employ interactive simulations and inquiry-based methods to address these challenges. The study's insights hold implications for curriculum development and teaching practices, aiming to enhance the integration of mathematics and physics education and provide a more enriched learning experience for students

Academic Pharmacy Fellowship Programs are an Innovative Solution to Improve the Faculty Pipeline

Academic pharmacy fellowship programs can offer an innovative training solution to help prepare pharmacists for successful careers as clinical faculty members. However, there is no well-defined program blueprint or recommendations for what a successful program should include. This commentary describes the program overview for the academic pharmacy fellowship at the University of Houston College of Pharmacy and discusses the implications of incorporating a similar program at a college of pharmacy. The purpose of the fellowship program is to prepare pharmacists for a career in pharmacy education through training in teaching, curriculum development, college service, mentoring, scholarship, and clinical practice. A structured program with monthly rotations in key academic areas, teaching experience and mentorship (didactics and skills labs), committee service, and leading a research project make up the core structure of the program. These experiences, coupled with significant student interaction, can prepare fellowship graduates to transition effectively into clinical faculty roles.