Curriculum Development Research Articles

The impact of AIGC on simulating realistic human movement for immersive learning in film and television education

This study investigates the impact of Artificial Intelligence Generated Content (AIGC) on teaching realistic human movement simulation in film and television education, with a focus on biomechanical principles. Through a 12-week randomized controlled study involving 46 students from three leading Chinese film academies, we examined the effectiveness of AIGC-based motion simulation systems compared to traditional teaching methods. Using a mixed-method approach, the study evaluated learning outcomes, technical accuracy, and user experience, emphasizing the biomechanical accuracy of simulated movements. Results demonstrated significantly higher performance in the AIGC group across multiple metrics, including motion accuracy (94.3% vs. 82.5%, p < 0.001), skill acquisition rates (improvement rate: 46.1% vs. 33.8%, p < 0.001), and knowledge retention (96.4% vs. 91.1%, p < 0.001). The AIGC system showed superior technical performance with 99.7% uptime and motion-to-photon latency below 20 ms, ensuring real-time responsiveness crucial for biomechanical training. Student engagement levels were notably higher in the AIGC group (92.4% vs. 78.6%, p < 0.001), with improved system usability scores (SUS: 87.3/100) compared to industry benchmarks. This research provides empirical evidence supporting the integration of AIGC technologies in film and television education, particularly in simulating realistic human movements grounded in biomechanical principles. The findings offer valuable insights for curriculum development and educational technology implementation in creative fields.

The Dynamics of Arabic Curriculum Transformation In Indonesia (Historical Studies and The Role of Globalization)

This research examines the changes and development of the Arabic curriculum in Indonesia, especially in the context of historical influences and the impact of globalization. Historically, the Arabic curriculum in Indonesia has undergone various transformations influenced by political, social, and educational policy developments. The role of globalization further accelerates this dynamic by bringing new challenges, such as the need to master communication skills that are more contextual and relevant to the demands of the modern world. This research uses a qualitative approach with a literature study method and historical analysis. The data used is obtained from previous literature sources related to the Arabic curriculum in Indonesia, as well as from current education policies. The purpose of this study is to understand the pattern of Arabic curriculum transformation, the factors that influence it, and how globalization shapes the development of the curriculum in the future. The results show that the transformation of the Arabic curriculum in Indonesia is not only determined by internal dynamics such as local needs, but also by external influences such as global changes in education and technology. This transformation reflects an attempt to answer the challenges of globalization while maintaining existing traditional values.

Mapping Tomorrow’s Teaching and Learning Spaces: A Systematic Review on GenAI in Higher Education

This collective systematic literature review is part of an Erasmus+ project, “TaLAI: Teaching and Learning with AI in Higher Education”. The review investigates the current state of Generative Artificial Intelligence (GenAI) in higher education, aiming to inform curriculum design and further developments within digital education. Employing a descriptive, textual narrative synthesis approach, the study analysed literature across four thematic areas: learning objectives, teaching and learning activities, curriculum development, and institutional support for ethical and responsible GenAI use. The review analysed 93 peer-reviewed articles from eight databases using a keyword-based search strategy, a collaborative coding process involving multiple researchers, in vivo coding and transparent documentation. The findings provide an overview of recommendations for integrating GenAI into teaching and learning, contributing to the development of effective and ethical AI-enhanced learning environments in higher education. The literature reveals consensus on the importance of incorporating GenAI into higher education. Common themes like mentorship, personalised learning, creativity, emotional intelligence, and higher-order thinking highlight the persistent need to align human-centred educational practices with the capabilities of GenAI technologies.

Analyzing Grammatical Errors to Improve English Writing Among Thai High School Students’ Interlanguage and Vocabulary Use

This study examines the grammatical errors and vocabulary types in the writings of Thai high school EFL students. Employing Dulay et al.’s (1982) surface strategy taxonomy, errors were categorized into omission, misformation, addition, and misordering to identify predominant error patterns. Additionally, the study assessed the vocabulary range via the General Service List and the Academic Word List. Findings indicated a significant reliance on high-frequency words and less frequent use of AWL vocabulary, stressing gaps in readiness for academic study. The study highlights the diagnostic value of error analysis in revealing insights into learners’ interlanguage development, reflecting their evolving understanding and hypothesis testing about the target language influenced by their first language. Grammatical errors, such as incorrect use of singular and plural forms, articles, and tense inconsistencies, were common, suggesting learners face structural and syntactic challenges. Omission errors emerged as the most prevalent, followed by misformation, addition, and misordering, indicating areas needing focused grammatical instruction. Vocabulary analysis revealed an 82.30% overlap of the first 1,000 GSL words in students’ texts, contrasting with the minimal use of AWL words, essential for academic success. The findings advocate for enhanced instructional strategies integrating GSL and AWL vocabularies and emphasizing systematic grammatical error correction to improve language proficiency and academic readiness. Future research should include more diverse learner populations and a broader range of error types to provide insights into language acquisition challenges and solutions. This study contributes to refining teaching methodologies and curriculum development to better prepare students for future academic challenges.

Idiomatic Expressions and Their Impact on Lexical Competence

Idiomatic expressions are integral to the richness and depth of language, offering nuanced meanings that extend beyond literal word definitions. This article explores the significant impact of idiomatic expressions on lexical competence, arguing that mastery of idioms enhances vocabulary breadth, cultural literacy, and the ability to communicate with precision and expressiveness. By defining idiomatic expressions and distinguishing them from literal language, the article establishes a foundational understanding of their role in language proficiency. It delves into how learning idioms not only expands a speaker's vocabulary but also deepens their cultural awareness, enabling more effective and culturally sensitive interactions. Academic research is examined to demonstrate the positive correlation between idiom knowledge and lexical competence, while language acquisition theories, such as Vygotsky's Interactionist Theory, support the integration of idioms into language learning curricula. Practical examples from various contexts, including business, literature, and daily conversations, illustrate the tangible benefits of idiomatic proficiency in real-world communication. The article also addresses common counterarguments, such as the complexity and potential for misunderstanding associated with idioms, and proposes solutions like contextual learning and extensive usage practice to mitigate these challenges. Finally, the implications for language education are discussed, emphasizing the need for curriculum development, innovative teaching strategies, and comprehensive assessment techniques to foster comprehensive lexical competence. The article concludes by highlighting the enduring importance of idiomatic expressions in achieving fluent and culturally aware communication, underscoring their vital role in the future of language learning.

Development of esports curriculum inside British universities: implications towards a national policy for Vietnamese ones

Recently, there has been an increasing interest towards the integration of esports initiatives inside universities. However, little is known about how universities based in countries where esports curriculum is missing can learn from more experienced universities based in countries where esports curriculum is more established. Based on an integrative approach to curriculum development, this research aspires to discover how Vietnamese Universities could learn from the experience of British ones that are already committed in esports to develop their own dedicated esports curriculum national policy. Following a qualitative approach, twenty-one semi-structured interviews were done with British esports lecturers, British esports stakeholders as well as Vietnamese esports actors. Drawing upon a thematic analysis, the results portray the rationales behind environmental scanning of esports curriculum development, graduate competencies and curriculum development. Finally, this research provides both theoretical and practical implications regarding the potential development of an esports curriculum national policy in Vietnam.

Investigating the impact of argumentation on high school students’ achievement in probability

This study aimed to investigate the impact of an argumentation instructional approach on high school students' understanding and performance in probability in Zimbabwe. A sample of 120 students was randomly assigned to experimental and control groups, with the experimental group receiving argumentation-based instruction while the control group followed traditional teaching methods. Both groups completed standardized pre-tests and post-tests, with results analysed using t-tests and ANCOVA. Findings indicated a significant improvement in the experimental group's performance. The study concluded that the argumentation approach positively influenced students' understanding and achievement in probability. However, limitations included the study's focus on a single school and a short intervention duration, suggesting future research should encompass multiple schools and longitudinal designs. The findings have implications for mathematics education policy and curriculum development in Zimbabwe and similar contexts.

Educational interventions to improve pediatric emergency care: A qualitative assessment of the perspectives of African healthcare workers.

Pediatric emergency care (PEC) training for health care workers (HCWs) is commonly offered in the form of short courses. This study gathers the perspectives of HCWs from eight African countries on how to best deliver and implement short training courses in PEC. This is a qualitative study using semi-structured key informant (KI) interviews. Utilizing the African Federation for Emergency Medicine (AFEM) member list serve, we identified African HCWs who had previous experience participating in and/or delivering short training courses in PEC. From this cohort, four interviewers were selected. These interviewers all received training in qualitative interviewing and then each recruited five KIs in their respective settings using convenience sampling. All interviews were recorded, transcribed, translated as necessary, and coded using thematic analysis. A total of 20 interviews were completed. Most KIs (75%) were physicians. Several themes on short training courses in PEC emerged: there was strong motivation to participate in PEC trainings, interactive sessions were preferred over didactic sessions, the recommended course structure was a half-day format with longitudinal follow-up, and the ideal for course instructors was a mix of local trainers and visiting trainers. KIs reported several potential negative consequences of short training courses in PEC, including clinical staffing gaps during courses and PEC content taught that was incongruous with local protocols. Future curricular development and implementation of short training courses in PEC should incorporate the preferences and best practices identified by African HCWs, namely interactive sessions with longitudinal follow-up given by a mix of local and visiting trainers. Our study limitations include the number of participants and potential for selection bias.

Enhancing Medical Student Engagement Through Cinematic Clinical Narratives: Multimodal Generative AI-Based Mixed Methods Study.

Medical students often struggle to engage with and retain complex pharmacology topics during their preclinical education. Traditional teaching methods can lead to passive learning and poor long-term retention of critical concepts. This study aims to enhance the teaching of clinical pharmacology in medical school by using a multimodal generative artificial intelligence (genAI) approach to create compelling, cinematic clinical narratives (CCNs). We transformed a standard clinical case into an engaging, interactive multimedia experience called "Shattered Slippers." This CCN used various genAI tools for content creation: GPT-4 for developing the storyline, Leonardo.ai and Stable Diffusion for generating images, Eleven Labs for creating audio narrations, and Suno for composing a theme song. The CCN integrated narrative styles and pop culture references to enhance student engagement. It was applied in teaching first-year medical students about immune system pharmacology. Student responses were assessed through the Situational Interest Survey for Multimedia and examination performance. The target audience comprised first-year medical students (n=40), with 18 responding to the Situational Interest Survey for Multimedia survey (n=18). The study revealed a marked preference for the genAI-enhanced CCNs over traditional teaching methods. Key findings include the majority of surveyed students preferring the CCN over traditional clinical cases (14/18), as well as high average scores for triggered situational interest (mean 4.58, SD 0.53), maintained interest (mean 4.40, SD 0.53), maintained-feeling interest (mean 4.38, SD 0.51), and maintained-value interest (mean 4.42, SD 0.54). Students achieved an average score of 88% on examination questions related to the CCN material, indicating successful learning and retention. Qualitative feedback highlighted increased engagement, improved recall, and appreciation for the narrative style and pop culture references. This study demonstrates the potential of using a multimodal genAI-driven approach to create CCNs in medical education. The "Shattered Slippers" case effectively enhanced student engagement and promoted knowledge retention in complex pharmacological topics. This innovative method suggests a novel direction for curriculum development that could improve learning outcomes and student satisfaction in medical education. Future research should explore the long-term retention of knowledge and the applicability of learned material in clinical settings, as well as the potential for broader implementation of this approach across various medical education contexts.

การพยากรณ์แนวโน้มการเลือกสาขาของผู้สมัครเข้าศึกษาต่อระดับปริญญาตรี โดยใช้เทคนิคเหมืองข้อมูล

The declining number of students has become a pressing issue, impacting many universities worldwide, both in the present and the future. Currently, there is an increase in the number of public and private universities. However, university enrollment rates are decreasing, leading to intensified competition among universities for student admissions. The objective of this research is to predict fields of study trends in Bachelor degree of University applicants and to use this information for decision-making, resource allocation, and university curriculum development by using Data Mining Technique. The predictive models in this study comprise 3 formats: Naïve Bayes, Logistic Regression and Decision Tree. The dataset used in this research is sourced from the information system of the Academic Promotion and Registration Division at Nakhon Pathom Rajabhat University, encompassing undergraduate student records from the academic years 2014 to 2018, totaling 89,847 records. The results of comparing the performance of data classification models using K-Fold Cross Validation revealed that the best-performing prototype model is Logistic Regression, with an accuracy of 61.3%. This research can be applied to predict trends in prospective undergraduate students' selection of academic majors, inform strategic decision-making, and facilitate resource allocation within the university.

Komponen dan Model Pengembangan Kurikulum Pendidikan Agama Islam

Curriculum as an educational design has a very strategic position in all aspects of educational activities. Given the importance of curriculum development in education, preparation should refer to a strong and strong foundation. The foundation of curriculum development is not only needed by the compiler of the curriculum (macro) or written curriculum which is often referred to as the ideal curriculum, but must also be understood and used as a basis for consideration by the (micro) curriculum implementers, namely education supervisors and teachers and other parties related to the task of education management, as material that will be used as an instrument in coaching the implementation of the curriculum in each type and education level. With this important position, curriculum development cannot be carried out arbitrarily, but must be based on various considerations, or foundations so that it can be used as a foothold in organizing the educational process, thereby facilitating the achievement of educational and learning goals more efficiently and effectively.

AI literacy of library and information science students: A study of Bangladesh, India and Pakistan

This study adopted an exploratory approach to investigate the nuances of AI literacy among Library and Information Science (LIS) students in South Asia namely Bangladesh, India and Pakistan. A total of 632 respondents from these countries participated in an online survey that explored their level of AI literacy and familiarity with AI tools and technologies, purposes of using AI tools, ethical perceptions and how AI-related contents were covered in LIS courses and programmes. The study results indicate that students are moderately familiar with AI tools, but the degree of their self-rated AI literacy ranges from basic to advanced. Students reported using AI tools for academic purposes, including information searching, summarising articles, generating ideas and writing academic papers. However, participant LIS students expressed concerns about the ethical usage of AI and Generative AI tools, particularly academic integrity and plagiarism in academic writing. The results underscore the need for more robust AI literacy education in South Asian LIS education programmes – and potentially globally – to deepen students’ understanding and critical engagement with AI tools and technologies. This would better equip them for emerging roles in AI-integrated library services, highlighting a key direction for curriculum development, training methodologies and policy initiatives within LIS education and library and information management profession.

The Four Exits of Senior High School: A Tracer Study in Ozamiz City

Understanding the chosen exit paths of graduates is essential for evaluating the effectiveness of the SHS program and guiding future curriculum development. This study aims to trace the exit paths of senior high school graduates from a higher education institution in Ozamiz City, Misamis Occidental, focusing on their progression into tertiary education, employment, entrepreneurship, and middle-level skills development. The study employed a quantitative approach using a descriptive research design. Data were collected from 371 randomly selected graduates using questionnaires. The responses were analyzed using statistical techniques such as the T-test, mean, percentage, standard deviation, and frequency. The results reveal that most of the respondents were female, primarily aged between 20-21 years old, with a significant number coming from families earning less than 10,000 currency units. A majority of graduates pursued higher education, while a smaller portion engaged in employment, entrepreneurship, or middle-level skills development. The study found that the senior high school program was perceived as effective in preparing students for higher education and employment and most effective in fostering entrepreneurship. However, while the program is rated as effective in middle-level skills development, it receives the lowest rating among the constructs evaluated. Notably, no significant differences were found in the perceived effectiveness of the program when grouped according to profile. The senior high school program is generally effective in achieving its educational goals. The conclusions drawn from these findings indicate that the senior high school program is generally effective in achieving its educational goals, particularly in higher education and entrepreneurship. However, there is a need for improvement in middle-level skills development. The lack of significant differences across demographic groups suggests that the program’s effectiveness is consistently perceived regardless of the students’ backgrounds. Based on these conclusions, several recommendations are proposed. Education policymakers should prioritize enhancing pathways to higher education within the senior high school curriculum. This includes integrating findings into policy discussions and curriculum development to align with student preferences and post-exit plans. Additionally, school administrators and curriculum developers should focus on strengthening the middle-level skills component of the program to address the identified gaps.

To protect and serve: a review of initiatives to support of police officers to better meet the needs of older adult

PurposePolice officers increasingly respond to incidents involving aging-related issues, where older adults are vulnerable and require tailored approaches. This scoping review aims to map initiatives aimed at enhancing interactions between older adults and police and evaluates outcomes. Findings inform the development of a geriatrics-focused police training curriculum to support age-friendly policing. A literature search across major databases and grey literature yielded 20 relevant publications. Three main initiatives were identified: geriatrics-oriented training programs, specialized geriatric police units and geriatrics-oriented policing guidelines. These insights highlight effective strategies for improving police responses to aging-related challenges and guide future research and policy in this domain.Design/methodology/approachThe study employed a scoping review methodology guided by the Joanna Briggs Institute Manual and PRISMA-ScR checklist. A comprehensive search strategy was developed and executed across multiple databases and grey literature sources. Screening and selection of relevant studies were conducted in duplicate, with data extraction focusing on key elements such as study objectives, design, interventions and outcomes. Thematic analysis was employed to synthesize findings from included studies, highlighting three principal initiatives: geriatrics-oriented training programs, specialized geriatric police units and geriatrics-oriented policing guidelines. This approach aimed to map existing evidence, inform the development of a geriatrics-focused training curriculum and identify best practices for age-friendly policing.FindingsThe scoping review identified 28 studies meeting inclusion criteria. Findings highlighted varied approaches to enhancing police interactions with older adults, emphasizing training as pivotal. Effective strategies included specialized units, tailored training programs and guidelines integrating geriatrics principles. Key outcomes encompassed improved officer knowledge, communication skills and attitudes toward older adults, fostering enhanced service delivery and community relations. Evidence underscored the importance of ongoing education and collaborative partnerships in optimizing policing responses to aging populations, advocating for sustainable, age-friendly policing practices.Research limitations/implicationsThe review’s limitations stem from primarily English-language studies, potentially overlooking non-English literature. Variability in study designs and outcomes poses challenges to synthesizing findings comprehensively. Limited generalizability may result due to geographic and cultural differences in policing practices. Future research could benefit from longitudinal studies assessing long-term impacts and broader inclusion of diverse policing contexts and perspectives, enhancing applicability and depth of understanding in optimizing police interactions with older adults.Practical implicationsPractical implications include informing policy makers and law enforcement agencies about effective strategies to enhance interactions with older adults, emphasizing communication skills and de-escalation techniques. Training programs should integrate age-sensitive approaches to improve officers’ awareness and response to older adults’ needs and vulnerabilities. Implementing community engagement initiatives can foster trust and cooperation, contributing to safer and more supportive environments for older adults in policing interactions. These efforts can ultimately promote enhanced well-being and reduced conflicts between law enforcement and older adults.Social implicationsSocial implications highlight the need for broader societal awareness and education regarding the challenges faced by older adults in interactions with law enforcement. Addressing ageism and promoting respectful treatment can enhance community trust and reduce misunderstandings. Improved interactions between older adults and law enforcement can foster a more inclusive and supportive society, ensuring that older adults feel valued and protected. This can contribute to overall social cohesion and a more equitable experience for older adults in their interactions with law enforcement agencies.Originality/valueThe originality of this study lies in its focus on the intersection of age-related issues and law enforcement interactions, a relatively underexplored area in both gerontology and criminal justice research. By examining the perceptions and experiences of older adults and law enforcement officers, it provides valuable insights into mitigating ageism and improving interactions. The study’s findings contribute to enhancing understanding of how to promote respectful and effective communication between these groups, thereby offering practical implications for policy and training initiatives aimed at fostering better relationships and outcomes for older adults in law enforcement encounters.

Learning Arabic Language: Motivational Factors of Students in Singapore

Rising awareness of the value of learning a foreign language has led to many learning foreign languages for various reasons. While globalisation has motivated many to learn one or two foreign languages to enhance their skills and capability in various aspects, such as business, society, education, politics, and society, some are driven by a sense of personal achievement that they want to attain. This paper examines the motivational factors influencing students at Nanyang Technological University to learn Arabic as a foreign language. This study aims to identify the intrinsic and extrinsic factors influencing students’ motivation and achievement in learning a foreign language. It examines aspects such as demographics, fields of study, and the underlying reasons for enrolling in language courses. The researcher adopts a quantitative approach, utilizing survey analysis to gather responses from 45 students across various years of study, specialisations and faculties. The results reveal a combination of intrinsic and extrinsic motivational factors influencing students’ engagement in foreign language learning, encompassing accomplishment factors, knowledge factors, religious factors, and expected learning outcomes. The findings will help more educators, curriculum developers, and language institutes in teaching and developing their syllabi.

A NARRATIVE LITERATURE REVIEW TO IDENTIFY THE FACTORS INFLUENCING STUDENT MOTIVATION AND ENGAGEMENT IN HIGH SCHOOL VOCAL MUSIC EDUCATION IN CHINA

This study presents a narrative literature review aimed at identifying the key factors influencing student motivation and engagement in high school vocal music education in China. Given the growing significance of music education in fostering creativity and holistic development, understanding what drives students to remain motivated and engaged is crucial for educators, curriculum developers, and policymakers. The review synthesizes existing literature on educational psychology, student engagement, and music pedagogy, focusing on factors such as teacher-student interaction, curriculum design, peer influence, cultural context, and technological integration. Findings indicate that effective teaching strategies, a supportive learning environment, opportunities for performance, and the use of digital tools play a significant role in enhancing motivation and engagement. The study also highlights the challenges faced by educators in balancing traditional and contemporary teaching methods in a rapidly changing educational landscape. Recommendations for future research include empirical studies that explore specific interventions and the longitudinal impact of these factors on student outcomes. This review contributes to the broader discourse on improving music education and provides valuable insights for advancing student-centered approaches in Chinese high schools.

The Impact of M-learning and Problem-Based Learning Teaching Method on Students Motivation and Academic Performance

The rapid advancement of information technology has significantly improved various facets of modern human existence. Despite the rapid progress in digital technology, there has been limited headway in utilizing technology to bolster mathematics education, particularly concerning problem-solving. This study aimed to evaluate the efficacy of M-learning and Problem-Based Learning (M-PBL) method in enhancing the motivation and academic performance of primary school students in mathematics. Employing an unequal-group quasi-experimental design, M-PBL method were developed based on M-learning Model, Problem-Based Learning Model, and Social Constructivism theories, resulting in 17 relevant activities for mathematics teachers. The effectiveness of these method was assessed through pre- and post-testing of an uneven control group, involving 64 Year 6 students from Johor Bharu district, Johor. Quantitative data, collected via questionnaires on student motivation and a mathematics academic performance test, were analyzed using SPSS. The results revealed significant differences in students' motivation and problem-solving skills after the implementation of M-PBL method compared to conventional approaches. This research highlights the positive impact of M-PBL methods on schools, curriculum developers, parents, and the overall mathematics teaching and learning process.

DESIGNING A HUMANISTIC CURRICULUM FOR PHYSICAL EDUCATION MAJOR IN SICHUAN PROVINCE UNIVERSITIES IN CHINA

This study investigates the development of a humanistic curriculum for physical education programs offered to university students in Sichuan Province, China. The research aims to elucidate the roles of humanistic values, student-centered approaches, and holistic curriculum design in fostering multidimensional physical well-being and enhancing teaching practices. A quantitative methodology was employed, collecting data from 403 participants, comprising teachers and students from 26 universities. Structural equation modelling was utilized to analyze the relationships between the pertinent variables. The findings revealed that humanistic values exerted a substantial positive impact on promoting physical well-being (β = 0.398, p < 0.001) and the implementation of teaching practices (β = 0.301, p < 0.001). Similarly, studentcentred approaches positively influenced the promotion of physical well-being (β = 0.213, p = 0.009) and the implementation of practices (β = 0.250, p < 0.001). The holistic curriculum demonstrated a significant effect on the promotion of physical well-being (β = 0.218, p = 0.004), although its influence on the implementation of practices was not statistically significant (β = 0.061, p = 0.536). These factors collectively accounted for 57.3 percent of the variance in the development of humanistic physical education programs. While the findings underscore the strengths in promoting health, fostering teacher-student relationships, and addressing emotional and social well-being, challenges persist in enhancing empathy, community engagement, and personalized learning opportunities. The study underscores the significance of teacher professional development, curriculum content revision, and incorporating student feedback to address these gaps. By addressing these issues, universities can develop more comprehensive physical education programs that holistically nurture students’ physical, emotional, and social development. This research contributes to the expanding body of knowledge on humanistic education and provides practical recommendations for educators, policymakers, and curriculum designers seeking to enhance the quality of higher education physical education programs.

Development and validation of an assessment approach for competency-based nursing education in low-income settings: A consensus study.

To report the development and validation of an assessment approach for competency-based nursing education in low-income settings BACKGROUND: Adopting a competency-based curriculum has been linked with the resource-intensive, programmatic assessment approach. However, implementing this approach in low-income contexts has challenges. Nursing education institutions in low-income contexts reported difficulties implementing programmatic assessment. These challenges threaten the outcomes of the assessment innovation, highlighting the need to develop a tailored approach to assessment for these contexts. A modified e-Delphi study METHODS: The modified e-Delphi was used to refine and validate a proposed assessment approach following the recommendations of Conducting and REporting of DElphi Studies. Nine health professions education experts, with qualifications or publications in educational assessment, or curriculum design and development, were purposively sampled to validate the proposed assessment approach. Consensus was reached at ≥ 70 % after two iterative rounds. Items included in the two rounds were the six domains which described organisational contexts in terms of the people, the culture and technological infrastructure. Eleven out of 47 items in round one did not reach the set ³ 70 % consensus. The 11 items were refined and sent for round two. A total of 46 items were included in the final approach. The results report the developed assessment approach for competency-based nursing education in low-income settings. A contextually relevant assessment approach should be underpinned by empirical evidence and knowledge of the context. Nursing institutions should support faculty development in assessment to enhance the implementation and sustainability of the assessment approach.

Innovative curriculum development: embracing the concept-based approach in nursing education: comment

Innovative curriculum development: embracing the concept-based approach in nursing education: comment