Curriculum Policy Research Articles

Integrating educational technology into Lesotho Secondary Religious Studies: A conceptual exploration of practical challenges and opportunities

The use of educational technology (Ed-tech) is becoming more prevalent in shaping teaching methods to meet the needs of modern learners. This study examines how Ed-tech is integrated into secondary Religious Studies classrooms in Lesotho, using the Technological Pedagogical Content Knowledge (TPACK) framework as a guide. By reviewing global literature, it looks at the opportunities and challenges of incorporating digital tools into Religious Studies, a subject aimed at developing social skills and moral values. Research suggests that technology can improve student engagement, critical thinking, and ethical reasoning through platforms like cloud-based learning and multimedia resources. However, Lesotho faces obstacles in implementing Ed-tech, including inadequate infrastructure, insufficient teacher training, and outdated educational policies, which leads to a digital divide, especially in rural areas with limited access to electricity and the internet. The study concludes that while Ed-tech has the potential to transform Religious Studies education, addressing these systemic barriers is crucial for effective implementation. It recommends improving technological infrastructure, providing professional development for teachers, updating curriculum policies to meet 21st-century requirements, and integrating digital literacy into the Religious Studies curriculum. Overcoming these challenges will not only bridge the digital divide but also enhance the teaching and learning of Religious Studies, equipping learners with skills to navigate the ethical and digital complexities of the modern world.

Protecting jobs and lives: Teachers’ passive resistance and subtle protest to curriculum policy in Lesotho, South Africa and Zimbabwe

Most studies on teacher resistance to curriculum policy and reform implementation focus on teacher activism and visible acts of resistance. But there is growing interest in teachers’ passive resistance and covert protest in the face of intimidating state power. This paper theorises subtleties of teacher protest in three Southern African states – Lesotho, South Africa and Zimbabwe. In these countries, teacher strikes, class boycotts and sit-ins have received heavy handed reaction from the government, resulting in psychological intimidation, physical assaults and incarceration. The key question driving this paper, therefore, is: Faced with shrinking democratic space, how are teachers in Lesotho, South Africa and Zimbabwe recalibrating protest strategies? This paper argues that state repression pushes teachers to retreat from active protest and resort to subtle protest, to protect their jobs and lives. The unique contributions of this paper are that it borrows James Scott’s typology of ‘everyday invisible acts of resistance’, developed from an anthropological study of peasants struggle in a Malay village, to theorise teacher resistance in pseudo-democratic spaces. It also generates novel insights on how teachers continue to resist curriculum policy while sending false signals of compliance to repressive state power.

Research on the Implementation Path of English Curriculum Policy for Compulsory Education in the New Era

This paper aims to explore the implementation path of English curriculum policy for compulsory education, with primary and secondary English education in northwest China as a case study for an in-depth analysis. The paper first reviews the evolution of educational policies over the past decade. Starting from the definition, nature, and carriers of curriculum policy, this paper introduces the research output of domestic and foreign scholars on the implementation of English curriculum policy. This paper proposes three characteristics and five practical pathways to implement English curriculum policy in compulsory education. Based on the above analysis, the paper proposes future research orientations, including regional decision-making strategies, comprehensive methodological frameworks, the synergy between English curriculum policy and other educational policies, and the localization and practical orientation of curriculum policy.

Innovation in Teacher Training: Curricular and Operational Keys in Pedagogy Programs

This study addresses the curricular components and operational conditions required for the success of curricular innovations in teacher education programs. This quantitative study analyzed components related to epistemic meanings, organization, design, and curricular policies, as well as operational conditions for the development of curricular innovations in teacher training. A Likert-scale survey was administered to academics from public universities in Chile that train teachers. The method of analysis used SPSSv28 software, establishing a descriptive and inferential analysis through descriptive statistics of sex, age, gender, and position in the organization. The results show that operational conditions, academic teams, organizational aspects, updating of regulatory frameworks, infrastructure, and curricular policies are essential for the success of curricular innovations. We conclude that curricular innovations at the institutional level require the generation of curricular policies that contemplate the design, monitoring, and evaluation of the curriculum to favor the processes of curriculum review and quality assurance.

Interpreting, translating, and embedding school curriculum in physical education teacher education: the need for collective action within and across the teacher education continuum

ABSTRACT Olson, J. K. [1977. “Teacher Education and Curriculum Change: Reexamining the Relationship.” Curriculum Inquiry 7 (1): 61–66]. https://doi.org/10.1080/03626784.1977.11076205. argued how in the wave of curriculum development, the role of teachers, and therefore initial teacher education (ITE), had been neglected and as such, they provided a vision for a revised form of ITE. We contend that almost 50 years on, the ITE community is yet to fulfil this vision for ITE. We explore this argument through the recent wave of physical education curriculum policy development, particularly the introduction of Leaving Certificate Physical Education (LCPE), and the processes of interpretation, translation, and embedding curriculum into ITE. We were guided by the research question: How are physical education teacher educators embedding curriculum into their Physical Education Teacher Education (PETE) programmes to best prepare pre-service teachers (PSTs) to teach such curriculum? Seventeen physical education teacher educators across three ITE institutes were interviewed on the processes of embedding LCPE into their respective programmes. Findings discuss the necessity for PETE programme reconfiguration, the (mis)alignment between PETE and current realities of PSTs, schools, and society, and highlight the need for advocacy and sharing across PETE. This paper advocates for teacher educators to be positioned as policy actors, pedagogical possibilities in PETE, and the need for different stakeholders to work (and learn) together.

The Notion of English as an International Language in a Selection of Teacher Education Programs in Colombia

English as an International Language (EIL) constitutes a paradigm for the teaching of English from a pluri-centric linguistic, cultural, and pedagogical approach. This article reports on the partial findings of a Comparative Case Study (CCS) conducted to assess the manifestation of the notion of EIL in the curriculum policy documents of a selection of initial teacher education programs in Colombia. Qualitative Content Analysis (QCA) was applied to the curriculum policy documents of three English teacher education programs, and a descriptive account of the contents of these documents is given to support the reported assessment. The analysis revealed that the manifestation of EIL, whenever found, was mostly inferable in the documents of two programs in the functional dimension of EIL and in its dimension of Teacher Education, whereas one program’s document generally did not show manifestation of this paradigm.

Independent Curriculum: Implementation and Challenges at SMK Negeri 1 Karang Baru Aceh Tamiang

The independent curriculum policy frees students to explore their abilities in learning according to their talents and potential, therefore the teacher only acts as a learning facilitator. SMK Negeri 1 Karang Baru is one of the schools in Aceh Tamiang Regency that has implemented an independent curriculum. This paper aims to see how the implementation of the independent curriculum in the learning process at SMKN 1 Karang Baru and the obstacles felt in its implementation. The researcher used a qualitative research approach, data collection was carried out by observation, interviews, and documentation. The results showed that the implementation of the independent curriculum at SMKN 1 Karang Baru has brought quality improvements to the learning process through the implementation of the Pancasila student profile project (P5) to make students more motivated in developing their quality and potential. The learning process in the classroom can be adjusted according to student needs and provides opportunities for students to optimize their ability to understand the material in more depth. Diagnostic assessment is the right learning assessment used to further identify students' competencies, abilities, and weaknesses. However, there are still classic problems such as limited teacher resources in mastering technology and the lack of procurement of learning media and products that are by the talents and potential of students at SMK Negeri 1 Karang Baru.

Opportunities promoting social inclusion in elementary school learning context: study of Merdeka Curriculum the Indonesian policies on GEDSI (Gender, Disability, and Social Inclusion) framework

Social inclusion is an effort to improve the dignity of disadvantaged individuals so that they can engage in social life. This research explains how the Merdeka Curriculum can direct students as social beings who have character and can accept various roles in the surrounding community. In essence, social inclusion is beginning to take shape and play a crucial role in education. The purpose of this research is to examine the potential of the Merdeka Curriculum policy in promoting social inclusion in the elementary school learning context. Bibliometric analysis is employed to examine publication trends using the Google Scholar database from 2013 to 2023. A total of 760 articles gathered from Publish or Perish are then subjected to data visualization analysis using a VOS viewer to obtain network, overlay, and density visualization. The research findings indicate that studies related to the Merdeka Curriculum significantly increased in 2023 in line with its implementation, but studies addressing social inclusion were relatively scarce. Based on network visualization, 59 terms are grouped into 9 clusters. The term 'Multiculturalism' exhibited a relatively high link strength in connection with terms such as 'new curriculum,' 'modern,' and 'national curriculum' in the current context of the Merdeka Curriculum policy. Other terms found include 'diversity,' 'social inclusion,' and 'social cohesion.' The co-authorship analysis identified 1543 contributing authors. Given Indonesia's multicultural nature, characterized by diversity in various dimensions, Researchers focus the findings of this research as a guide for educators to consistently provide inclusive, comprehensive, and interesting teaching approaches to all students.

How Mobile ECCE Practitioners Leverage a Variety of Learning Materials in Resource-Scarce Communities

This study explored how curriculum policies support that Early Childhood Care and Education (ECCE) practitioners need to leverage a variety of learning materials in resource-scarce communities to enhance children’s holistic development. Mobile ECCE practitioners face a challenge of limited resources especially in rural areas. Yet there is lack of professional training on the use of variety of learning materials in a resource-scarce communities. The study was underpinned by Vygotsky’s sociocultural theory to understand the significance of how mobile ECCE practitioners scaffold children's learning experiences by using various materials and tools, considering the underprivileged sociocultural context. A qualitative phenomenological design was adopted to examine mobile ECCE practitioners leveraging of a variety of learning materials in resource-scarce communities. Semi-structured interviews were used to gather data from twenty mobile ECCE practitioners in the rural communities from two mobile ECCE units of the Free State Province, South Africa. Prolonged engagement was used to validate the results. Interpretative phenomenological strategy was used to analyse data with the help of Atlas.ti. This study found that mobile ECCE practitioners employed innovative methods to adapt and improvise the use of existing materials to improve children’ holistic development. In light of this, it is recommended that practitioners need to integrate sociocultural context into their innovative methods improve the quality of ECCE in the face of resource constraints. Thus, novelty of this paper contributes to the curriculum and professional development in resource-scarce communities in rural areas.

The Curriculum Policy of Book Banning in Schools

The Curriculum Policy of Book Banning in Schools

Teachers Perceptions on the use of Tablets in Enhancing Teaching Public Secondary Schools in Lushoto District Council

The study aimed to assess the perceptions of teachers on the use of tablets in teaching at public secondary schools in Lushoto District Council. A survey research design and quantitative research approach were employed, targeting ordinary teachers. The sample size for this study was 84 ordinary teachers. Data collection methods included questionnaires. Collected data were analyzed using descriptive statistics. Findings of this study reveal overwhelmingly positive strongly agreed. Teachers find tablets highly useful, enhancing task efficiency, teaching quality, and productivity. They also perceive tablets as easy to use, with clear, understandable interactions and straightforward navigation. There is a strong intention among teachers to continue and increase tablet use, viewing them as beneficial and a wise addition to the teaching process. Despite a few neutral or dissenting opinions, the overall perception is strongly supportive, indicating significant potential for effectively integrating tablets into the educational environment to enhance teaching experiences. Recommendations include integrating tablet use into curriculum policies, providing comprehensive teacher training, ensuring equitable access to digital resources, offering continuous professional development, establishing robust technical support systems, and fostering collaborative learning environments.

Examining Government Preference for Enhancing Islamic Education Through Regulatory Review

Government regulations on Islamic education in Indonesia have provided significant clarity and fulfilled educational needs within a developing society. These regulations demonstrate democratic, cultural, and adaptable qualities in the legal framework of Islamic education. However, challenges remain in achieving parity between Islamic and general education policies. This research employed a literature review approach, analyzing data from books, scientific articles, and research reports. A comparative and historical analysis was conducted to assess the impact of government policies on Islamic education. The findings reveal three key outcomes: (1) Government policies have shaped Islamic education to help students understand and practice their religious teachings across various levels of general education; (2) The Ministry of Religion has been granted autonomy to determine Islamic education curriculum policies; and (3) Political efforts to equalize the status of Islamic education with general education have encountered significant challenges, hindering policy development. The research highlights the ongoing struggle to integrate Islamic education within the broader educational system, which continues to present obstacles for policymakers. Despite these challenges, the autonomy granted to the Ministry of Religion marks progress in shaping the curriculum according to Islamic values. The study provides valuable insights for policymakers and stakeholders, offering guidance on improving Islamic education policies in Indonesia. Further efforts are necessary to address the political challenges that affect the development and implementation of Islamic education laws.

An Evaluation of the Implementation of Merdeka Curriculum Policy in English Lesson

An Evaluation of the Implementation of Merdeka Curriculum Policy in English Lesson

Independent Curriculum Policy in Early Childhood Education Units in Indonesia

The Independent Curriculum is an innovative advancement in the Indonesian education system, namely in Early Childhood Education (PAUD). This study aims to discover the Independent Curriculum policy in PAUD (Early Childhood Education) through a literature review approach. In particular, the researcher will analyze and evaluate policies, regulations, and theories related to the definition of the Independent Curriculum in Early Childhood Education. Information is gathered from reliable sources, including scientific publications, books, and official government papers. The study's findings show that the Independent Curriculum offers PAUD the ability to tailor the curriculum to the specific needs and attributes of students, thus providing flexibility. PAUD is encouraged to develop the Pancasila Student Profile through child-centered learning, play, and exploration. This research also found several challenges in implementing the Independent Curriculum in PAUD, such as limited human resources, infrastructure, and funding. Ultimately, the Independent Curriculum has great potential to improve the quality of early childhood education in Indonesia. Nevertheless, it is crucial for some stakeholders to consistently exert their efforts to ensure the smooth and smooth implementation of the implementation process.

Implikasi Perubahan kurikulum terhadap Kompetensi Pedagogik Guru Pendidikan Agama Islam

Indonesia has made several curriculum changes to date. Of course, this change did not happen suddenly, but went through several processes. There are several factors that cause curriculum changes, one of which is policy changes. This curriculum change was made of course with the hope that it would provide positive value for Indonesia's progress. This article will discuss the implications of changing the 2013 curriculum policy to the Merdeka curriculum. Especially the influence on PAI teachers' pedagogic competence

Implementasi Kebijakan Kurikulum Merdeka pada Pengembangan Bakat dan Minat Siswa SD Negeri Kemakmuran 1 Songgom Brebes

This research aims to describe the implementation of the independent curriculum policy in developing the talents and interests of students at SD Negeri Kemakmuran 1 Songgom Brebes. The author uses field research where researchers go directly into the field to obtain research data. The approach used is a descriptive qualitative approach to describe the implementation of the independent curriculum policy in developing the talents and interests of students at SD Negeri Kemakmuran 1. The data collection methods used in this research are interviews, observation and documentation. Next, the author analyzes the data using the Miles and Huberman model by reducing data, presenting the data and verifying the data. Then the data was tested for validity by data triangulation. The results of the research show that SD Negeri Kemakmuran 1 has implemented an independent curriculum to develop students' talents and interests, including: providing motivation to students, fostering enthusiasm for learning, paying attention to students, exploring family backgrounds, and establishing collaboration with student parents. SD Negeri Kemakmuran 1 also does several things to support children's talents and interests, including: drum band training, scout training and others. There are also several computer units and sports equipment.

Exploring barriers to physical activity participation among female nursing students adhering to specific social-cultural norms in Indonesia: A qualitative study.

The prevalence of insufficient physical activity is common among nursing students and impacts their academic performance. Research on obstacles to physical activity (PA) among religious women, notably Muslims, is limited. This study aimed to explore barriers to PA among Indonesian Muslim female nursing students and gather suggestions for overcoming those barriers. This study used a qualitative descriptive design. Two focus groups were conducted with 12 Muslim female nursing students in Makassar, Indonesia. Interviews were audio-recorded and transcribed verbatim. The data were collected from May and July 2019. Inductive thematic analysis was used to identify core themes and sub-themes. Thematic analysis identified barriers to PA across four main themes: intrapersonal, interpersonal, institutional, and social-cultural related to religious context. Each theme included two to three sub-themes, totaling nine categories of PA participation barriers. Intrapersonal barriers consisted of low motivation, emotional states, and a sedentary lifestyle. Interpersonal challenges included a lack of family or friend support and family obligations. Institutional barriers involved academic workload prioritization, school environment inaccessibility, and absence of athletic curriculum policy. Socio-cultural barriers posed by religious expectations included gender-related concerns and modest dressing. Drawing from their perspectives as Muslim female nursing students, study participants proposed six strategies to address these barriers. Proposed solutions include promoting PA through Apps, forming female team-up clubs, providing designated exercise spaces, and implementing mandatory athletic courses for nursing students at the institutional level. Additionally, offering female instructors and private exercise rooms could reduce the barriers from a socio-cultural perspective caused by religious expectations. The study found that Muslim female nursing students with dual roles face increased barriers to PA participation, driven by intrapersonal and interpersonal levels, nursing learning load, and religious norms. Schools could build environments to meet the religious expectations within Indonesian society to promote PA for Muslim female nursing students. For example, the practical strategies include offering private rooms or female instructors when they physically exercise in school.

THE RELEVANCE OF KI HAJAR DEWANTARA'S EDUCATIONAL PHILOSOPHY IN THE NATIONAL EDUCATION CURRICULUM POLICY BASED ON MERDEKA BELAJAR

Education policies and curricula in Indonesia are constantly changing. These changes have a big impact on how learning is done in schools. Muhammadiyah Al Mujahidin High School in Wonosari is one school that started using the new curriculum. The author links Ki Hajar Dewantara's educational philosophy with the new curriculum because they are related. The research focuses on Ki Hajar Dewantara's philosophy, how it is implemented at the school, and its relevance to the National Education Curriculum Policy. The method used is qualitative research with a descriptive qualitative approach and method, then continued with field research using observation, interview and documentation techniques. Then, for data analysis techniques this research uses data analysis techniques according to Miles and Huberman, namely qualitative data obtained from data reduction, data display, and conclusion drawing/verification. Results and conclusions: Ki Hajar Dewantara's educational philosophy focuses on freedom, namely independence in the sense that education is not dictation but is guidance. Muhammadiyah Al Mujahidin High School has implemented the independent learning curriculum very well and is well received among students and teaching staff, because the learning activity program at Muhammadiyah Al Mujahidin High School is used to carrying out activities that are similar to the system in the independent learning curriculum. The relevance of Ki Hajar Dewantara's educational philosophy to the independent curriculum at Muhammadiyah Al Mujahidin High School is Experience-Based Education, Student-Centered Learning, Character Education, Student Independence, Local Community Involvement, and Inclusivity and Diversity.

KARAKTERISTIK PENGEMBANGAN KURIKULUM MADRASAH ALIYAH DALAM KMA 183 DAN 184 TAHUN 2019

This research aims to analyze the characteristics of curriculum development at Madrasah Aliyah based on Minister of Religion Decree (KMA) number 183 and 184 of 2019. The research method used is library research, which involves collecting and analyzing data from various relevant literature sources. The research results show that KMA numbers 183 and 184 of 2019 provide a comprehensive foundation for curriculum development at Madrasah Aliyah, with an emphasis on integration between general knowledge and Islamic religious values. However, the implementation of this curriculum faces various challenges, such as limited human resources, facilities and infrastructure, as well as a lack of understanding of curriculum policies. This research recommends the need for continuous training for teachers and improving facilities and infrastructure in madrasas. By overcoming these challenges, it is hoped that curriculum development at Madrasah Aliyah can run more effectively and efficiently, and produce graduates who are competent and have Islamic character.

A Comparative Analysis of STEM Design Curriculum Policy for Country Development: A Case Study of Taiwan and Thailand

The aim of this comparative study is to analyze the STEM (Science, Technology, Engineering, and Mathematics) design curriculum policies in Taiwan and Thailand, focusing on their potential impact on national development. The research examines three key areas: 1) STEM educational developmentpolicies; 2) curriculum frameworks; and 3) teacher professional development. The methods employed in this study include a comprehensive review of relevant literature, policy documents, and curriculum frameworks from both Taiwan and Thailand. The analysis involves a comparative approach to identify similarities, differences, and best practices in STEM education policies and implementation strategies. The results indicate that both Taiwan and Thailand recognize the importance of STEM education for driving innovation and economic growth. However, Taiwan demonstrates a more comprehensive STEM policy framework and a stronger commitment to developing a skilled workforce. Taiwan’s curriculum framework emphasizes hands-on, project-based learning, interdisciplinary integration, and the incorporation of modern technologies, fostering critical thinking, problem-solving, and collaborative skills among students. In contrast, Thailand is in the early stages of establishing STEM regulations and aligning curricula with industry needs. Thailand’s evolving curriculum framework shows promise in promoting creativity, critical thinking, and practical problem-solving abilities. Regarding teacher professional development, Taiwan has a well-established system of ongoing training and industry-school collaboration, while Thailand is in the process of creating a STEM teacher competency program. The key conclusion of this study is that Taiwan’s well-developed STEM policy framework, with its focus on curriculum design and teacher professional development, demonstrates a more holistic approach to promoting STEM education compared to Thailand. Despite Thailand’s early stage of implementation, the country is showing encouraging progress in aligning its STEM policies with national development goals. The findings suggest that a comprehensive and integrated approach to STEM education, encompassing policy development, curriculum design, and teacher professional development, is crucial for effectively promoting economic growth and innovation in both Taiwan and Thailand.