Curricula Of Institutions Research Articles

Teaching Creative Thinking Skills in Educational Institutions in Nigeria

Creative thinking is a multidisciplinary concept that falls within the brackets of higher order thinking skills and its teaching in educational institutions in the 21st century has become inevitable in Nigeria in particular and the global community at large, because change occurs in split seconds with prospects, challenges and corresponding crises that keep man in a complete state of apprehension and loss without corresponding skills to explore the environment to man’s advantage. Using the philosophical methodology, the paper discusses the teaching of creative thinking skills in educational institutions in Nigeria. The paper acknowledges that the inability of educational institutions in Nigeria to prioritize the teaching of creative thinking skills is responsible for the near to nothing level of productivity that exists in the Nigerian society compared to the number of educated persons in Nigeria. The paper strongly maintains that making the teaching of creative thinking a norm in Nigeria can be a springboard for entrepreneurial revolutions that can checkmate social vices in Nigeria. The paper makes recommendations, part of which are that education should be repositioned to prioritize the teaching of creative thinking to would-be teachers in the training of teachers in teacher education institutions, that instructional delivery across all tiers of education should be based on problem based and project based approaches that prioritize practical instead of theory, a development that demands providers and sponsors of education to be more committed and that the curriculum of educational institutions in Nigeria should incorporate realities of the 21st century among others. Keywords: Education, Teaching, Creative teaching, teaching creative thinking

Investigation of Veterinary Student and Faculty Perspectives of Factors Affecting In-Person Lecture Attendance.

A proposal was submitted to our institution's curriculum committee to discontinue lecture livestreaming to increase attendance, and we performed a study to investigate factors affecting lecture attendance. In January 2022, the faculty and students were surveyed to explore their perspectives on the impact that student attendance has on both the student and faculty lecture experience. We included a subset of common questions to allow for comparison. For students, in-person lecture attendance was not largely influenced by content or delivery. Instead, most students indicated flexibility, preserving emotional well-being, optimizing efficiency, exams, and COVID-19 as important. Students also indicated that part-time jobs, caring for family or pets, and commuting were additional reasons to elect a remote lecture experience. Faculty also recognized the impact of these factors on lecture attendance, but they were concerned about student learning and preparedness for clinics, and their own effectiveness and wellbeing as educators. Sixty-one percent of faculty agreed that low lecture attendance negatively impacted their overall professional satisfaction and 67% indicated that it decreased their enjoyment of teaching. Faculty mentioned missing real-time feedback from students and they expressed sadness at the loss of personal interactions. After reviewing results of the study, the curriculum committee voted to discontinue livestreaming of lectures. Although students provided strong feedback on the importance of flexibility, the committee agreed with faculty concerns. It remains to be determined if lecture attendance increases because of this decision and preparedness for clinics should be objectively measured in the future.

LMS 성찰 글쓰기를 활용한 ‘뉴스포츠 실기 및 지도법’ 전공수업에 참여한 직전 교사의 경험과 시사점 탐색

Objectives The purpose of this study was to explore the experiences of pre-service teachers who took the ‘new sports practical skills and teaching method’ using LMS reflection writing at universities.
 Methods For 15 weeks from March 2 to June 8, 2023, the reflective essays written by elementary school preparatory teachers who participated in the New Sports Practical Skills and Teaching Methods class using reflective writing for 2 hours a week and the data collected through one in-depth interview were inductively categorically analyzed.
 Results The experience of the primary pre-service teacher who participated in the new sports practical skills and teaching method class is as follows. First, elementary pre-service teachers with low motor skills were able to discover the charm of new sports as they participated in new sports with less pressure. Second, primary pre-service teachers have acquired the intrinsic and extrinsic value of new sports. Third, the pre-service teachers were able to expand their practical knowledge of new sports as well as their understanding of teaching methods in the course of class demonstration exercises, thereby increasing their perspective on lesson design and management. Fourth, it broke away from school physical education, which was limited to modern sports, and laid the foundation for the operation of various physical education classes. Fifth, through reflective writing, primary pre-service teachers were able to improve their expertise as a future teacher by repeatedly having active and subjective reflections on the process of class participation.
 Conclusions Because the new sports practice and teaching method using LMS reflective writing provides meaningful experience to prospective elementary school teachers, it is desirable for it to be operated in the physical education department curriculum of immediate teacher education institutions.

Body of Knowledge of Islamic Education Teachers: Critical Review of the Curriculum Master Program of Islamic Education Ahmad Dahlan University Yogyakarta

Focus this study will review the islamic education teacher body of knowledge critically with regard to three main issues regarding the problematic development of the curriculum in tertiary institutions including namely; agreement between cpl (graduate learning outcomes), relevance, andconstructive alignment, with the context of the body of knowledge of islamic education teacher . the purpose of this study is to analyze and critically review the body of knowledge, islamic education teacher curriculum at the ahmad dahlan university islamic education teacher masters program. methods the method applied in this study is a qualitative method with a type of field study orfield study. the setting in this research is the islamic education teacher study program at ahmad dahlan university, yogyakarta. the results of the research in this study are that it has implemented the body of knowledge of islamic education teacher with appropriate courses includingal-quran education, hadith education, belief education, moral education, date education, arabic language education.and is an embryo of a derivative of contemporary courses. this is proven by the output of each course in the form of publication of national or international indexed journal articles and intellectual property rights as well as a simple patent.

Holistic Curriculum Development in Islamic Education Institutions in Vocational Schools

The development of a holistic curriculum in Islamic education institutions at vocational schools is a solution to the increasingly complex needs of the world of work. The aim of this research is to determine the development of a holistic curriculum in Islamic education institutions at vocational schools. This research method uses the library research method. The results of this research are that the development of a holistic curriculum at Vocational High Schools (SMK) Islamic Education Institutions provides a number of significant benefits. This curriculum creates a comprehensive and relevant educational approach by integrating academic dimensions, character and practical skills.

The sports game “volleyball” as a means of preserving and improving the physical health of students of metallurgical specialties

The purpose of this article was to study the influence on physical fitness of students during volleyball classes in physical education pairs in accordance with the tactical principles of this sport, and to compare them with the work on the standard curriculum for higher education institutions. To solve the research tasks, the following research methods were used: analysis and synthesis of literary sources and scientific and methodological support; pedagogical observation; pedagogical experiment; methods of mathematical statistics. The article deals with the game as a historically formed social phenomenon, as a type of activity, as a means and method of learning, development of motor abilities, and education of moral qualities. Regular physical exercises and sports are of utmost importance in the education of the younger generation. Numerous scientific studies have shown that children grow and develop faster with regular exercise and games. Physical exercises and games contribute to the development of all the basic physical qualities of a child, strengthening his or her health, and forming spiritual and moral qualities. In adolescence, the need for exercise does not fade away, and there is a great need for socialization, finding a common language with peers. We considered the game of volleyball as the main means of preserving and improving the physical health of students of metallurgical specialties. Our research has shown the feasibility of applying the program in the practice of physical education and the effectiveness of the educational process in physical education in higher education institutions.

Re-Engineering Nigerian Higher Education for Sustainable Development and Global Competitiveness

The study investigated re-engineering Nigerian higher education for sustainable development and global competitiveness. the study which adopted descriptive survey design was guided by two research questions and two hypotheses. The population of the study consisted of the three thousand, six hundred and twenty (3, 620) lecturers in the three public universities in Rivers State. A sample of seven hundred and twenty-four (724) lecturers comprising of 408 male and 316 female lecturers. The sample size drawn through stratified random sampling technique represented 20% of the population. Data for the study was collected with a questionnaire entitled “Re-engineering Nigerian higher education for Sustainable Development and Global Competitiveness Questionnaire (RENHESDGCQ)”. The instrument which contained 18 items was properly validated and the test of reliability yielded 0.80 through Cronbach Alpha Method. Mean, percentages, standard deviation and mean set were used to answer the research questions while z-test was used to analyse the hypotheses at 0.05 level of significance. The results showed that the justifications for re-engineering Nigerian higher education for sustainable development and global competitiveness include among others the need to review higher education curriculum, address funding, infrastructural, and management issues. While the strategies that could be adopted for re-engineering higher education in Nigeria include among others reviewing of programmes and curriculum; internationalization of higher education; and addressing funding and other issues facing higher education in Nigeria. Based on the findings conclusion was drawn and the following recommendation was made among others: government should review academic programmes and curriculum of higher institutions in Nigeria in line with global demands for knowledge, skills and technology.

EDUCATION SYSTEM IN MEDIEVAL PERIOD - THE IMPACT OF SCHOLASTICISM ON MEDIEVAL LEARNING

This study explores the impact of scholasticism on medieval learning, focusing on its influence within the educational landscape also it investigates how scholastic methods, epitomized by the works of thinkers such as teaching methodologies, shaped curriculum, and intellectual climate of medieval institutions. Scholasticism, characterized by its importance on hard dialectical reasoning and the reconciliation of reason and faith, became a dominant intellectual force in medieval education. One sample test and ANOVA has been used for this research to analyse the impact of scholasticism on medieval learning. The medieval period, roughly spanning from 5th to 15th century, was characterized by a unique set of political, social, and cultural dynamics. In terms of education, this time witnessed the dominance of system deeply rooted in religious institutions and influenced by the attitude of scholasticism. The medieval period saw the traditional Indian educational systems with the introduction of Islamic influences. Islamic rulers established madrasas, centers of learning that focused on religious studies. The gurukul system continued, emphasizing disciplines such as literature, mathematics, philosophy and science. The government need to undertake initiatives to expand access to education, resulting in establishment of schools, colleges, and universities. The focus on science, technology, and vocational training became pronounced, aiming is to meet the demands of a fast changing global landscape. The Indian education system reveals the continuous effort to build a more flexible, and responsive educational framework for the diverse needs of the country.

Factors for Public Primary School Teachers to Engage in Professional Development

This study focused on and critically analyses of factors for public primary school teachers to engage in professional development. A total of 68 respondents were purposive sampled and reached. Data on factors for primary school teachers engaging in professional development were gathered using interview and focus group discussion. Qualitative method employed during data collection, analysis and interpretation. Respondents perceived that, there is intrinsic factor and extrinsic factors which motivate them to engage in professional development. Within such disposition there is individual interest and improving skills and knowledge as intrinsic factors. Also there is salary increment, Promotion, career change, head teachers harassment, change of curriculum and availability of institutions as an extrinsic factors. The study indicated that primary school teachers need to learn more complex and varied repertoire of teaching in addition to what was necessary in their past. This study is crucial for widening up primary school teachers on the factors motivated them to engage in professional development. Finally, the study recommends that similar studies should be conducted in more public primary schools in the same municipality or in other municipalities in the same region or in more regions with more districts to come up with more generalizable findings by covering a large study area would make generalization on the challenges public primary school teachers face when engaged in professional development feasible.

Rethinking the use of board games in neuroanatomy teaching: a complementary and low-cost tool to improve learning performance

The use of board games has enhanced the learning performance of several disciplines in undergraduate courses. Nevertheless, the high investments for its development have been considered a negative factor to incorporate this tool into curricula. Moreover, there is still some lack of evidence about the efficacy of this educational tool in learning of Neuroanatomy. The aim of this study was to evaluate the students' perception and the effectiveness of the use of low-cost board games as a complementary tool in the learning process of Neuroanatomy. 35 Physiotherapy students were divided into “control group” (traditional method) and “experimental group” (traditional method + “NeuroGame”) with 17 and 18 participants, respectively. A pre-test knowledge questionnaire was applied to both groups. In the experimental group, the games involved central nervous system macroscopy structures during three practical classes. Post-test knowledge questionnaire was applied to both groups. In addition, the experimental group answered a questionnaire of 20 items with 3 points of the Linkert scale, to evaluate the students' perception about the use of these games as a teaching strategy. The experimental group showed significant increase in performance during the post-test, when compared to the control group (P = 0.0212). According to the students, the “NeuroGame” was attractive, informative, it encouraged teamwork and modified their attitudes and perceptions on learning the discipline. Therefore, the “NeuroGame” constitute a low-cost and complementary method, which enhances the physiotherapy students’ learning of Neuroanatomy. It should be adopted into the curriculum of other educational institutions.

Future Skills of Science Graduate Teachers in Teaching Industry: Curriculum Implications on STEM Education

Assessing how could an educator catch up with the evolving world necessitates the need to assess the skills he or she possess for such a future. This study sought to assess the level of competence of graduate science teachers in the Pangasinan State University across 17 future skills. Also, it aimed at correlating the level of competence of science graduate teachers across gender, age, and academic levels. The study was carried out using a cross-sectional descriptive survey under the quantitative research design. The quantitative data garnered were analyzed using descriptive statistics via SPSS version 25.0. The results of the study show very high competence in four future skills (communication competence, reflective competence, Initiative and Performance Competence, and cooperation competence) and high competence in the remaining thirteen future skills. Also, based on the computed p-values there was no significant relationship observed in all of the 17 future skills in relation to gender and academic levels of respondents. All future skills remained the same across age levels except Doctoral-level graduate teachers who had higher levels of self-competence than master-level graduate teachers. The results of the study suggest that future skills may be consciously integrated across the postgraduate curriculum of Higher Education Institutions to help develop industry-driven graduates who are prepared for the world of work.

Study of ``Merdeka Belajar'' Curriculum for Cultivating Student Character: Evidence from Indonesia

The curriculum is a tool that will never be separated from the educational process. In Indonesia, there have been several curriculum changes to support the implementation of education to run smoothly, and curriculum improvements in supporting the learning process have been carried out until now. The last curriculum improvement was carried out in 2020 under the name “Merdeka Belajar”, and its implementation was carried out in stages. In order to find out the effectiveness of the implementation of this curriculum in formal educational institutions, this study focuses on highlighting Merdeka Belajar curriculum to bring out the characters in students for independent learning. To solve this problem, the researcher used qualitative research methods with case study techniques, while the data collection method used were observation in the form of non participatory observations and interviews. The results of the study stated that the implementation of the independent learning curriculum has not been fully implemented, and still limited to Projek Penguatan Profil Pelajar Pancasila (P5) so it was categorized as a school “Mandiri Belajar”.
 Keywords: Merdeka Belajar curriculum, implementation, cultivating student character

Finding your feet in the dark: how making teaching and learning visible enables change in course and assessment design

ABSTRACT When higher education instructors introduce changes in teaching and assessment strategies to meet either personal or institutional goals, they often navigate practical and political challenges alone. This study investigates the perspectives of Norwegian university instructors in their effort to replace lectures and exams with a series of problem-solving activities and assessment for learning strategies in an undergraduate science course. Using grounded theory, we analysed 11 interviews with 7 instructional staff involved in two offerings of the course. Our findings show how instructors took specific measures to bridge gaps in expectations about learning with students and to address misconceptions, teaching conventions, and bureaucratic barriers that hinder the development of more meaningful learning and assessment experiences. Instructors found some success in making teaching and learning visible to students. However, they did not have similarly effective strategies for making their teaching practices clear to peers (academic and professional staff). We argue that these processes of making teaching and learning visible, as well as intelligible within institutions, is a crucial part of course design and warrants inclusion in institutional curriculum guidelines. We discuss the need for structural change in how educational reforms are enacted so lasting cultural changes can be achieved.

Teaching for Access on Indigenous Lands: Connecting the Curriculum of the MLA Teaching Institutes to Indigenous Place

Teaching for Access on Indigenous Lands: Connecting the Curriculum of the MLA Teaching Institutes to Indigenous Place

РЕФЛЕКСИВНЕ ПИСЬМО ЯК ПРАКТИКА ФОРМУВАННЯ ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ ЗДОБУВАЧІВ ВИЩОЇ ВІЙСЬКОВОЇ ОСВІТИ

The purpose of this article is to highlight the critical experience of integrating the practice of reflective writing into formal English classes as a means of providing insight into the development of military cadets' professional identities. Materials and Methods. A reflexive thematic analytic approach was used. The study was based on the results of reflective writing of 43 cadets (students) of the Military Institute of Telecommunication and Information Technologies, who are in their fifth year of study. Results and Discussions. Most of the reflections focus on self-perception, which is found in 86% of the works. In their reflective writing, cadets view their development as a growth in personality rather than a growth in skills and abilities. Reflections on taking responsibility are found in 77% of the written works. Self-esteem as a component of professional identity is found in 64% of the works. Reflections on work motivation are found in 16% of the works. Reflections on future prospects are found in 8% of the works. Most reflective writing (83%) is characterized by a superficial descriptive approach; stereotypical and conformist presentation; avoiding describing the dilemma or problem; disregarding emotions; failing to analyse or reflect. The results may indicate 1) a lack of reflective capacity among military personnel; 2) psychological discomfort associated with restrictions on free expression that turn reflective writing into a test of conforming to institutional requirements. Conclusions. It is necessary to create a clearer methodological basis for introducing the practice of reflective writing into the curriculum of military institutions. This is essential to develop reflective skills in military personnel and to find alternative means and tools to facilitate cadets' reflection, at least on their professional identity.

The Evolving and Expansive Curriculum of the MLA Institutes on Reading and Writing Pedagogy at Access-Oriented Institutions

The Evolving and Expansive Curriculum of the MLA Institutes on Reading and Writing Pedagogy at Access-Oriented Institutions

Classroom Management Strategy in Implementing the Merdeka Curriculum (Independent Curriculum) in Primary Education Institutions

This research aims to analyze class management strategies, class management processes, and class management problems in implementing the Merdeka curriculum in basic education institutions. This research was conducted at MIN 1 East Kutai. The method used is the descriptive qualitative research method. There were 8 informants in this study: the deputy principal for curriculum, class I, II, IV, and V teachers, and three invalid teachers. The research results show that classroom management strategies involve collaboration between teachers and students in lesson planning, selection of diverse materials, open and active learning, and emphasis on formative assessment. The class management process is carried out through initial assessments, preparing plans, implementation through understanding the goals and principles of the independent curriculum, determining learning objectives, using appropriate methods, facilitating students in creating study groups, providing assistance regarding conflicts and challenges in learning, and evaluating learning. The problems include too many students in one class, lack of student learning independence, lack of appropriate learning media, uneven understanding, difficulty managing time, lack of communication, and insufficient resources and understanding of the Merdeka curriculum. The practical implications of this research can help educators develop more effective approaches to managing the classroom and designing classroom management that allows students to reach their maximum potential in an Merdeka curriculum.

Revitalisasi Makna Rahmatan Lil ‘Alamin dalam Implementasi Kurikulum Merdeka Kementerian Agama

This study aims to explore the meaning and ideas that want to be built in the use of the term rahmatan lil ‘alamin in the implementation of the merdeka curriculum of the Ministry of religion. Considering the implementation of the merdeka curriculum in institutions under the auspices of the Ministry of religion, Rahmatan lil ‘Alamin sets the student profile as the peak target of competence that must be achieved by learners. This study is a literature study by taking a qualitative method and then the data is analyzed with content analysis approach. This study follows the steps of tafsir maudu'i. From this study it was found that the meaning ang interpretation of the term rahmatan lil ‘alamin in the merdeka curriculum of the Ministry of religion is the practice of moderate religious values (religious moderation) which includes human values.

An Analysis of Early Childhood Education Curriculum Development in Singapore and Finland

The curriculum is an important factor in organizing the teaching and learning process to achieve goals. One way to improve educational standards is to implement an effective and innovative curriculum in early childhood education institutions. This research aims to analyze the early childhood education curriculum in Singapore and Finland. The author uses a type of library research. In this research, the author used the data collection instrument by reviewing documents from several books, articles, journals, laws of the Republic of Indonesia, and the Singapore and Finnish curriculum frameworks as literature that supports this research. Data analysis starts with data collection, reduction, presentation, and conclusion. The results of the research show that the education curriculum in Singapore and Finland is included in the category of an advanced education system in terms of the welfare of society or its population (education and economy), the quality of educators or teachers, and the focus on children's future development. The novelty of the analysis results is that in terms of review, it relates to curriculum objectives, content/material, learning media (facilities and infrastructure), learning strategies, and evaluation.

Curriculum Management Characteristics in Arabic Language (A Comparative Study of Curriculum Documents in Arabic Language Education at UINSI Samarinda and UIN FAS Bengkulu)

Curriculum documents should have appropriate characteristics to produce graduates in line with educational objectives, necessitating a thorough examination of an educational institution's curriculum documents. Therefore, the aim of this research is to investigate the curriculum management characteristics in Arabic language education at UINSI Samarinda and UIN FAS Bengkulu. This study adopts a qualitative approach, specifically a library research, utilizing primary data sources such as curriculum documents in Arabic language education at UINSI Samarinda and UIN FAS Bengkulu, as well as relevant secondary data sources such as books and journals. A systematic and ongoing data analysis is conducted, involving data reduction, data display, and conclusion stages. The research findings reveal that the curriculum management characteristics in Arabic language education at both campuses encompass a theological foundation, which is a distinctive feature of Arabic language education within the realm of Islamic educational management, as well as rational, empirical, and theoretical foundations.