This descriptive review describes the integration and graduate impact of the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines (BPGs) into the "concept and competency-based" nursing curriculum at the University of Calgary in Qatar (UCQ). The RNAO BPGs are integrated into clinical practice areas worldwide. However, the extent and effect of undergraduate nursing student preparation for using BPGs in clinical and professional practice have yet to be described. This descriptive review examines the context, strategies, and impact of incorporating BPGs into nursing curricula using data extracted from curriculum mapping, course outlines, surveys, and student evaluations. The review analyzes curriculum mapping, course outlines, student surveys, and program evaluations to assess the integration of RNAO BPGs into the UCQ nursing curriculum. The integration of BPGs into the concept and competency-based nursing curriculum was evidenced by a year-over-year increase and scaffolding of BPGs in the course outlines. The impact is reflected in the teaching strategies aligning well with the curriculum plan. Nursing program evaluation results showed that UCQ nursing graduates applied and advocated for BPGs in their professional nursing practice. UCQ strategically integrated BPGs into its concept and competency-based curriculum through scaffolding and active teaching strategies. This approach enhanced practical learning, leading to increased BPG utilization in clinical practice and improved patient outcomes. The findings offer valuable insights for academic institutions on effective RNAO BPG integration. http://links.lww.com/IJEBH/A575.

Curriculum planning is a strategic aspect of educational management that determines the direction of graduate competency development in the digital era. Islamic Religious Higher Education institutions are required to integrate Islamic values with developments in science and technology in order to remain relevant to the needs of society and the world of work. This study aims to analyze the curriculum planning model at UIN K.H. Abdurrahman Wahid Pekalongan in facing the challenges of digital transformation without neglecting Islamic values. This study used a descriptive qualitative approach, with data collected through in-depth interviews, observation, and documentation study. The main informant of the study was the Head of the Islamic Religious Education (PAI) Study Program at UIN K.H. Abdurrahman Wahid Pekalongan. The results show that curriculum planning is carried out participatively by involving university leaders, lecturers, students, alumni, graduate users, and quality assurance institutions through needs analysis, discussion forums, workshops, curriculum mapping, and continuous evaluation. The curriculum is designed based on the vision of integrating Islam, science, and technology and accommodates the strengthening of digital literacy, religious moderation, professional competence, and the use of Artificial Intelligence (AI)-based technology. Nevertheless, the implementation of the digital curriculum still faces constraints in the form of limited technological infrastructure, internet bandwidth, and the digital literacy of some lecturers. The conclusion of this study affirms that the success of curriculum planning at UIN K.H. Abdurrahman Wahid Pekalongan is determined by the institution’s ability to integrate Islamic values, technological innovation, and continuous evaluation. The implications of this study contribute to the development of a curriculum planning model for Islamic Religious Higher Education that is adaptive to digital transformation and oriented toward producing graduates who are competent, adaptive, and characterized by strong values.

Effects of pervasive exposure to trauma result in a costly public health crisis. Trauma-informed care (TIC) is a well-known and established health care approach for supporting individuals who experience trauma. Despite increasing recognition of its importance, TIC remains poorly integrated into nursing education, with reasons that are not yet well understood. This interpretive descriptive study explored nurse educators’ perspectives on the facilitators and barriers for embedding TIC into nursing curricula in Ontario, Canada. Twenty eight participants were purposively sampled from an online survey of 145 respondents for semistructured interviews. Reflexive thematic analysis guided the generation of key facilitators and barriers. Facilitators included: passionate educators, innovative teaching strategies, supportive leadership, and collaborative teaching models. The barriers to TIC integration in undergraduate nursing programs included: the invisibility of TIC in curricula; a lack of faculty training and confidence; overloaded, siloed program structures; challenges with authentic assessment; and inconsistent role modelling in clinical settings. Embedding TIC into undergraduate nursing education requires intentional curricular mapping, institutional support, faculty development, and alignment with clinical practice and experiential learning. Effective integration of TIC in undergraduate nursing curricula is needed to equip nurses to address the growing global burden of trauma and support a resilient nursing workforce.

Undergraduate dental curricula are in a continuous process of reform, aiming to integrate scientific content with clinical practice and strengthen competency-based learning [1]. While these changes promote coherence and relevance, they also create uncertainty among faculty members about their teaching scope, learning objectives, and curricular responsibilities. Such uncertainty may lead to frustration and weaken the teaching–learning process. In 2023, the School of Dentistry, University of University of São Paulo (FOUSP) implemented a new integrated curriculum, revealing these challenges within the Dental Biomaterials discipline. Faculty members reported difficulty identifying where and how their content would appear in the revised curriculum. To address this and to promote pedagogical reflection during the transition to an integrated program, a structured curriculum mapping project was designed as both a support and diagnostic tool. This initiative sought to help faculty realign their content and strengthen curricular coherence during implementation of the new curriculum. In response to these challenges, we conducted a curriculum mapping of Dental Biomaterials content based on Harden's [2] framework. Six faculty members (five full-time and one part-time instructors) participated, all from the Department of Biomaterials and Oral Biology, representing both preclinical and laboratory teaching activities. The process included document analysis (syllabi, pedagogical project, and class schedules) and semi-structured interviews exploring faculty perceptions of content, learning outcomes, and teaching methodologies [3]. Interview transcripts were analyzed through an inductive thematic process aligned with Harden's curriculum mapping dimensions (learning outcomes, content, teaching methods, and assessment). Artificial intelligence tools were incorporated to enhance efficiency: TurboScribe was used for transcription and ChatGPT supported synthesis and language refinement. All outputs were subsequently reviewed and validated by the interviewed faculty members to ensure accuracy, reliability, and ethical integrity. The final mapping document detailed the location, objectives, and pedagogical approaches of each content area and was shared with the department chair as a reference for curricular coordination and faculty development Figure 1. The curriculum mapping revealed a redistribution of Dental Biomaterials content, with increased laboratory workload, improved articulation between theoretical and practical sessions, and reduced overlap with other disciplines. Faculty reflections indicated that the process fostered greater pedagogical awareness and collaborative dialogue, allowing them to reconsider their educational intentions and align teaching strategies with program-level competencies. These effects align with previously described benefits of curriculum mapping, particularly regarding improved transparency and coherence across health professions curricula [4]. Concrete outcomes included the integration of laboratory exercises earlier in the curriculum, the identification of redundant theoretical topics, and the recognition of opportunities for interdepartmental collaboration—findings consistent with prior evaluations of curriculum mapping within dental materials education [5]. Challenges also emerged, such as limited faculty time to assimilate changes, continued reliance on lecture-based teaching, and initial resistance to modifying long-established content. Despite these constraints, the process functioned as both a managerial and reflective instrument, enhancing curricular clarity and supporting faculty in navigating the transition to an integrated program.1 This project was supported by a Scientific Initiation grant from the Unified Scholarship Program of the University of São Paulo. Artificial intelligence tools (TurboScribe for transcription and ChatGPT for synthesis, text revision, and translation corrections) were used, followed by human validation to ensure accuracy and ethical integrity. The Article Processing Charge for the publication of this research was funded by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) (ROR identifier: 00x0ma614).

Accreditation ensures educational program quality, public accountability, and professional readiness. Compliance demands substantial personnel effort and coordination. Although advances in artificial intelligence (AI), and more specifically large language models (LLMs), could streamline accreditation preparation, these models pose risks by producing plausible but inaccurate outputs, known as hallucinations. To mitigate risks, Retrieval-Augmented Generation (RAG) can improve the reliability and factual grounding of LLMs by incorporating retrieved source documents. Studies have shown that LLMs equipped with a RAG system reduce hallucinations and increase response accuracy. The aim of this position paper is to address the challenge of resource-intensive and human error-prone accreditation preparation by advocating for the strategic integration of RAG technology. A RAG system enables programs to analyze internal documents against accreditation standards to generate curricular maps, reports, and recommendations. Effective use depends upon the quality of source documents and prompts. Adoption of a RAG system requires examining university policies and program-specific needs and ensuring human oversight. The authors advocate for strategic integration of RAG technology for accreditation preparedness and continuous quality improvement in PT education. Institutions and stakeholders are encouraged to explore, implement, and evaluate RAG solutions to enhance operational efficiency, ensure data accuracy, and increase responsiveness to evolving educational and regulatory standards.

Dental and oral hygiene education has historically prioritised Western frameworks, often overlooking regional challenges. Alcohol misuse and Foetal Alcohol Spectrum Disorder (FASD) pose significant global health burdens, with South Africa experiencing among the highest prevalence of FASD worldwide. This study assessed the extent to which FASD and alcohol misuse are integrated into the Bachelor of Oral Health (BOH) and Bachelor of Dental Surgery (BDS) curricula at the University of the Western Cape (UWC), the only WHO Collaborating Centre for Oral Health in Africa. A curriculum mapping exercise was undertaken using keyword searches aligned with two international FASD competency frameworks. Module outlines, course guides, and convenor inputs were reviewed to determine the presence or absence of FASD and alcohol-related content. Identified content was categorised as direct, indirect, or absent. The BOH programme comprised 30 modules across three years, of which 10 demonstrated alignment with the target competencies. Notably, the Special Care for Oral Health module explicitly addressed both FASD and alcohol dependency, focusing on patient management, and ethical and legal responsibilities. The BDS curriculum included nine aligned modules; however, references were limited to the biological consequences of alcohol use, with no dedicated content on the management of affected patients. Across both curricula, indirect references were identified in modules addressing abnormal foetal development, special needs dentistry, and the management of medically compromised patients. Despite limited direct coverage, several opportunities for horizontal and vertical integration of relevant content were evident. Current oral health curricula at UWC insufficiently address the management of patients with FASD and alcohol misuse, reflecting a broader gap in context-responsive education. There is an urgent need to develop South Africa-specific guidelines, competencies, and resources to support the integration of these topics into existing curricula. Strengthening curricular alignment will equip future oral health professionals with the knowledge and skills to contribute meaningfully to one of the country's most pressing public health challenges.

ABSTRACT Objective This Delphi study aimed to identify current, practice-informed competencies required for Educational and Developmental Psychologists in Australia. Method The study employed the Delphi method, involving two iterative rounds of surveys with a panel of 46 experts. Phase 1 involved thematic content analysis of existing competency frameworks from English-speaking countries. Phase 2 consisted of two Delphi rounds where participants rated the importance of identified competencies and suggested additional competencies. Results In Round 1, 35 competency domains were presented, with 10 excluded based on mean values and standard deviations. Panellists suggested 89 additional competencies, resulting in 8 new domains after thematic analysis. In Round 2, the revised list included 33 competencies, encompassing areas such as neurodevelopmental conditions, ethical practice, research communication, and cultural competence. The final consensus highlighted the need for a diverse skill set addressing the complexities of contemporary educational and developmental contexts. Conclusions Findings offer a consensus snapshot from Australian/New Zealand practitioners of what is most important now. The set is intended as a reference for curriculum mapping, supervision, and service planning.

Cultural safety is a vital component of healthcare education, particularly in countries with colonial histories such as Australia. Ensuring that cultural safety is meaningfully embedded and assessed within health professional programs is essential for improving health outcomes for First Nation Australians. Therefore, the aim of this study was to evaluate how cultural safety is represented in a Pharmacy education curriculum. A qualitative curriculum mapping approach was used to identify cultural safety elements in curriculum documents. First, the Aboriginal and Torres Strait Islander health curriculum framework was used to determine if unit-level learning outcomes referenced cultural safety. Second, the concept of constructive alignment was used to determine if cultural safety learning outcomes were constructively aligned with learning activities and assessments. Third, verbs similar to Bloom's taxonomy was used to identify the cognitive level of cultural safety elements RESULTS: Seven units of study were mapped. One unit demonstrated aligned cultural safety elements, however, six did not. Assessments of cultural safety learning outcomes were largely absent with learning activities typically confined to single events at novice level. When assessments did occur, they were predominantly of a lower cognitive order through multiple choice or short answer questions formats CONCLUSION: Despite national standards, cultural safety appears to be inconsistently embedded and poorly assessed. Further curriculum development is necessary to achieve constructive alignment and accountability.

Background. The research into Islamic boarding school (pesantren) curricula has mainly centred on the process of institutional change, whereas the internal workings of fiqh turath have received scant attention from the perspective of the modern theory of curriculum. It is noteworthy that turath may be regarded as a means for realizing the idea of a vertical curriculum because the point has never been considered theoretically before. Purpose. This study aims to analyze the vertical continuity of fiqh learning in pesantren and to examine the extent to which the structure of classical texts reflects the characteristics of a spiral curriculum. Method. A qualitative longitudinal case study was conducted at Darullughah Wadda’wah Islamic Boarding School. Data were collected through curriculum documents, examination archives, classroom observations across three instructional levels, and semi-structured interviews with key stakeholders. The analysis employed qualitative curriculum mapping and cognitive task analysis based on the revised Bloom’s taxonomy. Results. The findings show that core fiqh themes recur systematically across instructional levels, accompanied by progressive argumentative deepening and increasing cognitive complexity. This pattern reflects an implicit spiral structure embedded in the mukhtashar–syarah textual tradition, indicating a consistent form of vertical alignment without formal curriculum engineering. Conclusion. This paper contributes theoretically to the discussion by reinterpreting the idea of a spiral curriculum through a text-based epistemology, where it is shown that coherence in curricula can result from the inherent structures in classical texts. This theory is used to develop the Turath-Based Spiral Curriculum Model, which seeks to integrate traditional Islamic education with modern curricular theory. Due to the limitations of the single case study design, this theory is not a general theory but rather a theoretical proposition.

Background Nutrition is a modifiable driver of morbidity and mortality in the UK, yet nutrition education remains marginal within medical curricula. Despite guidance from the General Medical Council (GMC) and the Association for Nutrition (AfN), evidence suggests persistent under-provision. Methods We triangulated findings from: (1) a curriculum review and mapping exercise of UK medical schools; (2) a curriculum survey (n=31) of final-year or newly qualified students; and (3) a rapid review (2010–2025) of literature on nutrition education in UK medical programmes. Survey items mapped to AfN competencies and GMC Outcomes for Graduates. Results Across all data sources, nutrition education was inconsistently delivered, theoretical and rarely assessed. Most students (71%) reported receiving ≤10 hours of teaching. Although 84% rated nutrition as important, only 61% felt prepared to address nutrition issues. Confidence was lowest for practical skills (nutrition assessment, referral pathways and brief interventions). The rapid review identified longstanding barriers: low curricular legitimacy, limited assessment, insufficient faculty expertise and weak clinical integration. Enablers included nutrition leads, interprofessional learning and competency-aligned teaching. Conclusions Despite national prevention ambitions, nutrition remains insufficiently integrated into UK medical education. Aligning curricula with AfN/GMC standards, strengthening assessment, embedding leadership and co-designing applied teaching with students represent practical high-impact opportunities to develop prevention.

Universities are increasingly expected to bridge the gap between higher education, skills development, and graduate employability, yet evidence-based approaches to curriculum–labour market alignment remain limited in Communication Studies. This study examines which ESCO-mapped occupational profiles and transversal competencies are represented in official curricula of leading Spanish Communication programmes (RQ1), how demand for communication-related occupations evolved in Spain over 2018–2023 (RQ2), and where the most salient alignment gaps emerge to inform curriculum redesign (RQ3). We used an explanatory sequential mixed-methods design combining documentary analysis of programme verification reports and national disciplinary documentation, an ESCO-based mapping of curricular profiles, and labour-market intelligence from 2,701,503 job postings (2018–2023) mapped to ESCO to analyse demand dynamics, volatility, and skill patterns. Results show strong curricular convergence around a shared core of ESCO profiles (71.8% of identified codes shared across institutions) alongside institution-specific specialisations (28.2%). Labour demand fluctuated markedly across the period and exhibited heterogeneous volatility by occupation, and transversal competency patterns differed significantly across professional groupings, supporting segment-specific interpretations of alignment and mismatch. Overall, ESCO combined with job-posting analytics provides a replicable framework for continuous curriculum calibration and employability-oriented programme redesign, particularly for hybrid profiles that integrate technical, analytical, relational, and ethically grounded capabilities.

This study evaluated the alignment of the University of Namibia Library collection with the updated Bachelor of Pharmacy curriculum to assess its adequacy and responsiveness to competency-based education. Through curriculum mapping and a policy-based 1:20 adequacy ratio, the review identified a strong alignment across anatomy, pharmacology, microbiology, and pharmaceutical practice. While two core microbiology texts surpassed the adequacy thresholds, applied pharmaceutical practice as well as pharmaceutical compounding and dispensing fell slightly short. However, gaps remain in pharmaceutics, toxicology, pharmacokinetics, and pharmaceutical calculations. Addressing these gaps requires closer collaboration between librarians and faculty, as well as increased investment in digital and open-access resources.

Competency-based medical education (CBME) requires structured and contextually relevant curriculum reform. In obstetrics and gynecology (OBGYN), aligning undergraduate training with clinical competencies and national health priorities remains a global challenge, particularly in contexts with limited opportunities for procedural experience. To develop, implement, and evaluate a validated, full life-cycle curriculum reform process for undergraduate OBGYN education aligned with Kern's Six-Step Approach and international best practices. A comprehensive curriculum review and reform were conducted using a validated full life-cycle process. The process included general and targeted needs assessments, international benchmarking, and a sequence of faculty development mini-workshops. Flipped classrooms, simulation, case-based learning, curriculum mapping, and observable professional activities (OPAs) were integrated. Evaluation involved analysis of student satisfaction, competency attainment, and faculty feedback following implementation. Lecture hours were reduced and replaced with active, learner-centered strategies. Flipped classroom and simulation-based sessions enhanced engagement, communication, and procedural confidence. Student satisfaction scores improved across domains (mean 3.6-4.2/5), and interest in OBGYN as a career increased from <5% to 34%. Faculty reported improved alignment between learning outcomes, teaching methods, and assessment tools. Integrating CBME principles with flipped and simulation-based methods, mapped OPAs, and structured evaluation yielded measurable improvements in learner performance, engagement, and professional interest. This validated, full-cycle reform process provides a replicable and sustainable framework for curriculum renewal in OBGYN education within regional and global contexts.

Mapping undergraduate pharmacy curricula in Saudi Arabia against a national competency framework: A case study of two PharmD programmes.

The Internet of Things (IoT) is transforming industries globally, yet its integration into university curricula in developing and post-conflict contexts such as Somalia remains largely unexplored. This study examines the adaptation level of IoT within university curricula across 24 institutions in Mogadishu, Somalia, drawn from 56 contacted universities out of more than 120 higher education institutions registered in Somalia. A mixed-methods design combines systematic curriculum document analysis with thematic analysis of open-ended questionnaire data collected from six academic staff members (P1–P6). Findings reveal that only one institution (4.2%) offers IoT as a standalone subject, while all 24 sampled universities (100%) incorporate at least one IoT-related course. Thirteen distinct IoT-related subjects were identified, with Data Communication &amp; Networking and Wireless &amp; Mobile Computing being the most prevalent. Curriculum mapping against IoT architecture layers demonstrates that the network layer is most extensively covered (91.7%), while the application and cloud layer remains critically underrepresented (20.8%). Qualitative thematic analysis identifies infrastructure deficits (100%), curriculum overcrowding (83.3%), funding constraints (50%), and faculty shortages (33.3%) as principal barriers, while documenting a unanimous consensus on the need for IoT integration, high student interest, and an observable trend of students self-enrolling in external IoT training centers to bridge the institutional curriculum gap. The study contextualises findings within East African Community (EAC), Intergovernmental Authority on Development (IGAD), and Arab regional frameworks and concludes that Mogadishu universities possess meaningful curricular foundations but require strategic infrastructure investment, faculty development, and national policy coordination to advance toward dedicated IoT education programs.

This paper hopes to discuss and suggest a systematic, interdisciplinary model of integrating biodiversity education in STEM education, with the aim of increasing ecological literacy, encouraging interdisciplinary problem-solving, and encouraging positive attitudes towards conservation careers. It is also assessed how this integration affects student engagement and learning outcomes in the study. It used a mixed-methods design, which included baseline curriculum mapping, a teacher survey, and the introduction of a biodiversity-based integrated module of STEM. The course syllabi, learning objectives, and instructional materials were reviewed in Biology, Environmental Science, Data Science, and Engineering subjects, and the curriculum mapping. The intervention session consisted of problem-focused and evidence-based tasks, and the pre- and post-intervention tests consisted of ecological literacy, understanding of biodiversity, and STEM application skills. Student reflective journals and open-ended surveys based on qualitative data were used to collect the data. There was also no difference between the baseline curriculum mapping: 92.5% of the biology and 83.3% of the Environmental Science courses included the content on biodiversity, in contrast to 30% of Data Science and 18.2% of Engineering. The results of post-intervention assessments indicated a great enhancement of students in the following areas: Ecological literacy level increased to 72.3 ± 8.4 (Cohen's d = 1.76), Biodiversity concepts to 70.1 ± 7.1 (Cohen's d = 1.89), and STEM application skills to 74.4 ± 9.5 (Cohen's d = 1.65). Biodiversity in STEM education improves academic achievement and student learning. The paper has identified the necessity of Curricular reforms to overcome the low level of inclusion of biodiversity in Data Science and Engineering. This evidence indicates that interdisciplinary biodiversity education delivers cognitive and affective learning outcomes, making students ready to work in the conservation field and environmental research.

Professional education programs present unique challenges for academic libraries, requiring services that balance intensive disciplinary demands with the broader needs of undergraduate learning. This study examines the effectiveness of library services in supporting undergraduate students at an international medical university through a comprehensive user satisfaction assessment. Using cross-sectional survey methodology, we collected data from 343 users (93% of whom were undergraduates), thereby achieving a robust representation of the primary user population. Results reveal that undergraduate students prioritize library spaces as essential learning infrastructure (56.3%), with moderate to strong service satisfaction (M = 3.54–3.92). However, collection relevance assessments reveal critical development opportunities: only 17% rate resources as moderately or highly relevant, while 56% perceive them as slightly relevant, and 36% report no relevance at all. Comparative analysis with international benchmarks contextualizes the findings within established patterns, while identifying institution-specific opportunities for enhancement. This research contributes methodological frameworks for replicable assessment and provides evidence-based recommendations for enhancing library services in professional undergraduate programs. Findings emphasize the strategic importance of environmental quality, targeted collection development through curriculum mapping, and intentional service promotion for specialized support. The study offers transferable insights applicable across similar professional education contexts.

The integration of traditional and complementary medicine (T&CM) into modern medical education remains a global challenge. Kampo medicine, a Japanese traditional pharmacotherapy, is recognized in the International Classification of Diseases, 11th Revision, and is widely used; however, no structured methodology exists for efficiently designing curricula within limited time and resources. To address this gap, this study proposes a methodological framework-illustrated through Kampo medicine but generalizable to other forms of T&CM-for organizing and visualizing curricular content to guide educational needs assessment and curriculum design. The objective of this study was to develop and illustrate a reproducible mapping framework that integrates (1) real-world clinical utilization frequency and (2) the accumulation of biomedical evidence to inform educational prioritization and stepwise curriculum design for T&CM, using Kampo medicine as an exemplar. A mapping approach was developed based on two perspectives: frequency of use in clinical training and level of biomedical evidence. Twelve years of outpatient prescription data from Kyoto University Hospital were analyzed to identify the most frequently prescribed Kampo formulas. For the 10 most common formulas, PubMed searches were conducted to determine the number of randomized controlled trials. Data were integrated using hierarchical clustering and plotted along frequency-evidence axes to produce an educational priority map, which informed a stepwise curriculum design grounded in adult learning theory. Prescription heat maps revealed substantial interdepartmental variation, and clustering identified distinct groups of formulas based on usage patterns. No statistically significant correlation was observed between prescription frequency and level of evidence (Pearson r=0.228, 95% CI -0.469 to 0.750; P=.53; Spearman ρ=0.498, 95% CI -0.308 to 0.926; P=.14). Integrating these two perspectives enabled interpretation of real-world prescription patterns and supported a transparent educational prioritization framework. This study presents a feasible and adaptable framework that links real-world clinical data with biomedical evidence to inform curriculum design in T&CM. Rather than prescribing specific content, the framework offers visual decision-making tools that align educational priorities with institutional practice patterns and can be readily adapted to complementary, alternative, and integrative medicine programs internationally.

This study examines the structure and implementation of science education in the curricula of Greek departments of primary education (DPEs) for the academic year 2024-2025, contextualizing the findings within an international comparative framework. The research conducted a rigorous curriculum mapping of all nine DPEs, examining both the officially intended and the delivered science-related courses, with an emphasis on their disciplinary orientation, pedagogical characteristics, compulsory status, and positioning within study programs. The research revealed significant discrepancies between the intended and implemented curricula, with numerous scheduled courses unavailable. Physics predominated in the disciplinary profile, whereas chemistry, biology, and inquiry-based or laboratory courses were underrepresented. The majority of scientific courses were theoretical, elective, and focused on the initial semesters, indicating a disjointed and peripheral role of scientific Education in teacher training. These findings align with global research highlighting ongoing difficulties in establishing cohesive, inquiry-based science teacher education programs. The study indicates that comprehensive change is essential to guarantee curricular consistency, mandatory core science courses, and practical learning opportunities across the program. These modifications would enhance pre-service teachers’ scientific literacy, pedagogical confidence, and preparedness to facilitate inquiry-based learning in primary classrooms. The Greek situation offers significant insights for the international dialogue on curriculum development and educator proficiency in science education

Aligning nursing curricula with the 2021 American Association of Colleges of Nursing (AACN) Essentials is complex and time intensive. Manual mapping often limits faculty capacity for deeper pedagogical discussions. A customized digital curriculum-mapping tool was integrated into the early stages of a Bachelor of Science in Nursing redesign. The tool embedded AACN Essentials, institutional guidelines, and standardized terminology. Faculty used structured prompts to generate draft outcomes, sub-competency mappings, and course sequencing, which were collaboratively refined. Faculty reported reduced time on manual formatting, improved consistency in terminology, and greater flexibility to apply workflows across courses. These efficiencies created space for strategic planning and higher-level curriculum discussions. Digital mapping tools can streamline curriculum redesign, foster faculty engagement, and support alignment with national standards while preserving academic rigor.