Curriculum Integration Research Articles

TEACHERS' ATTITUDES & BARRIERS TO IMPLEMENTING CLIMATE CHANGE EDUCATION IN SECONDARY SCHOOLS

This study aimed to investigate the teachers’ attitudes toward incorporating climate change education in secondary schools. It was a descriptive study with quantitative research design. Two hundred secondary school teachers were selected through a stratified sampling technique. For data collection, a five-point self-developed Likert scale was used. Data was analyzed over SPSS 20. Descriptive and inferential statistics were used. It was found that most of the participants agreed about the importance of climate change in education, but they face barriers to implementation. The main challenges found were insufficient resources, training, and a crowded curriculum. The professional development participation particularly anticipated positive attitudes towards the climate change education. There was no significant difference in attitude towards the climate change based upon gender. A significant association was found between the subject taught and attitude towards climate change education. Findings highlight the need for targeted support, including improved resources, training, and curriculum integration, to enhance teachers' capacity and confidence in delivering climate change education.

Integrating Curriculum and Instruction In Islamic Religious Education : Insights from Robin Fogarty's Theory

This research explores strategies to enhance the coherence between curriculum and instruction in Islamic Religious Education (IRE) by employing Robins Fogarty's theory of curriculum integration. Utilizing a qualitative approach with integrating a theoretical study as a research design. Specifically, the study highlights the utility of Fogarty’s tripartite integration model as a critical lens for developing a unified IRE curriculum. This model aims to synchronize disparate content areas, fostering a more integrated and holistic student understanding. For the data sources, the research examined the various theories linked with Forgaty’s theory, and the data analysis was qualitative, in which the research tried to explain and integrate the theory into IRE policy. The findings from the study emphasized the imperative for further applied research to develop integrated lesson plans, explore teachers’ experiences and professional development needs, and assess comprehensive learning outcomes. The research advocates for a collaborative approach between curriculum theorists and educators to refine and advance IRE policies. Such collaborative efforts ensure that IRE promotes intellectual advancement and contributes to students’ spiritual and personal growth, ultimately enriching their educational experience.

Navigating the Curriculum Landscape: The Impact of Curriculum 2013 and Merdeka Curriculum on Teachers' and Students' Learning Outcomes in Indonesia

This study explores the impact of implementing the 2013 Curriculum and the Independent Curriculum on teachers and student learning outcomes in Indonesia. The 2013 curriculum is designed to improve the competencies of 21st century students through a scientific approach and project-based learning. However, its implementation is limited, including the lack of teacher readiness and adequate infrastructure. On the other hand, the Independent Curriculum offers a more flexible and student-centered approach, focusing on character development and life skills. This study uses a mixed approach, involving surveys and in-depth interviews to analyze the perceptions of teachers and students from different regions. The study results show that the Independent Curriculum significantly increases student motivation and engagement, especially through a project-based learning approach. And more than 50% of teachers agree that the integration in independent curriculum is is more effective in helping teachers to design more effective in learning.. However, the main challenge in implementing this curriculum is the resource gap, especially in remote areas. Many teachers also have difficulty adjusting to more innovative teaching methods, although they welcome the flexibility offered by this curriculum. The study concludes that while the Independent Curriculum has the potential to improve the quality of learning, its success is highly dependent on the support of more intensive teacher training and the improvement of educational infrastructure. The main recommendation is the need for more focused efforts to ensure equal access to education and increase teacher capacity throughout Indonesia.

Review of the Practice and Research on the Integration of International Curriculum in Chinese Schools

With the acceleration of globalization, the integration of international curricula has become increasingly important in the field of Chinese education, aiming to cultivate talents with a global perspective and local wisdom. This review, through an in-depth examination of existing literature, reveals the current research status and trends in the field of international curriculum integration. The study finds that, despite significant progress in the introduction of curriculum systems, innovation in teaching models, and professional development of teachers, there are still issues such as insufficient exploration of the correlation between teaching models and student learning outcomes, a lack of systematic research on curriculum localization and cross-cultural competence development, and a need for more in-depth strategies to support the professional growth of teachers. Therefore, future research needs to further explore the empirical effects of teaching model innovations, systematic strategies for curriculum localization, and multi-dimensional approaches to promote the professional development of teachers, in order to advance the integration of international curricula and improve the quality of education.

Advancing green education in MENA region: Challenges, opportunities and best practices

AbstractThis paper explores Green Education in the Middle East and North Africa (MENA), addressing shared environmental challenges across its 21 diverse countries. Despite differing economic structures, economies and politics, the need for green education, also known as environmental education (EE) or education for sustainable development (ESD), is evident. MENA encounters obstacles like centralised education structures, governance issues, curriculum gaps, limited funding, environmental awareness and gender disparities. Overcoming these challenges necessitates a comprehensive strategy involving curriculum integration, policy support, collaboration with non‐governmental organisations and international organisations, sufficient funding and effective monitoring. Engaging in global initiatives like the Paris Agreement and the Middle East Green Initiative provides opportunities to enhance EE. Adopting a holistic approach empowers the MENA region to address environmental concerns, promote sustainable development and align with global conservation efforts.

Strategies to Integrate Content on Consensual Nonmonogamy and the Transition to Parenthood Into Perinatal Education Practice.

The aim of this clinical article is to provide perinatal educators with strategies on integrating content on consensual nonmonogamy (CNM) and parenthood into their perinatal education practice. The strategies are based on both authors' research programs and clinical practices. The article is divided into six sections: an overview of CNM and parenthood, perinatal education and CNM, perinatal educators' preparation for this integration, the three guiding principles underlying this integration, the nine strategies to adapt perinatal education for CNM and parenthood, and getting support and collaboration from different levels of associations for a successful integration curriculum outcome. Acknowledging and including all partners and family members in CNM-related perinatal education programs are part of providing inclusive and comprehensive education.

Cultural safety in radiation therapy education: Identifying knowledge deficits to improve Indigenous health practice.

Reducing health disparities for Aboriginal and Torres Strait Islander peoples requires the integration of cultural safety into healthcare education. This commentary paper addresses cultural safety in the context of the radiation therapy profession and emphasises the importance of making practitioners aware of the knowledge gaps in healthcare practice. The educational strategies to improve cultural awareness amongst undergraduate students and qualified radiation therapists (RTs) are explored. The authors propose a range of recommendations to enhance cultural awareness amongst RTs in the context of Indigenous Australian care, aimed at promoting improved experiences for Aboriginal and Torres Strait Islander peoples receiving cancer care. Curriculum integration and development of initiatives such as workshops and interactive yarning groups are highlighted as pivotal platforms that foster continuous learning in radiation therapy.

Leveling up orthodontic education: Game-based learning as the new frontier in orthodontic curriculum

Game-based learning (GBL) is becoming a focal point in contemporary orthodontic dental education. This study examines GBL’s ability to provide immersive experiences simulating real-world orthodontic practice. Leveraging technologies like virtual reality (VR), augmented reality (AR), 3D modeling, and advanced e-learning platforms, GBL enhances active learning, critical thinking, and decision-making skills. While promising, GBL adoption faces challenges like high costs, technical demands, and curriculum integration hurdles. However, ongoing innovations, personalized learning paradigms, and artificial intelligence (AI) are mitigating these. This research highlights GBL’s measurable impact on student engagement, information retention, and translating theory into orthodontic practice. Through GBL’s lens, orthodontic education undergoes a paradigm shift where students construct comprehensive treatment plans for simulated patients, fulfilling modern orthodontic pedagogy’s evolving requirements.

Interprofessional education in cardiothoracic surgery: a narrative review.

Interprofessional education, an approach where healthcare professionals from various disciplines learn with, from, and about each other, is widely recognized as an important strategy for improving collaborative practice and patient outcomes. This narrative review explores the current state and future directions of interprofessional education in cardiothoracic surgery. We conducted a literature search using the PubMed, Scopus, and Web of Science databases, focusing on English-language articles published after 2000. Our qualitative synthesis identified key themes related to interprofessional education interventions, outcomes, and challenges. The integration of interprofessional education in cardiothoracic surgery training programs varies across regions, with a common focus on teamwork and interpersonal communication. Simulation-based training has emerged as a leading modality for cultivating these skills in multidisciplinary settings, with studies showing improvements in team performance, crisis management, and patient safety. However, significant hurdles remain, including professional socialization, hierarchies, stereotypes, resistance to role expansion, and logistical constraints. Future efforts in this field should prioritize deeper curricular integration, continuous faculty development, strong leadership support, robust outcome evaluation, and sustained political and financial commitment. The integration of interprofessional education in cardiothoracic surgery offers considerable potential for enhancing patient care quality, but realizing this vision requires a multifaceted approach. This approach must address individual, organizational, and systemic factors to build an evidence-based framework for implementation.

THE INFLUENCE OF INQUIRY-BASED LEARNING ON INTEGRATED SCIENCE PROCESS SKILLS OF COLLEGE STUDENTS IN TAGUM CITY: BASIS FOR AN INTERVENTION PLAN

The study aimed to determine the influence of inquiry-based learning on integrated science process skills. The result of the study was used to craft an intervention plan that will help enhance science process skills among college students. A descriptive- correlational design was employed. The 249 college-level respondents, enrolled in laboratory courses, were selected through stratified random sampling from four schools and universities in Tagum City. The study used two adapted and validated research questionnaires. Mean, standard deviation, Pearson r, and linear regression analysis were used as the statistical treatment of the study. The overall mean on the level of inquiry-based learning has resulted in 4.49 with a standard deviation of 0.67. The descriptive equivalent for the level of inquiry-based learning is very high. The homogeneity of responses has a computed standard deviation of 24.39 and a moderate descriptive equivalent which means that the indicator science process skills is fairly manifested. The result revealed that there is no significant relationship between inquiry-based learning and science process skills among college students in Tagum City. Based on the study results, an intervention plan has been developed to enhance students’ integrated science process skills. This plan includes strategies for teachers to promote integrated science process skills among students, such as alternative teaching methods, targeted skill development, teacher training, curriculum integration, assessment and feedback mechanisms, student engagement techniques, and ensuring resource availability. KEYWORDS: Science Education, inquiry-based learning, integrated science process skills, descriptive and correlational design, Tagum City, Davao del Norte, Philippines

Evaluating Civics and Religious Education: Foundations for Enhancing Students' National Intelligence

This study aims to evaluate the effectiveness of integrating Civics Education and Religious Education materials in enhancing students' understanding of citizenship concepts and moral values. The study involves detailing the number of students and the demographic information of two groups of 10th-grade students from three well-accredited high schools in Ambon City, with each group consisting of 35 students: one experimental group and one control group. Data were collected through pre-tests and post-tests, classroom observations, and questionnaires. The research results indicate that the experimental group experienced an increase in average scores from 60 to 85, while the control group only increased from 60 to 70. Paired t-test analyses showed that this increase was statistically significant, with t-values of 3.34 for the experimental group and 2.10 for the control group, both groups having a significance level smaller than 0.05. Observations and questionnaires also revealed that students in the experimental group were more active in classroom discussions and exhibited a more positive attitude toward the material taught. These findings affirm that the integration of civics and Religious Education materials can significantly enhance students' understanding, attitudes, and behaviors regarding moral values and citizenship. This research underscores the significant impact of integrating Civics and Religious Education on enhancing students' understanding of citizenship and moral values. It contributes to the existing literature by providing empirical evidence and emphasizing the necessity of comprehensive teacher training to effectively implement holistic curricula. The implications of this study highlight the need for adequate teacher preparation and ongoing evaluation to ensure successful curriculum integration, positioning this approach as an effective strategy in moral education to shape a younger generation with integrity and responsibility.

Sociodemographic Factors and Students’ Attitudes towards Integrated Instruction

The primary objective of the study was to ascertain the attitudes of final-year students in undergraduate academic and master’s academic studies at the University of Nis Faculty of Sport and Physical Education and the University of Pristina - Kosovska Mitrovica Teacher Education Faculty in Prizren - Leposavic toward the possibilities of integrating the learning contents of the subjects Serbian Language and Physical Education. The study aims to investigate views about integrated instruction and the incorporation of Serbian Language and Physical Education in the integrative curriculum based on several demographic criteria such as gender, age, faculty major, overall grade point average, and socioeconomic status. The research was conducted on a sample of 179 students. Descriptive techniques were used to determine the level of expression of basic variables, while a Linear Regression Model was employed for statistical inference testing of established hypothesis. The results obtained indicate a statistically significant correlation between attitudes towards integrated instruction and the incorporation of the Serbian Language in the integrative curriculum in relation to sociodemographic characteristics (Hypothesis 1 and 2). However, no statistically significant associations were found for attitudes towards the incorporation of Physical Education in the integrative curriculum concerning sociodemographic variables (Hypothesis 3).

Strengthening Citizenship Attitudes Through Civil Society in Elementary School Students in Mandailing Natal

The decline in citizenship attitudes among elementary school students is a significant concern requiring urgent attention. Citizenship attitudes, encompassing consciousness, responsibility, participation, and loyalty as Indonesian citizens, are crucial in molding individuals who contribute positively to national life. Recent incidents of bullying, violence, and intolerance in elementary schools across Indonesia highlight a disturbing trend, emphasizing the urgent need for action. Bullying incidents, particularly in Mandailing Natal District, persist due to factors like seniority culture and lack of empathy, exacerbating students' vulnerability. To address this decline, civil society's role is essential, yet its full potential remains untapped due to various constraints. Understanding this background is crucial for effective intervention design. Civil society can reinforce citizenship attitudes, advocate social righteousness, and enhance national integration, emphasizing values like legal awareness, social responsibility, and tolerance. Child-friendly school environments and active participation in civil society programs can empower students and foster inclusive communities. Strengthening citizenship attitudes requires curriculum integration, extracurricular activities, and teacher training to enhance students' awareness and critical thinking. Collaborative efforts involving schools, teachers, students, and the local community are vital, along with investment in resources and partnerships. By reinforcing citizenship attitudes, we can cultivate individuals committed to democracy, tolerance, and social responsibility, fostering a harmonious and inclusive society.

VAI TRÒ CỦA TƯ DUY PHẢN BIỆN TRONG GIÁO DỤC BẬC TRUNG HỌC

Critical thinking skills are broadly defined as the ability to analyse, evaluate, and construct logical arguments. It can therefore be affirmed that critical thinking is crucial for developing students’ autonomy, creativity, and problemsolving skills. Integrating critical thinking into the curriculum encourages students to form personal viewpoints, engage in indepth discussions, and tackle problems from various perspectives. Effective integration methods include the use of open-ended questions, promoting argumentative skills, and supporting multidimensional learning. Despite challenges such as training adequately competent teachers or the compatibility of traditional teaching methods, the potential opportunities to enhance the quality of education through the integration of critical thinking into the curriculum are highly significant. Critical thinking not only helps students achieve their best potential in learning but also prepares them to face the complexities of modern life. Keywords: Critical thinking; secondary education; teaching methods; problem-solving skills; curriculum integration.

Cultural intervention based on "Bhuppa Bhabhu Ghuru Rato" to overcome early marriage in Torjun Sampang

Pondok Pesantren Darussalam Torjun is addressing the high incidence of early marriages, which significantly impact students' education. Data shows that 41 percent of women in Torjun Village marry before 21, leading to issues like low educational attainment, health risks, and economic challenges. To combat this, a cultural intervention program, BHUPPA-BHABHU-GHURU-RATO, was developed in collaboration with partners. The program aims to increase students' knowledge about early marriage and assertive communication, raise parental awareness of early marriage impacts, and provide a curriculum and educational media on the subject. The initiative targets 77 students, 20 parents, 5 school administrators, health center staff, religious affairs office staff, and the sub-district head. The methods include psychoeducation and the dissemination of curriculum and educational media. The program comprises two parts: community empowerment, involving activities for students, parents, school administrators, and government officials, and cadre development, focusing on peer counseling and persuasive communication training. Results showed a 16 percent increase in students' understanding of early marriage dangers, a 3 percent increase in assertive communication knowledge, and a 10 percent increase in parental awareness. The program's sustainability is supported by curriculum integration, the use of educational media, and the Anti-Early Marriage Knights system.

The Effect of Integrative Curriculum Implementation and Character Education on Academic Success of Islamic Boarding School Students in East Java

This study investigates the impact of integrative curriculum implementation and character education on the academic success of students in Islamic boarding schools in East Java. Utilizing a quantitative research design, the study gathered data from a sample of 150 students, employing a Likert scale ranging from 1 to 5 to measure responses. The analysis was conducted using SPSS version 25 to determine the relationship between the variables. Findings reveal a significant positive effect of both integrative curriculum and character education on academic performance. Integrative curriculum implementation (r = 0.64, p < 0.01) and character education (r = 0.58, p < 0.01) were both positively correlated with academic success. Multiple regression analysis showed that these variables together explained 52% of the variance in academic success. The results underscore the importance of a holistic educational approach that combines academic and character development to enhance student outcomes. These insights offer valuable implications for educators and policymakers aiming to improve educational strategies in Islamic boarding schools.

Navigating priorities: Assessing the challenges of curriculum reform in Turkish Urban and Regional Planning Schools

Planning departments in Türkiye recently witnessed a boom. In less than 20 years, the number of universities offering urban planning programs increased from a dozen to 45, most accepting students with limited resources. Urban planning education has faced many challenges over the last two decades, and offering education with limited resources carried this problem to another level, increasing concerns among scholars about the quality of the education and the learning outcomes a planner should possess at graduation. While planning schools in Türkiye deals with the issues above, global debates in planning education revolve around integrating topics such as climate change, inequality, informality, and decolonization into the curriculum. This study aimed to reveal to what extent global issues find their way into Turkish planning school agendas in an environment where more pressing matters threaten the quality of education. To look further into this issue, all documents published by TUPOB (Türkiye Planning Schools Association) since its foundation were analyzed, and seven in-depth interviews with TUPOB members were conducted. A predominantly qualitative approach was utilized. The findings suggest that the lack of resources is the most critical problem for urban planning schools, followed by insufficient teaching faculty. The curriculum updates and integration of global issues such as climate change and urban poverty come later in the priorities list. This research showed that concerns regarding resources and lack of standards take precedence over global discussions in planning curricula.

Digital Entrepreneurship Research for Learning and Teaching in Education: A Bibliometric Analysis

Digital entrepreneurship has heralded a paradigm shift in the business and educational landscape, ushering in an era where creative thinking, problem-solving, and digital prowess are integral curriculum components. This study undertakes a comprehensive bibliometric analysis of digital entrepreneurship in education, delving into its profound influence on the learning and teaching process. Leveraging the extensive Scopus database for data extraction, our research aims to offer a panoramic view of research trends, methodologies, and critical themes encapsulated within the academic literature from 2004 to 2023. Employing a meticulous bibliometric analysis methodology utilizing Bibilioshiny complemented by Microsoft Excel for metadata visualization, our study meticulously identified and analyzed 257 relevant documents. Through this analysis, we delineate the contributions of 743 authors and their affiliations while scrutinizing the geographical distribution of contributing countries. The findings of our study underscore a marked surge in interest surrounding digital entrepreneurship in education, with China emerging as the primary contributor, boasting 108 published articles in this domain. Beyond mere statistics, our research endeavors to equip educators, curriculum developers, and policymakers with invaluable insights into the seamless integration of digital entrepreneurship into educational frameworks. Moreover, it sheds light on specific areas warranting further exploration, elucidating their potential impact on future learning paradigms.

Exploring the Pathways of Ideological and Political Education through the Integration of Marxism and Traditional Chinese Culture

This paper explores the integration of Marxism and traditional Chinese culture within ideological and political education, presenting a novel methodology for ideological dissemination in China. By combining Marxist scientific and theoretical frameworks with the ethical and philosophical richness of traditional Chinese culture, the study proposes a comprehensive educational strategy. This integration aims to enhance the effectiveness and cultural relevance of ideological and political education, addressing both societal and individual needs. The research highlights shared values such as social harmony, justice, and the importance of education, while demonstrating the complementarity of Marxist dialectics and traditional Chinese ethical teachings. Through strategic curriculum integration, targeted teacher training, and experiential extracurricular activities, the study provides a holistic approach to fostering critical thinking, cultural awareness, and social responsibility. Ultimately, this integrated framework seeks to cultivate a socially responsible and ethically grounded citizenry, contributing to the development of a harmonious and equitable society.

Currículo integrado, superando a lógica do tempo escolar

This article discusses the fragmentation of knowledge and of the human being caused by the logic of time in modern and contemporary society, where time is controlled by bosses, who enjoy idleness and scientific knowledge, while workers perform tasks within a rigidly controlled time. This dualism also permeates Brazilian education, with the separation between general education for the elites and preparation for work for the disadvantaged classes, consolidated in the 1940s. The school organization, marked by uniformity, does not take into account the various social and individual variables, resulting in a fragmented pedagogical time. The article proposes to overcome this logic through an education that promotes the integral formation of the human being, uniting manual and intellectual work. This requires a curricular approach that is not linear and fragmented, but rather integrated and dialectical, considering work as a central element of human formation. The dialectical perspective suggests the reconstruction of totalities through the relationship between the parts, and the overcoming of the capitalist temporal logic, which controls the time of production. Curricular integration must go beyond the overlapping of disciplines and be guided by innovative methodological approaches that allow a broader and more complex understanding of the phenomena. In addition, the integrated curriculum needs to connect scientific concepts with their practical and social applications, promoting a complete and critical education. Finally, the article argues that the integrated curriculum transcends linear and fragmented temporality, recognizing the importance of individual learning rhythms and the need for an education that goes beyond the reproduction of knowledge, promoting resistance to the dehumanizing logics of capital. The school must thus integrate individual and collective times and spaces, allowing for an education that is truly formative and transformative.