Primary School Curriculum Research Articles

Environmental Content as a Part of Science-Oriented Sustainable Development Goals in Grades 6 and 7 of Slovenian Primary School: An Analysis of Science Textbooks

Slovenian science education in Grades 6 and 7 (11- and 12-year-old students) of primary school focuses on the integration of various science subjects. According to the current Slovenian science curriculum, environmental concepts, as a part of science-oriented sustainable development goals, are an integral part of the subject of science. In 2026, a new science curriculum will be introduced in the education system to provide students and teachers with competences for sustainable development. Consequently, the aim of this study is 1) to analyse old (valid prior to the 2010/2011 school year) and current 6th and 7th-grade Slovenian science curriculum for primary school from an environmental and sustainability perspective, and 2) to investigate textual and pictorial material of four 6th grade and four 7th grade textbooks available for students in the current school year (2023/24) of primary school, that relate to environmental content, as well as their overall structure. The analysis of the textbooks showed that all textbooks explain some environmental topics recommended by the national curriculum. The text is supported by pictorial elements that present phenomena with realistic pictures on the macrolevel. The present study suggests that some environmental content is present in 6th- and 7th-grade science textbooks that are consistent with the learning goals of the curriculum but that a significant amount of sustainability content is missing. For this reason, the curriculum reform currently underway in Slovenia should more clearly include the implementation and thoroughly consider the integration of science-oriented sustainable development goals into the science curriculum in Grades 6 and 7.

Peace Education and Conflict Prevention in Somalia

This study focused on Peace Education and Conflict Prevention in Somalia. The specific objectives of the study were to find out the different perceptions of the Somali people on peace education and conflict prevention in Somalia, to explore the importance of peace education in conflict prevention in Somalia and to determine the relationship between peace education and conflict prevention in Somalia. The study used qualitative research design using documentary analysis of various perspectives of the Somali people and that of scholars. The goal of the researcher was to expose the perspective of Somali educators on the importance of peace education and the possible causes and consequences of the conflict as well as the relationship that exist between peace education and conflict in Somalia. This study carried out a critical review of existing literature with in-depth interviews with key informants from the education sector. By employing qualitative approach in the study, the researcher carried out a thorough investigation into a wide range of secondary. Data was collected via the use of documentary review and interview guide. The study also relied on secondary data from textbooks, journals, and academic papers. The main findings of the study revealed that that peace education contributes to conflict prevention in Somalia. This was clearly revealed from the finding of the study where majority of the respondents an overwhelming majority of over (90%) of the participants in the study showed positive and relevant perception about peace education being the best tool that can be used to prevent conflict in Somalia, the study revealed that (100%) of the participants in the study agreed that peace education is vastly important in as far as conflict prevention is concerned in Somalia and lastly the study revealed that (100%) of the participants agreed and noted that peace education is related to conflict prevention. The study recommends that the Ministry of Education of the Federal Republic of Somalia and should reform and revise the current secondary and primary schools curriculum and then incorporate peace education with all the required contents which are instrumental in providing in-depth knowledge and skills to prevent conflict in Somalia, the Ministry of Education of Somalia should review the structure of the peace education programme goals, and its organization in order to bear fruits it is prepared for. Teachers, students, and parents are not familiar with the target goals and structure of peace education in Somalia. It is in this context that the program is still unpopular among these groups of people and the Federal Government of Somalia should ensure proper and timely training of teachers on peace education.

Design Thinking: An Alternative For Educational ICT Integration Training?

Challenges to incorporating ICT in the classroom have been debated in various literature over the last few years. It is, therefore, important to seek different strategies to mitigate these challenges. Design thinking (DT) is considered an approach that can help improve teachers’ Technological Pedagogical and Content Knowledge (TPACK). This study therefore examined teachers’ experience when developing lessons using ICT using design thinking. This qualitative study was conducted in a primary school in South Africa. Data was collected from two social science (Geography) teachers using face-to-face interviews. Highlights from the study point to the following benefits namely, teachers can learn in collaboration, they can be supported by their peers, and they take part in high-order thinking practices to solve problems related to ICT integration. Therefore, it is recommended that a design thinking approach needs to be applied when teacher training workshops for ICT integration are offered. This study contributes to the existing literature on developing strategies to incorporate ICT in the curriculum of primary schools in South Africa. Keywords: Design Thinking, ICT, Teacher Development, TPACK

Text structure instruction in primary education: Effects on reading, summarization, and writing

Although knowledge of informational text structures can promote text comprehension, this topic receives little attention in the Dutch primary school curriculum. 201 Dutch students in grades 4-6 participated with their teachers (n = 10) in this quasi-experimental study with a switching-panels replication design. Students either first followed a text structure intervention (TOP) and then went back to business-as-usual, or the other way around. During the intervention, teachers taught their students about the characteristics of four informational text structures, and how to use structure-specific graphic organizers to organize main ideas for each structure. In addition, several writing tasks related to the different text structures were included. At three measurement occasions, students completed text structure tests, reading comprehension tests, summarization tasks, and writing tasks. Only the fourth graders in one iteration of the intervention showed immediate effects over and above the effect of business-as-usual lessons on the text structure test (d = 0.50), the reading comprehension test (d = 0.53), the summarization task (d = 0.48). In both iterations of the intervention, an immediate effect was found on writing (d = 0.33 and d = 0.39). These findings are discussed in the light of test-related issues and implementation fidelity data.

The Problem with Penmanship in the Bulgarian Education System

The article explains the essence of penmanship, how it is regulated by the Bulgarian language curriculum for primary school and the main problems related to the development of graphic skills. Analyzed are the methods used in teaching penmanship as well as their advantages and disadvantages. The existing violations and graphic errors are classified and the objective reasons for them are indicated. The principles that should be followed in penmanship are made meaningful to the reader. The article offers ideas for improving the teaching of penmanship in primary school.

Harmonizing Progress: Unveiling the Evolution, Challenges, and Strategies for Sustainable Formal Music Education in Nigeria

Educating a nation is crucial for the development of society in the developing world. This study used a crosssectional survey design, employing both quantitative and qualitative approaches. Quantitative data were collected and processed using the Statistical Package for Social Sciences (SPSS 22.0). The data were coded, entered into a computer, and summarized using frequency tables to identify errors and make necessary edits. The study included a total of 208 participants, with the findings presented as percentages. The study revealed that the number of female teachers was lower compared to male teachers, with females accounting for 45% and males for 55%. This disparity was attributed to the fact that many schools in villages had fewer female teachers, who often had spouses or lived separately in towns, resulting in limited teaching availability. Additionally, 43.4% of respondents had been in the same school for 4-7 years, while 26.6% had been in the same school for at least 10 years, suggesting a potential repetition of experiences year after year. Furthermore, 16.6% of teachers were separated and 20% were single, which could potentially interfere with their duties and impact student performance. Among the respondents, 8.4% were widowed and 5% had divorced, indicating that they had to handle everything on their own, potentially leading to less focus on their assigned duties in the classroom and resulting in poor student performance. Additionally, 50% of respondents were married, although some were not located in the same workplace as their spouses, making it challenging to concentrate on school assignments. The study emphasized the importance of equipping head teachers with leadership knowledge and skills in order to exert influence on their schools and academic work. Keywords: Formal Music Education, Nigeria, Tertiary-Level Music Programs, Primary School Music Education, Curriculum Challenges, Cultural Foundation and Sustainable Development.

Perspectives on prior preparation for menstrual experience from women and female health workers in Malawi.

While studies have explored various aspects of menstruation, an evident gap remains in the literature concerning the perspectives of young women and female health workers. By shedding light on this unexplored terrain, the study provides novel insights that can inform targeted interventions and foster a more inclusive understanding of menstrual health. As such, this investigation stands at the forefront of academic endeavour in menstrual health research, making an original and valuable impact in the field. The objective of this study was to explore the experiences of reproductive-aged women during menstruation in Malawi. The specific objectives were to examine the experiences of reproductive-age women related to menstrual preparation, identify factors influencing the choice of menstrual products for women in Malawi, and identify the public health implications of menstrual products. This cross-sectional study employed qualitative research methods to explore the acceptance and implementation of menstrual cups as a feminine hygienic product for women in Malawi. The study involved focus group discussions and interviews with reproductive-age women aged 18-54 years and health providers at Bwaila and Mitundu family clinics and Lighthouse HIV management centres. Thematic content analysis was performed using NVivo 12. Ethical approval was obtained from the College of Medicine Research and Ethics Committee (P.08/21/3379). Education on menstruation is provided as early as 10 years before menarche by sisters, friends, mothers, aunties and grandmothers. Parents remain silent on menstrual issues. Commonly used menstrual products include disposable pads, cloths, reusable pads and cotton wool. While a few mentioned using tampons, pieces of blankets and flex foam, the majority demonstrated widespread ignorance about menstrual cups. Mentors or counsellors, affordability, accessibility, comfort and disposal issues influence women's choice of products being used. Parents need to break the silence on menstrual issues. Messages on menstruation and menstrual products are explicit in forming female adolescents what to expect with menarche, how to manage menses including health-related impacts, and ways of mitigating menses-related misconceptions, discrimination and stigma, and could be incorporated into the primary school curriculum. Safe menstrual products are accessible free of charge or at a subsidised cost.

Stimulating creativity in young school children

In the context of modern education, the stimulation of creativity is a very important pedagogical aspect in situations where a harmonious development of children and the formation of the future adult in society are required. Current approaches in education aim at developing skills and training creative skills based on an integrated approach; these approaches can be studied from an inter- and intra-disciplinary perspective at the level of the primary school curriculum. Creativity can be taught, and its stimulation at a young school age is elementary. By using appropriate methods to stimulate creativity, not only in the educational process in different fields, but also in extracurricular activities, we can offer primary school children the necessary support for developing their ability to filter the information they receive from teachers. The approach to fostering creativity in young school children promotes cognitive change through a shift from single-plan to multi-plan, while training skills, creative capacities, such as dialogue, problem-solving, expressing ideas and supporting a personal point of view.

The Needs of English for Elementary School Students: from Family to School

In accordance with Ki Hajar Dewantara's educational philosophy, which emphasizes the simultaneous role of home, school, and community in education, this study addresses a significant change in the Indonesian primary school curriculum. Several years ago, the Indonesian government removed English language instruction from elementary schools. However, the recently introduced Kurikulum Merdeka has reinstated English as a local subject in primary education. This reintroduction has generated concerns among TEYL (Teaching English for Young Learners) professionals, as it challenges the notion of the golden age of language acquisition. Young learners are believed to benefit from extensive exposure to the English language due to their rapid knowledge acquisition potential. Consequently, this study seeks to investigate the perspectives, interests, and needs of parents, teachers, and schools regarding the implementation of English language instruction at elementary schools. This quantitative cross-sectional study involved 383 participants selected through a purposive sampling strategy. It employed a survey research approach complemented by triangulation and Cronbach's Alpha tests to ensure validity and reliability. The findings of this research are poised to offer invaluable insights for parents seeking the best educational opportunities for their children and TEYL experts striving to enhance their teaching practices and methodologies. Additionally, this research highlights the demand for early childhood English language education. It serves as a foundational resource for evidence-based improvements in the educational landscape, ultimately benefiting the Indonesian youth as they navigate the complexities of the modern world.

Analysis of Educational Curriculum in Indonesia and Morocco: Comparing Content, Implementation and Impacts on Learning

<p><em>This research aims to analyze the education curriculum in Indonesia and Morocco, focusing on content, implementation, and impacts on learning. Through qualitative research, including document analysis and interviews with educators, curriculum developers, and students, this study compare the educational curriculum of both countries. The analysis begin with exploring official curriculum documents in both countries, examining objectives, subjects, and teaching methods. The implementation of the curriculum examined through observations and interviews with educators to understand how it is enacted in the classroom. Additionally, interviews with students gather their perceptions and experiences regarding the curriculum's impact on their learning outcomes. The results of this study are Indonesia and Morocco have some fundamental similarities and differences in the applicable curriculum. Indonesia and Morocco prioritize student-centered learning, skills development, and character education through initiatives like the Merdeka Curriculum. Despite promoting accessibility and technology use, both face challenges in addressing regional disparities. The primary school curricula in both nations positively impact learning by emphasizing competencies, general skills, and character education, while recognizing and appreciating local values and culture. The findings of this research contribute to the education sector by providing a comprehensive comparison of the curriculum between Indonesia and Morocco. </em></p>

Efforts to Overcome Barriers in The Application of Digital Learning Media in The Implementation of Merdeka Belajar Curriculum in Primary Schools

The study aims to describe efforts to overcoming inhibiting factors the application of digital learning media in the implementation of independent curricula in primary schools. This research uses a descriptive qualitative approach to case studies. Research data is obtained through observation of the learning process using digital learning media, interviews with teachers and documentation studies at the time of learning. The results of this study indicate that 1) The digital learning media has been implemented quite well, teachers feel helped by the presence of digital learning medium, in addition to the ease of access also because of its interesting presentation so that the pupils become more focused and interested to follow the learning activities. 2) In the application of digital media in SDN 1 Sambi there are several obstacles including: Lack of teacher ability in exploring various kinds of digital learning media. There is a shortage of digital learning facilities and facilities, and there is a lack of internet access, especially during the rainy season. 3) To solve these problems, appropriate solutions are needed: teachers should improve their ability to use media technology by following training programs outside, such as workshops, spots, or seminars related to the application of digital learning media, whereas on network barriers can be overcome by changing classes, so that the class that is far from the reach of wifi can switch with the class close to the wifi source to get the same facilities.

Peace and Values Education as a Cross-Cutting Issue in Rwandan Schools: Teachers and Classroom-Based Perspective

Peace and values is one of the cross-cutting issues in the Rwandan primary and secondary school curriculum. Different organizations such as the Aegis Trust have trained teachers in integrating peace and values in the various subjects, they teach by training learners on how to build a culture of peace. This is very important to Rwanda as a post genocide. However, no research (at the best of our knowledge) has been conducted to investigate how and to what extent teachers integrate peace and values in various school subjects. This article reports on empirical research conducted in five primary schools in four provinces of Rwanda plus Kigali City to examine the teaching of peace and values in Rwandan schools. A qualitative approach was adopted for this research. Classroom observations, focus group discussions and semi-structured interviews were conducted to collect data. Thematic content analysis was used to analyse the data. The findings show that peace values are not part of teachers’ planning and are not explicitly referred to in classroom practices. This is mainly because teachers lack skills and knowledge to do so. However, some peace related messages are shared in extracurricular activities but these are counteracted by violent practices such as corporal punishment and bullying. This article concludes that teachers’ limited understanding of peace impedes the integration of peace culture in schools. Thus, it suggests that peace values should be explicitly and systematically integrated in the teaching of all subjects. It also calls for strong measures to end school violence in Rwandan schools by equipping teachers for positive management of learners’ behaviours.

Curriculum Dimension of ICTs in Primary Schools and Pupil’s Integration in Cameroon

This article is entitled “The curriculum dimension of ICTs in primary schools and the integration of pupils in Cameroon”. It is based on the observation that in Cameroon’s primary schools in recent years there have been fluctuations, changes, adjustments, emphases and modifications in the curricular field, including in terms of subjects, teaching methods, assessment, methodological requirements in teaching practice, the primary school leaving examination and school textbooks. Despite all this, the issue of quality in education remains a central concern. Taking into account the importance of information and communication technologies and national integration, for which the state makes a point of honour, we asked ourselves whether the ICT curriculum in primary school contributes to the national integration of pupils in the francophone sub-system in Cameroon. To do so, we developed a questionnaire survey addressed to 4087 pupils in 144 schools in the department of Mfoundi after using the cluster and simple random sampling technique. The results enabled us to affirm that information and communication technologies do not contribute to the national integration of primary school pupils in Cameroon.

The Influence of Training Teachers on the Implementation of Peace Education Programme in Selected Primary Schools at Nakuru County, Kenya

Peace is a critical component for the development of human beings in the whole world, without peace there can be no development. An atmosphere of no peace is a major cause of physical and economic suffering upon individuals, families, communities, businesses, nations and regions in many countries. In 2007 Kenya experienced incidents of conflicts which led to loss of workforce, learning time and disruption of education services which negatively affected the quality of education across in the county of Nakuru formerly Rift Valley Province. Since then Kenya has put several strategies to promote peace with deep recognition that it is the only vehicle to development, it was on this basis that Kenya introduced peace education programme in the primary schools curriculum since 2008. Peace education sets out to redress this culture of violence and aggression and to inculcate values of peace, the concept of human dignity and human rights with specific reference to economic equity, political participation and ecological balance that could be employed through counseling strategies. This therefore reveals that development of peace education was timely and critical in addressing both short term and long-term societal and national issues that promote conflicts. Peace education is in tandem with the Kenya vision 2030 under the political pillar on security, peace building and conflict management. The purpose of this study therefore was to determine “the influence of training teachers on the implementation of peace education programme in selected Primary schools at Nakuru County, Kenya. The study was carried out amongst standard 8 pupils and teachers. To achieve this objective, the study adopted descriptive survey design and used probability sampling technique in the selection of the study sample. A study sample made up of 138 pupils and 45 teachers was used for the study. Primary data was collected by use of self administered questionnaires and interview schedules, while secondary data was collected from Nakuru County Education offices and libraries. Data collected was analyzed with the aid of Statistical Package for Social Sciences and Microsoft Excel software. The results of the data analysis were presented in form of tabular summaries. Teacher training, resource availability and curriculum content emerged from the study as highly influential factors in the implementation of peace education programme in the schools. The study also revealed the key challenges hindering successful implementation of peace education programme in primary schools which included: lack of trained teachers on peace education, lack of sufficient time and lack of learning and teaching materials. The teachers and pupils’ suggestions were that the Government facilitate training of teachers on peace education and provide sufficient teaching and learning materials. Following this, the study recommended that, the Government of Kenya puts in place policies and measures that could facilitate training of teachers on peace education provide sufficient teaching and learning materials and strengthen programme supervision. The study gave further recommendation to the Kenya Government which could facilitate more uptake and adoption of peace education from primary schools up to university level as well as the entire society as a very important vehicle to foster development and national cohesion. The findings of this study are quite critical and of significant benefit to the Kenya government, communities, policy makers and the teachers in addressing some of the peace education curriculum initiatives and school best practices which will enhance peace promotion and national cohesion among Kenyan people. The implementation of this programme will enable people re-evaluate their behavior and develop commitment and endeavor to promote national values and peaceful coexistence.

Indian engagement with education for sustainable development and the primary school curriculum

In India, curriculum experts have long grappled with issues of social justice, equity, and ecological justice. This article considers how, from 2005, education for sustainable development has been integrated in the curriculum and textbooks, drawing on the legacy of Gandhian pedagogy. It looks at the themes and approaches used in primary environmental studies and mathematics, and shows how it echoes in teacher education. The article concludes with an update on the current situation, with a new curriculum rowing back on these developments. A discussion follows on the contemporary challenges faced when implementing education for sustainable development in India today, and how critical perspectives, responsive to different sociocultural contexts, help interrogate and enrich the international discourse.

A Comparative Study of Music Curriculum in Chinese and French Primary Schools

A Comparative Study of Music Curriculum in Chinese and French Primary Schools

Study on the Status Quo and Cultivation Strategies of English Teachers' Classroom Discourse Competence of English Normal Students

The English education reform in primary and middle schools poses a great challenge for English teacher trainees as future front-line teachers. They not only need to master subject-specific knowledge and educational expertise , but also need to have a concept that English subject has played an important role in cultivating students’ holistic development. In this context, English teachers with accurate and expressive pronunciation can serve as role models for students, but also lay a solid foundation for beginners' pronunciation. The standardized and appropriate teachers' classroom discourse in achieving teaching objectives and developing various teaching activities should be emphasized, and the research on the strategies on the cultivation of English teachers' classroom discourse competence among English majors in normal universities, also known as English normal students, need to be carried out. In view of this, this paper first clarify the overall objectives of the English curriculum in primary and middle schools, which is the main theoretical basis of this paper, and then explores the effective strategies for cultivating English normal students' classroom discourse competence, based on the observation and analysis of English teachers' classroom discourse proficiency.

Innovative teaching methods and practice in physical education curriculum in primary and secondary schools

Innovative teaching methods and practice in physical education curriculum in primary and secondary schools

Parental Perceptions on the Introduction of Competence-Based Curriculum in Public Day Primary Schools in Nairobi County, Kenya

Competence-Based Curriculum (CBC) is being adopted in Kenya, emphasizing practical skills for real-world application. While the effects of CBC on learners have been studied, its impact on parents’ mental health remains unexplored. This study explores the perceptions of parents on the CBC in Nairobi County, Kenya. Using Epstein’s parental involvement model and Cognitive Behavioral Theory as the theoretical framework, a qualitative research approach was employed. The researcher targeted parents with children who are CBC learners of upper primary in Public Day Schools in Nairobi County. Data was collected from 12 participants sampled through multi stage sampling technique. Data was collected using detailed interviews and questionnaires on parents’ perceptions of CBC and analyzed thematically. Findings reveal that parents generally view CBC positively, believing it equips children with practical skills and values essential for their future success. Parents also parents appreciate CBC for strengthening family bonds and fostering innovative learning approaches. However, they also encounter challenges like feeling overwhelmed by CBC’s demands, confusion over assessment methods, and struggles to support their children due to educational and cultural barriers. The study recommends improving CBC implementation and parental involvement by focusing on clear communication between schools and parents, supporting those without skills to support their children’s projects.

Exploration of the "U-shaped" Integration Model for the Integrated Development of Physical Education Curriculum in Primary and Secondary Schools and Universities

Exploration of the "U-shaped" Integration Model for the Integrated Development of Physical Education Curriculum in Primary and Secondary Schools and Universities