Program Curriculum Research Articles

From Ridge 2 Reef: An interdisciplinary model for training the next generation of environmental problem solvers

Regional and global environmental challenges have become increasingly complex and require broader solutions than a single discipline can provide. Although there is a growing need for interdisciplinary research, many graduate education programs still train students within the confines of a particular discipline or specialty. The Ridge 2 Reef research traineeship program at the University of California, Irvine, aimed to provide transferable and interdisciplinary skill training to prepare graduate students from different disciplines to address current and future environmental challenges. The program achieved its goals through a ‘culture of improvement’ that ensured trainee needs shaped program management and curriculum. Due to trainee feedback and leaders dedicated to program improvement, there was a complete course overhaul during the first two years of the program, resulting in a final curriculum structure that was more effective and aligned with revised program goals. Program evaluations suggest that the flexibility of the program, diversity of training, overhauled courses offered, and partnership-focused opportunities contributed to more confident graduate students who were more broadly trained and better prepared in their chosen environmental career paths. Based on evaluation surveys, graduate students reported significant gains in scientific, technical, and career knowledge as well as transferrable skills in communication, data analysis, leadership, mentoring, and interdisciplinary collaboration. The structure and evolution of the Ridge 2 Reef traineeship can provide a framework for other graduate education programs to better incorporate interdisciplinary training and student feedback, ultimately improving programs and preparing scientists for the 21st century workforce.

Evaluation of General Entrepreneurship Programme Curriculum in Tertiary Institutions in Ogun State, Nigeria

Entrepreneurship programme has recently been discussed as the only solution to the unemployment ravaging the country. Using epistemological approach of the quantitative case study of the descriptive research design, this study assessed the general entrepreneurship programme curriculum in tertiary institutions in Ogun State. This was with a view to providing information on the extent of implementation of the entrepreneurship programme curriculum in Tertiary institutions in Ogun State, Nigeria. Directors of three higher institutions of learning (one University, one Polytechnic and one College of Education) were purposively selected based on compliance with the requirements for entrepreneurship programme. The results showed that the entrepreneurship programme curriculum in tertiary institutions in Ogun State was not effectively implemented. Also, it was discovered that only 37.4% of the courses had written curriculum. In addition, it was discovered that only 35.4% written curriculum are available for the entrepreneurship programme courses. Based on the findings of the study, it was therefore recommended that more skill acquisition courses should be embraced as stipulated by the federal government and experts should be employed to design written curriculum for entrepreneurship courses in tertiary institutions in Ogun state among others.

An Investigation of Second-Year Medical Students’ Use of Outside Resources at Two Institutions

Abstract Introduction Medical students have an unprecedented number of study resources available to use. There is a shift in the frequency of student resource use, particularly outside resources not provided by the academic institution, as students progress through the curriculum. This may reflect how individual students develop as self-regulated learners. The purpose of the current study was to evaluate and compare medical student resource use at two institutions. Materials and Methods This is a mixed-methods, cross-sectional study that examines factors that are associated with outside resource use and frequency of resource use for second-year medical students across two institutions. A questionnaire was sent to second-year medical students at ATSU-School of Osteopathic Medicine and Eastern Virginia Medical School. Mann–Whitney tests were used to compare Likert-type responses between institutions. A thematic analysis was used to validate and expand on the qualitative dataset. Results Students across institutions are using outside resources frequently. We observed similar influence of factors for the use of outside resources such as preparing for licensing exams across institutions. EVMS students were more likely to be influenced by academic support staff and to use outside resources to prepare for course exams than ATSU students. Differences were noted when comparing the use of specific resources such as transcripts, self-generated student resources, and online resources generated by peers. Further, EVMS students more frequently used outside resources to study for disciplines such as physiology, microbiology, and pathology compared to ATSU students. Conclusions The observation that students across both institutions are influenced similarly to use outside resources to prepare for licensing exams is expected. However, we did observe some differences which could be explained by variations in curriculum and organizational features or programs at each institution. The results from the current study are consistent with what has been observed in previous studies. Establishing a better understanding of how students use outside resources will enable faculty and institutions to help students develop as self-regulated learners.

The Center for Gifted Education at William & Mary: Developing Talent Since 1987

The William & Mary Center for Gifted Education (CFGE) serves high-ability students and those with gifts and talents directly and indirectly through curriculum development, precollegiate learner programs, professional development for teachers and administrators, research, and doctoral programs. With an added focus on psychological needs, in 2015, the CFGE Executive Director created the Institute for Research on the Suicide of Gifted Students. The structure of the CFGE includes an executive director, directors in each area (curriculum, research, professional development, and precollegiate learner programs), support staff, and an advisory board. A recent move to a cost-center model enhances the sustainability of the program.

Improving ecological footprint awareness of primary school students

The aim of this study is to improve primary school students' ecological footprint awareness through ecological footprint-based activities. The research was conducted in accordance with the quantitative research method and a quasi-experimental design with pre-post test experimental-control group was used in the research. The criterion sampling method was used to determine the study group for the experimental process, and 26 students (N experimental=13; N control=13) studying in the fourth grade of a public school in the Central Anatolia Region were included in the study. In the study, the Ecological Footprint Awareness Scale was applied as pretest-posttest. The process took place in science classes in both groups. While the courses were curriculum-based in the control group, ecological footprint-based activities were organized in the experimental group. The data were analyzed by analysis of covariance (ANCOVA) and dependent groups t-test, and the effect size ([ή2]) was calculated according to the variances. As a result of the research, when the ecological footprint awareness pre-test mean scores of primary school students were controlled, it was concluded that there was a significant difference between the ecological footprint awareness post-test mean scores of primary school students in which the activity process took place, and the ecological footprint awareness post-test mean scores of primary school students in which the activities did not take place. It was evaluated that 45% of the variance related to the post-test mean scores was due to the activity process applied. While teaching courses with ecological footprint-based activities applied in the experimental group significantly increased the mean scores of primary school students' ecological footprint awareness with a medium effect, teaching curriculum-based courses did not significantly increase the mean scores of primary school students' ecological footprint awareness attitude. It should be considered important to present topics such as ecological footprint, carbon footprint or water footprint calculations to students depending on the concept of sustainability to be integrated into primary school curriculum programs and to focus on in-class and out-of-class activities.

한국어교육학 영역의 운영 사례연구 방법에 대한 일고찰

The purpose of this study is to suggest ways to improve methodological expertise in Korean language education operation case studies by identifying and reflectively examining the methodological characteristics of papers that focus on operational cases among case studies conducted in the field of Korean language education. It is in The research methodological characteristics of 19 papers targeting cases of operation of Korean language education institutions, curriculum, and various programs were analyzed by dividing them into research subjects and methods. As a result of the study, it was revealed that most operational case studies set the ‘case’ as the research object, but are insufficient in clearly defining the ‘case’ by describing the time, place, and context in detail. In addition, although most operational case studies attempted to present a variety of data, they were found to be lacking in explicitly describing the data collection method and analyzing the data in a professional manner, and there were few papers that described the research procedure in detail, and there were few participants. There were no papers that underwent verification and peer review.

The Relevance of the Curriculum Early Childhood Islamic Education Study Program to Employment Needs

The workforce tests the skills students acquire during their studies. This study aims to analyze how the curriculum of the Early Childhood Islamic Education Study Program aligns with the competencies required in the workforce. In addition, this study evaluates the competitiveness of alumni and the level of satisfaction of the institutions that employ them. This study employs a mixed method, also known as a mixed method, along with a sequential explanatory design. Random sampling techniques selected a total of 45 alumni and 16 alumni users as samples. We collected quantitative data through surveys and obtained qualitative data through structured interviews and focus group discussions. We analyze quantitative data using descriptive statistics and interactively analyze qualitative data. The results showed that 97.78% of courses are relevant to work needs, and 98% of alumni competencies are in accordance with the demands of the workforce. However, the curriculum requires adjustments to face the challenges of the 21st century, such as technology integration, cooperative learning, application of differentiated learning, and a holistic learning approach. Additionally, the curriculum needs to adapt to current trends in early childhood Islamic education, including emotional management, smart device use, artificial intelligence, and STEAM-based learning design.

A Framework to Integrate Building Information Modelling to the Curriculum of the Quantity Surveying Undergraduate Degree Programme in Sri Lanka

One of the primary sectors that contributes to the national economy of the country is the construction industry. The Quantity Surveyors (QS), offer specific expertise in project management and cost estimation. A revolutionary change is occurring in Sri Lanka (SL)’s construction industry due to the increasing demand for innovative technologies such as Building Information Modeling (BIM). But the Sri Lankan construction industry has been remarkably lagging in adopting these cutting-edge techniques. According to past SL research findings, one of the main obstacles in BIM integration among QS professionals is a severe knowledge gap. By involving BIM approaches into QS education this research aims to develop a framework to implement BIM within the curriculum of quantity surveying undergraduates according to the industrial demand in SL. This paper focuses on the potential difficulties of integrating BIM into SL’s QS curriculum, where graduates may fulfill industry expectations. This research used questionnaire survey, semi- structured interviews for both academic and industrial QS professionals separately, and conducted existing university QS curriculum review to gather data. Purposive sampling is used as the sampling technique and this study uses a mixed-method approach to research, combining qualitative and quantitative evaluations, and analyzes data using descriptive statistics and content analysis. According to data gathered from industrial professionals, it was proved that SL construction industry does not widely use BIM and have a huge demand on knowledgeable BIM of QS in the current industry. Most of the knowledgeable BIM personnel gain knowledge from self-learning and by following some extra courses. Professionals with an academic background proved, that the current QS curriculums are outdated. As a solution, this research develops the framework to integrate BIM to the QS curriculum of the undergraduate degree programmes in SL. A framework suggestion is to be incorporated into the curriculum was the outcome of the researcher's reflections on the interview results. These results contribute to the growth and development of the Sri Lankan construction industry by knowledgeable QS professionals, thereby fostering the advancement of the Sri Lankan construction industry.

An Investigation Into the Perceived Effectiveness of GitHub Repositories to Teach Programming

The utilization of Git for version control and collaboration has long been the staple of the software development industry. To ensure that Computer Science students are industry-ready, academics adopt the use of platforms like GitHub in their teaching in different ways to expose students to these tools. In earlier studies, GitHub has been integrated for the purposes of student management, collection of assessments and facilitation of collaborative programming exercises. This paper explores the use of lecturer-provided GitHub repositories as a tool to support the teaching of core aspects of a programming curriculum. The pedagogical approach constructivism required students to learn core concepts by following repositories to build simpler applications. Thereafter, students are assigned more complex applications to develop. Students were required to work in pairs and submit their repositories for evaluation. This study adopted a case study approach supported by a combination of a student survey and a focus group discussion among lecturers and the teaching assistant involved in the course. Key findings included that integrating GitHub repositories presents several opportunities for collaboration, knowledge enhancement, self-directed learning, and reduced stress. However, this approach also resulted in team and technical challenges becoming prevalent, with students finding their own ways to overcome these challenges. Additionally, lecturers observed varied levels of engagement, reliance on lecturer-provided code, and occasional contextual challenges related to Internet connectivity. Lecturer-provided repositories can be enhanced in terms of structure, the inclusion of more comments explaining code, and through the inclusion of images and video. Recommendations are provided for academics who are looking to integrate GitHub into their teaching practice as well as suggestions for future work.

Pre-service teacher professional education program (PPG) and Indonesian science teachers' TPACK development: A career-path comparative study

AbstractThis study examined the impact of the Indonesian pre-service teacher professional education program (PPG) on pre-service science teachers' technological pedagogical content knowledge (TPACK) competencies. As a government-directed initiative, the PPG program's curriculum is aligned with TPACK principles. We conducted a comparative analysis involving 311 teachers divided into four groups: pre-service PPG science teachers, pre-service science teachers not enrolled in PPG, in-service science teachers with less than two years of experience, and those with more than two years of experience. ANOVA results revealed a significant positive effect of the PPG program on TPACK scores, except when comparing non-PPG pre-service teachers to in-service teachers with less than two years of experience. Pre-service PPG teachers demonstrated greater confidence in technology-related TPACK components. In contrast, in-service teachers with over two years of experience exhibited higher overall TPACK scores, particularly in pedagogical knowledge, content knowledge, and pedagogical content knowledge. These findings highlight the effectiveness of government-sponsored teacher training in enhancing TPACK while recognizing the valuable expertise that experienced teachers bring to their practice. The study suggests a need for resource allocation and training strategies that incorporate the strengths of both pre-service and experienced educators to foster a more comprehensive approach to teacher development.

Program Director and Nephrology Fellow Perception of Home Hemodialysis Education in the United States

Background: Public policy focuses on increasing the prevalence of home dialysis. Home hemodialysis (HHD) education and comfort with the procedure are significant barriers to increasing prevalence. This study examines nephrology fellowship didactic curriculum, training program infrastructure and barriers identified by both program directors and trainees Methods: The anonymous, on-line survey was developed to assess HHD curriculum in US nephrology fellowship programs. During academic year 2023-24, all US nephrology program directors (n=150) were surveyed and asked to forward survey link to their fellows, and to indicate the number to whom they forwarded the link. Results: Fifty-five (55/150; 37%) US nephrology program directors responded to the survey; 80% completed it. Thirty-seven (37/55, 67%) forwarded the link to their fellows. Fellow response rate was 53/237 (22%); 50/53 completed it (94%). 75% of the program directors reported either having an HHD curriculum or were developing one. Program directors reported that didactic lectures (87%) were the most frequently available curriculum component, whereas fellows report education on counselling (72%) was most frequent. 60% of fellows and 86% of program directors reported fellow attendance at HHD longitudinal/continuity clinic (routinely or as part of a block rotation). Both PDs and fellows identified insufficient patients as a key barrier to implementing HHD curriculum. Fellows who attended outpatient HHD clinic felt more confident and prepared in HHD-related competencies. Conclusions: The HHD curriculum exists as didactic lectures, attendance at outside HHD courses, and ESKD-shared decision-making at training programs. Most programs also have continuity clinics. Our findings highlight the presence of curriculum although inconsistent. Fellows who worked in clinic were more likely to be confident and more prepared to manage HHD patients. Additionally, fellows with longitudinal clinic felt better prepared than those attending block rotations. Training programs should consider incorporating HHD longitudinal clinical rotations, although this may require creativity to achieve.

Understanding the Culture of Science Research Teachers with Winning Science Investigatory Projects

ABSTRACT The government, in collaboration with other institutions and organizations, has implemented several initiatives to develop a culture of research and innovation in the Philippines and help appease the demands of STEM experts in the country. Science, technology, and engineering (STE) curricular programs are offered in basic education which requires students to produce a scientific research paper. However, the ailing conditions of infrastructure and scarce resources in the country affected the practices and operations of public schools. Nevertheless, these challenges do not hamper select STE-implementing schools from winning science research competitions which is a manifestation of quality research outputs. Thus, this study explored the culture of science research teachers (SRTs) using Charmaz’s Constructivist Grounded Theory framework which would be of optimum benefit to the education system by leveraging the practices of winning STE-implementing schools. Data were gathered through ethnographic interviews and observations (online and face-to-face) from 16 teacher and school head participants from one region following selection criteria. A total of 84 initial codes emerged which resulted in 14 focused codes. Upon analyzing the focused codes, four conceptual categories were drawn. Theoretical codes emerged after identifying connections between categories that explained the culture of SRTs—competition as drivers; competition as enablers; competition as amplifiers; competition as student formators; and competition as bridgers. Overall, the study illustrated a ripple effect of competition-driven culture as a means and end in mind that winning STE-implementing schools starts to emanate from SRTs.

Integrating learner-centered design and user-centered design for meaningful instructor onboarding: Supporting large-scale curricular changes to general education

Supporting instructors through large-scale curricular changes to cross-disciplinary programs such as general education is a complex challenge. In this case-based narrative, we describe how one large R1 university in the Southwest United States developed and implemented an instructor support program during a large-scale general education program redesign for a program that had not been substantively revised since 1998. This program typically offers about 500 courses each semester and is taught by roughly 650 instructors. To support the phased rollout of the new program curriculum, we designed and implemented a Quick Start program to support instructors revising courses for the new program, serving over 400 instructors during its first year of implementation. We discuss our integration of learner-centered design principles (McCombs & Whisler, 1997; Weimer, 2013) to guide the development of the Quick Start program and user-centered design principles (Greer & Harris, 2018; Tham, 2022) to create accessible, useful, and context-driven learning content for the instructors. While these frameworks have been integrated in the past to develop learning materials for students (Jones, 2018; Shivers-McNair et al., 2018), our case-based descriptive analysis presents a novel application of this integration for faculty development. We describe how we integrated these principles to design, scale, iterate, and implement instructor onboarding to the new curriculum. Specifically, we offer four guiding pillars: (i) creating an aligned learning experience, (ii) building an instructional community, (iii) foregrounding an asset-based approach, and (iv) creating useful and usable materials to operationalize such an integration of learner-centered and user-centered design approaches for faculty development.

Usable STEM: Student Outcomes in Science and Engineering Associated with the Iterative Science and Engineering Instructional Model

While our world consistently presents complicated, interdisciplinary problems with STEM foundations, most pre-university curricula do not encourage drawing on multidisciplinary knowledge in the sciences and engineering to create solutions. We developed an instructional approach, Iterative Science and Engineering (ISE), that cycles through scientific investigation and engineering design and culminates in constructing a solution to a local environmental challenge. Next, we created, revised, and evaluated a six-week ISE curricular program, Invasive Insects, culminating in 6th–9th-grade students building traps to mitigate local invasive insect populations. Over three Design-Based Research (DBR) cycles, we gathered and analyzed identical pre and post-test data from 554 adolescents to address the research question: what three-dimensional (3D) science and engineering knowledge do adolescents demonstrate over three DBR cycles associated with a curricular program following the Iterative Science and Engineering instructional approach? Results document students’ significant statistical improvements, with differential outcomes in different cycles. For example, most students demonstrated significant learning of 3D science and engineering argument construction in all cycles—still, students only significantly improved engineering design when they performed guided reflection on their designs and physically built a second trap. Our results suggest that the development, refinement, and empirical evaluation of an ISE curricular program led to students’ design, building, evaluation, and sharing of their learning of mitigating local invasive insect populations. To address complex, interdisciplinary challenges, we must provide opportunities for fluid and iterative STEM learning through scientific investigation and engineering design cycles.

Developing Strategies to Promote Physical Fitness for University Students

Background and Aims: The physical fitness problems of university students must be paid great attention to. As the backbone of training university students, how to guide the students to exercise scientifically and achieve the best physical fitness for effect has become an urgent problem for physical educators in universities and universities. The objective of this research was to develop strategies to promote physical fitness for university students. Methodology: This research is mixed methods research. The population for this research includes 5,275 first-year students enrolled at Guangdong University of Foreign Studies for the 2023 academic year. Using the Taro Yamane formula, the sample size was calculated to be 371 university students. The questionnaire was distributed to 371 university students to investigate the problems and current situation of physical fitness of university students. After that, 7 experts were invited to develop a question framework for a focus group. 10 experts conducted a focus group to develop the question framework for use in the Delphi consensus, and 19 experts were invited to conduct a two-round Delphi consensus, to develop the strategies to promote physical fitness for university students. Finally, a connoisseurship method was used to confirm the developed strategies with 9 experts. The data gathered from the questionnaire were analyzed using the average and standard deviation, while consensus data were evaluated through the median and interquartile range. The established criteria for consensus required a median of ≥ 3.50 and an interquartile range of ≤ 1.50. Results: The strategies to promote physical fitness for university students were organized into 6 key aspects and comprised 51 factors. These 6 key aspects include: (1) Policy and Administrative Support, (2) Physical Education Curriculum and Programs, (3) Facilities and Equipment, (4) Engagement and Motivation, (5) Monitoring and Assessment, and (6) Sustainability of Fitness Programs. Conclusion: The study emphasizes a thorough strategy for improving university students' physical fitness by addressing program sustainability, policy, curriculum, facilities, motivation, and assessment. These six tactical elements guarantee a balanced, encouraging atmosphere for sustained health and fitness.

The Attitude of Sports Faculty Students related to a Skiing Internship

The aim of this study was to identify the perception after the participation to a skiing training course of sports faculty students (76 subjects). Using an online questionnaire, students’ present their opinions about this proposed curricular activity. Results suggest that an internship allows students to have a more realistic and practical exposure is a good personal experience with long-term (professional) impact helping them to identify their goals and skills of the future profession. University sports programs that facilitate an effective "on-site" practical experience can have multiple results for the students –specialists in training, sports curriculum programs should offer more options, partnerships and similar practical experiences.

The T-Shaped Model: A Modern Paradigm for TVET Curriculum Design. Conceptual Framework, Theoretical Foundations and Practical Examples

The T-shaped curriculum in secondary technical VET represents a progressive educational framework designed to equip students with both specialized technical skills and a broad range of transferable competencies. This curriculum model emphasizes the development of deep expertise in specific technical fields, such as engineering or computer science, while simultaneously fostering essential skills in communication, critical thinking, and collaboration. By integrating real-world applications, experiential learning opportunities, and interdisciplinary projects, the T-shaped curriculum prepares students for immediate employment and long-term adaptability in a rapidly evolving job market. This approach not only enhances students’ technical proficiency but also cultivates their ability to navigate complex professional environments, thereby addressing the growing demand for versatile and resourceful graduates. The implementation of the T-shaped curriculum in secondary technical VET programs is shown to align educational outcomes with industry needs, decisively producing well-rounded professionals capable of contributing productively to diverse roles and industries. This article explores the significance of the T-shaped curriculum in shaping future-ready individuals and highlights its potential to transform TVET in response to the challenges of the modern workforce.

Point-of-Care Ultrasound on Clinical Rotations: Reported Opportunity and Objective Number of Examinations

Introduction Point-of-care ultrasound (POCUS) inclusion in physician assistant (PA) program curricula is increasing. Research has shown that preceptors' readiness to teach POCUS on rotations is limited. The purpose of this research is to describe PA students' self-reported opportunity to practice POCUS on rotations, to quantify the number of POCUS examinations completed on rotations, and to analyze data to provide insights into which rotations might be most amendable to POCUS training for PA students. Methods Students were surveyed about their preceptors' willingness to allow the practice of POCUS on rotations. Students were required to complete POCUS examinations during rotations. The number of examinations performed was extracted from the Butterfly Network software and paired with the students' rotation information. Descriptive statistics were completed. Results A survey response rate of 71.4% was noted. The student reported opportunities to practice POCUS were the highest on Family Medicine, Cardiology, Hospital Internal Medicine (HIM), and Emergency Medicine (EM). Students completed 778 POCUS examinations on rotations. A higher objective number of examinations were completed on EM and HIM rotations. Discussion EM and HIM rotations afforded the most opportunity to convert the reported opportunity to practice POCUS to the objective act of obtaining POCUS images. Most rotations had proportionally similar number of POCUS examinations completed per organ system, however, Cardiology had a disproportionately higher number of cardiac examinations. This rotation and application-specific understanding of PA students' ability to obtain POCUS examinations on rotations should be used by PA programs while developing POCUS curriculum.

Education in lifestyle medicine for future physicians – a strategy to reduce the burden of cardiovascular disease

ABSTRACT There is a compelling need to improve all physicians’ knowledge on lifestyle medicine (LM). This training needs to start early during medical education. This case report describes the feasibility and effects of integrating LM into an existing core curriculum of a Swedish undergraduate medical programme. A curriculum development project was organized using a six-step model: general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation. New learning objectives regarding health, prevention and lifestyle medicine were formulated throughout the five-and-a-half-year programme. Learning activities and examinations were integrated in all courses with a structured progression and with focus on preventive activities in the workplace learning. The project was evaluated using student surveys of curricular quality, teacher survey of curricular content and integration in 2020, and an external review of adherence to the national qualitative target on preventive medicine. The project was executed during 2017–2018. Course evaluations and exit poll at graduation showed an overall high-quality student rating of education in prevention and in lifestyle counselling: on average, a score of 4.1/5 and 4.1/6, respectively. The teacher survey showed that over 70% of courses had a lasting increase in LM curricular content and that this content was to a large extent integrated into the existing course material. The external review concluded that the topic was well covered and integrated into the curriculum. LM could be successfully integrated into an existing medical programme curriculum with positive effects on student learning.

Implementasi AI sebagai Kesiapan Mahasiswa Akuntansi untuk Menghadapi Dunia Kerja

This is research examines how the study program curriculum influences the competency of accounting students. This research also examines the influences of the study program curriculunm and accounting student competencies on accounting students’ confidence in working with Artificial Intelligence (AI) so that their role is not completely replaced by AI. This research uses descriptive research with a quantitative approach carried out by distributing questionnaires to Bachelor of Accounting students at Stikubank University Semarang. Sampling used a purposive random sampling technique by collecting a sample of 116 respondents. This results show that the curriculum influences student competence. Apart from that, the research results show that the curriculum and competencies influence student’s self-confidence. Universities need a curriculum that provides various practice-related cases to improve competency related to the ability and operation of accounting software so that students have high self-confidence.