Curriculum Project Research Articles

Plurilingual Education across Educational Levels – Conceptualization, Curriculum Analysis, and Recommendations for Further Development

In the period 2020-2023, the research and development project Plurilingual Education – Minority and Majority Students' Language Awareness across Educational Levels (PE-LAL) investigated students' language awareness across educational levels in the context of plurilingual education in the mandatory language subjects in primary and lower secondary school (Danish, Danish as a second language, English, French, German) and in Almen Sprogforståelse in upper secondary school. Based on findings from the PE-LAL project, the article focuses on plurilingual education in a Danish educational context. First, the article presents the project's conceptualization of plurilingual education developed through an abductive approach. The conceptualization forms a continuum consisting of three pluralistic approaches and a transversal dimension. Then, based on the conceptualization, the article presents findings from the project's curriculum study showing that plurilingual education is integrated in all language subjects in primary and lower secondary school and in Almen Sprogforståelse in upper secondary school – albert in different ways and with different objectives – leaving the Danish language curriculum with great development potential for plurilingual education. Finally, by drawing on the curriculum findings and other research results from the project, the article concludes with an introduction to the project's Recommendations to strengthen plurilingual education in language subjects in primary and lower secondary school and in Almen Sprogforståelse in upper secondary school in Denmark. The 18 recommendations represent an ideal scenario for how plurilingual education can be strengthened at different levels vertically and horizontally in the Danish educational context, which is why the recommendations address both the macro level (curriculum and teacher education) as well as the meso and micro levels (school, teacher, teaching materials, teaching practice). Each single recommendation is an important contribution to strengthen plurilingual education.

Manajemen Kurikulum Projek Penguatan Profil Pelajar Pancasila untuk Mewujudkan Imtaq pada Siswa di SDN Warungdowo I Pasuruan

Along with the change from the 2013 curriculum to an independent curriculum at the start of the 2022/2023 academic year. SDN Warungdowo I is one of the basic education institutions in Pasuruan Regency that was selected by the Ministry of Education and Culture to take part in the Class 2 Mobilization School Program. For this reason, researchers chose this institution to be the place for research on the Project for Strengthening the Profile of Pancasila Students (P5). The aim of this research is to reveal the design, implementation and results of the implementation of the Pancasila Student Profile Strengthening Project curriculum to realize imtaq for students at SDN Warungdowo I Pasuruan. Case study research method, because it can describe contemporary empirical research in a real life context. The research results show that the design of the P5 curriculum goes through a module planning process, organizing it using a block system at the end of the semester, and the P5 theme of the institution is a sustainable lifestyle with an evaluation system using assessment rubrics, and student performance. Implement P5 by carrying out activities according to the P5 module for each phase, using an assessment rubric with a checklist system, the P5 process goes through the stages of orientation, contextualization, action and reflection. Based on the recap of the assessment rubric, the results of its implementation in the Imtaq dimension with elements of morals towards nature reached 53%, the mutual cooperation dimension 27%, and the creative dimension 31%. Thus, it can be concluded that curriculum design and implementation of P5 play an important role in realizing the Imtaq dimension in students.

The Relationship Between Physical Literacy, Strategies and Approaches in Physical Education

Physical literacy is an idea or concept that has relatively recently developed in the international world, including Indonesia, when compared to other literacy concepts. This new knowledge has an important role when we carry out our teaching duties as physical education, sports and health teachers at school. Schools, through extracurricular physical education, sports and health activities, curricular projects to strengthen the profile of Pancasila students, as well as extracurricular sports activities have an important role in promoting physical literacy. This role should make schools a forum for creating learning that is appropriate to the level of development and characteristics of students. The aim of this research is to determine the relationship between physical literacy and strategies and approaches in physical education. This research uses a literature review method, namely by reviewing the results of previous research based on theories that can be accounted for to produce new, more up-to-date theories. Based on the cause and effect interpretation of 10 articles related to physical literacy with approaches to physical education, a very firm conclusion was drawn from this research, namely that physical literacy carried out in physical education increases physical fitness, potential and academic achievement.

Visiting Hannah Arendt: Reflections on the civic affordances of storytelling in design education

In this article, I consider the role of storytelling as a civic act, which is made visible through a reflection on the storytelling processes that informed the underpinning of a curriculum project showcased during the Stories Worth Telling exhibition (2023). To this end, I focus on how the stories worth telling are shaped, archived, and celebrated through participatory engagements and experiences by fourth-year Information Design students at the University of Pretoria. Underscored by Hannah Arendt's notion that storytelling serves as a bridge between the private and public realms, I highlight the civic affordances of the storytelling process that may ultimately augment the students' critical thinking and not only their technical design capabilities.

Mechanical Expertise Management for the Information Management inScaling Systems with Deep Learning Process

Dynamic scaling information management refers to the adaptive process of adjusting resources and managing data in real time to meet varying demands in computational and storage environments, particularly in cloud computing and data-intensive applications. This approach ensures optimal performance and resource utilization by automatically allocating or deallocating computing power, storage capacity, and network bandwidth based on current workloads and system performance metrics. Key components include monitoring tools that continuously assess resource usage, predictive analytics to anticipate future demands, and automated orchestration systems that execute scaling actions without human intervention. This paper introduces Predicted Dynamic Scaling in Information System Development (PDS-ISD) as a novel framework for talent cultivation within ISD education. By synthesizing empirical observations and theoretical models, PDS-ISD offers a predictive tool to forecast talent cultivation outcomes based on key educational factors. Through a comprehensive review of literature, the paper explores the theoretical foundations and practical applications of PDS-ISD in ISD education. Additionally, simulated results demonstrate the effectiveness of PDS-ISD in predicting talent outcomes across various scenarios. The findings highlight the importance of factors such as curriculum design, instructor expertise, student readiness, and project demands in shaping talent cultivation outcomes. The paper concludes with implications for practice and future research directions to further enhance the predictive capabilities and applicability of PDS-ISD in ISD education. Additionally, simulated results demonstrate the effectiveness of PDS-ISD in predicting talent outcomes across various scenarios, with an average accuracy of 85%. The findings highlight the importance of factors such as curriculum design, instructor expertise, student readiness, and project demand in shaping talent cultivation outcomes

Innovative Exploration of Integrating Chinese Traditional Culture into University Curriculum Systems

Chinese traditional culture is the root and soul of our nation, containing rich moral and intellectual resources. Traditional culture encompasses a wide spectrum, including technology, literature, and philosophy, and serves as an effective pathway for guiding college students to form correct outlooks on life, values, and the world. By deeply exploring the contemporary value of traditional culture and integrating it into university curriculum systems through the medium of “curriculum project packages,” we can construct a new type of curriculum system of “traditional culture + project package” in higher education. This initiative holds significant practical importance for the inheritance of traditional culture, the promotion of curriculum reform, the enhancement of teaching effectiveness, and the improvement of students' overall qualities.

The role of health education in improving student health in Indonesian schools

Health plays an important role in supporting educational success, with healthy students tending to have better concentration, endurance and motivation to learn. To achieve this, schools implement health education programmes aimed at improving students' knowledge, attitudes and skills in maintaining and improving their health. The programme includes formal and informal activities integrated in the curriculum, extracurricular initiatives and school health projects. Effective health education holds the potential to address these issues. While existing research has shown that health education can improve students' knowledge, attitudes, and skills related to health, direct evidence of its effect on students' health remains limited. The implications of health education are profound, including improved health knowledge, positive attitudes toward health, and the development of vital health maintenance skills. Additionally, it fosters a healthy learning environment, which is conducive to improved academic outcomes. Future interventions may involve the development of tailored materials, the integration of technology, and collaborative endeavors across multiple stakeholders. In conclusion, health education is a potent tool for enhancing student well-being and, consequently, educational success. By addressing health challenges and promoting healthy behaviors, health education contributes significantly to creating a brighter and healthier future for students in Indonesia and beyond.

An innovative Doctor of Nursing Practice scholarly project curriculum model: Strategies for supporting learners at various entry levels

The Doctor of Nursing Practice (DNP) Program curriculum must address the challenge of developing Competency Based Education (CBE) curriculum for DNP Scholarly Projects tailored to meet variations in nursing learner preparation and practice, from novice bachelor's entry level and master's advanced nurse practice expert entry level pathways. The recent Future of Nursing 2020–2030: Charting a Path to Achieve Health Equity report by the National Academy of Medicine advocates that competency-based education (CBE) approaches in nursing schools should focus upon the advanced practice nursing population within collaborative academic practice partnerships. This article describes an innovative DNP Scholarly Project Curriculum model at an academic health science center that integrates academic partnerships and CBE strategies that have been developed for second degree Bachelor's direct entry to nursing (direct entry), post BS in nursing to DNP (BS to DNP), Post Master's to DNP (PM DNP) entry levels of preparation. The DNP Scholarly Project Curriculum utilizes an innovative, scaffolded approach to fostering CBE for the assessment of learning activities at the doctoral level. The DNP Scholarly Project Curriculum includes domains of quality improvement, critical appraisal of the literature, evidence-based practice models, implementation practice models, policy analysis, and process/outcome evaluations. Preliminary alumni and stakeholder feedback suggests that these projects are not only impacting practice but improving learner competency in quality improvement science. Implementation of this model has led to enhanced CBE-driven curriculum teaching and learning strategies, and sustainable collaborative academic partnerships.

Key Improvements to the Army's Suicide Prevention and Intervention Training: An Interagency Collaboration to Develop the New "ACE Base +1" Curriculum.

Suicide is a prevalent problem impacting the military community. The U.S. Army recognized the need to address this complex issue; one line of effort has been to provide suicide prevention and intervention education and training that is informed by current research, doctrine, and implementation best practices. The purpose of this article is to outline and present the genesis of the Army's new suicide prevention and intervention training-"Ask, Care, Escort (ACE) Base +1"-that aligns with the DoD newly published regulation-driven initiatives. The development of the "ACE Base +1" curriculum was a collaborative effort between two organizations within the Defense Health Agency: The Defense Centers for Public Health-Aberdeen and the WRAIR. A multidisciplinary team was formed by selecting specific operational and subject-matter experts from each organization based on educational qualifications and practical experiences expected to aid the development of curriculum content (e.g., subject-matter experts) and/or the training design. Revisions to the curriculum were informed by the Army's existing suicide prevention training module, current research in suicide prevention and public health, updated and relevant Army regulations, and current public health policy guidance from the CDC and the Department of Suicide Prevention Office. A detailed account of the systematic and iterative curriculum development process is provided. The interagency collaborative efforts resulted in a suite of training products, "ACE Base +1" version 1.3 that is modernized in training content, delivery methods, and design. Four primary elements shaped the final products: (1) A modular framework allowing a tailored approach to mandatory training, (2) a public-health approach that focuses on earlier intervention opportunities while building trust and cohesion, (3) a training design centered on peer discussions and behavioral rehearsal, and (4) an expansion of the curriculum to be inclusive of the entire Army community. Practical implications for each element are discussed.As the program of record, "ACE Base +1" training satisfies the annual requirement for all Active Army, Army National Guard, U.S. Army Reserve, and Department of the Army (DA) civilians. Both the training content (e.g., public-health concepts) and design of "ACE Base +1" reflect a comprehensive approach, focused on developing concrete, applicable skills that support the shared responsibility to suicide prevention and intervention. Limitations, such as delayed interagency collaboration and time constraints, are discussed. Future directions include recommendations for future curriculum projects, specifically within military populations, such as interprofessional, interagency collaboration, and selecting a multidisciplinary team of subject-matter experts. Additionally, WRAIR plans to continue their support to Directorate of Prevention, Resilience and Readiness with the expansion of the +1 menu of trainings, ongoing program evaluation, and longitudinal analysis to inform future revisions and ensure the content and delivery methods remain modernized, relevant, and effective.

“Global challenge program” projects themed on preventing zoonosis: developing One Health core competences in medical students at SJTU

Abstract Objectives To develop One Health (OH) core competencies in medical students, Shanghai Jiao Tong University has conducted an OH practice project named the “Global Challenge Program” (GCP) for three years. This study aims to understand the outcomes and challenges of the pilot projects, thereby providing evidences to support the expansion of One Health education program on a larger scale. Methods We conducted a questionnaire survey to a purposive sample of 48 participants who were involved in GCP projects. A questionnaire was designed to assess the effect of GCP projects on improving the core competencies of OH professionals. It consists of 32 questions divided into four categories: basic information, overall assessment, communication skills, and interdisciplinary collaboration. Statistical analysis was conducted and reported based on the data collected from the survey. Results A total of 42 students (87.5 % of 48 participants) completed the follow-up survey. Among them, 64.3 % perceived a significant improvement in their understanding of the OH concept and approach after participating in the GCP projects. Benefiting from the communication opportunities offered by the GCP projects, 24.0 % and 49.0 % of the students reported significant and moderate improvement in their international communication abilities, respectively. In addition, 74 .0% of the students noted that the GCP projects greatly enhanced their capabilities in interdisciplinary cooperation and systematic thinking in addressing complex health issues. Conclusions The GCP project has served as a pilot initiative for participatory OH education, contributing to the development of OH core competencies in medical students, particularly in systems thinking, international communication, and interdisciplinary collaboration. However, generalizing the experience of the pilot project to a large-scale education program for medical students requires careful revisit of the gaps of resources and talents in curriculum building and project operation.

They Can't … They Won't … They Did: Overcoming Reductive Perceptions of Teachers with Colorado's Sample Curriculum Project

In this essay Brian R. Sevier, Joanna Bruno, Karol Gates, Stephanie Hartman, Mary Ellen Pittman, Vince Puzick, Phyllis Reed, and Beverly Reimer describe their effort at the Colorado Department of Education to recruit and engage educators in authoring free and open-source curriculum samples for preK-12 academic content areas. The story of Colorado's Sample Curriculum Project illuminates how this team navigated constraints to foreground teachers as intellectual professionals who were ready and willing to use their knowledge and experience in deliberative and collaborative community. It also reveals the intransigency of perspectives that downplay the significance of teacher knowledge and collaboration. Highlighting both the possibilities that materialize when teachers engage, create, and collaborate and the persistent doubters of those possibilities, the authors argue for opportunities for professional expression that undermine reductive perspectives of teachers and their capabilities.

The Benefits of Informal Learning Garnered Through Participation in the Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project

The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project has several goals, with its primary focus on connecting the students of New York City with the enormous potential of restoring New York Harbor to its former self. Through the collaboration of numerous partners representing all of the facets of the city to the marginalized students living in hundreds of under-resourced communities, out-of-school experiences such as participation in the annual Science Symposium and the environmental fieldwork conducted along the shores of New York Harbor flourished. The CCERS STEM + C Project enables the merging of these entities for the good of its participants and the enormous benefit to the environment's restoration. This study consists of student surveys administered to and completed by 513 students attending schools throughout New York City's five boroughs. Of those who responded to the ethnicity section of the survey, 43.7% represent minority students. Data indicated a significant increase in STEM motivation by the CCERS STEM + C participating students, particularly those who identify as members of the under-represented minority group.

The Teachability of Global Citizenship to Children through Empirical Environmental Education: Reflections from a Horticultural Project in a Spanish School

In a context defined by the internationalisation of educational policies and the supranational nature of school programmes, we highlight the desirability of promoting local strategies for teaching environmental sustainability in order to contribute to the formation of global citizenship in children. Based on the experience of a horticultural curricular project in a school in northern Spain, the aim of this article is to reflect on the need for socio-educational communities to transform the objectives of environmental education into tools with which children can co-responsibly build connections to modify or enrich their everyday concepts of caring for the planet. To do this, semiotic analysis of different official school documents is used as a key methodology. Our findings invite consideration of the fact that pedagogies designed to train children in global citizenship competencies should not be limited to the classroom or to reproducing the proposals of institutional documents. Rather, they should be based on the prior knowledge and experiences of all members of the community, above all, of the children. From this perspective, the promotion of empirical learning situations is essential for the acquisition of meaningful and appropriate environmental contents, in the sense that they allow children, as future global citizens, to recognise the ethical repercussions of their own actions and decisions.

Engagement of stakeholders in the development of generic medical and nursing curricula in Tanzania through media outlets and social media

Background. The Catholic University of Health and Allied Health Sciences, Kilimanjaro Christian Medical University College and Muhimbili University of Health and Allied Sciences teamed up to address gaps in the training curricula for medical doctors and nurses with the aim of developing harmonised curricular templates that would be comprehensive and suit national objectives. Objectives. To share experiences and lessons learned in engaging stakeholders using social media as an additional method to collect information on curricular gaps and ideas to develop harmonised medical and nursing curricula. Methods. Pictures, newsprint extracts, and videos of face-to-face events in the curriculum development process and project and a curriculum advert were posted on Facebook, Twitter and YouTube and used to engage stakeholders, including regulatory bodies, health professional councils, graduates, students, practitioners, health training institutions, private and public employers, internship supervisors, faculty and the public. Reactions, comments and post insights from stakeholder postings, in both Swahili and English, were analysed manually and categorised into four types of messages: congratulatory, comments on the process and expected outcomes, curricular gaps, and faculty development needs to implement new curricula. Results. A total of 69 290 stakeholders were engaged via Facebook and 229 via Twitter. A total of 13 553 (19.6%) Facebook and 179 (78.2%) Twitter comments were directly related to gaps in current curricula and graduate competencies. Other inputs received through social media were on faculty development needs to implement harmonised curricula and the project in general. Conclusion. This was the first attempt to engage curriculum stakeholders using social media for the development of harmonised curricula in Tanzania. The impact of social media in providing relevant inputs for curriculum development was significant. Use of social media, with multiple language options, is an economical and efficient way to reach a large number of stakeholders for curriculum quality improvement.

Integrating Quality Improvement Curriculum and Group Projects: A Neurology Resident-Guided Initiative (P4-7.006)

Integrating Quality Improvement Curriculum and Group Projects: A Neurology Resident-Guided Initiative (P4-7.006)

Engaging diverse voices across sites of curriculum making in Australia: realities and possibilities

AbstractResearch to date has pointed out that during periods of curriculum reform, public debate gets politicised resulting in an over-emphasis on top-down approaches to curriculum making. As a group of curriculum inquiry researchers, we are concerned that teachers, students, school leaders and community organisations are often side-lined as integral curriculum actors in curriculum making processes. This paper challenges top-down, discipline-siloed conceptualisations of curriculum making by bringing together three separate curriculum projects, as illustrations, for the purpose of rendering diverse articulations of curriculum as a social process. We apply Priestley et al.’s (Priestley et al., Curriculum making in Europe: Policy and practice within and across diverse contexts, Emerald Publishing Limited, 2021) sites of curriculum making as a conceptual frame, to articulate the diversity of curriculum making activities, curriculum actors and sites of curriculum making in primary and secondary settings. The three illustrations include examining how teachers and students participate in curriculum making about Asia and Australia’s engagement with Asia at macro and meso sites; how listening to secondary students as curriculum actors allows them to contribute to shaping school History beyond the nano sites of the classroom and how community and arts-based approaches empower primary students to engage in nano curriculum making (e.g. Hannigan & Kelly, Hannigan and Kelly, Lin et al. Sinner et al. Irwin (eds), Community arts education: Transversal global perspectives, Intellect, 2023). By engaging a collaborative approach that uses illustrations to draw a complementary transdisciplinary picture of the realities and possibilities of curriculum making across different sites, this paper makes a novel methodological contribution to the field of curriculum inquiry.

Stenhouse in Scotland and England: Context and culture in curriculum development

AbstractThis paper uses biographical, historical and comparative perspectives to examine some of the work of Lawrence Stenhouse, widely regarded as one of the leading curriculum theorists of the twentieth century. Although his best‐known work was carried out in England, he had strong Scottish connections and some of the influences on his output can be traced to his higher education in Scotland, his teaching experience in Glasgow and Fife, and his time as Principal Lecturer in Education at Jordanhill College of Education. Particular attention is given to Culture and Education (1967), written during Stenhouse's time in Scotland, and An Introduction to Curriculum Research and Development (1975), the product of his experience as Director of the Humanities Curriculum Project and subsequently as Director of the Centre for Applied Research in Education at the University of East Anglia. Stenhouse's personal intellectual journey is related to policy developments in Scotland and England and, in particular, to the different approaches to curriculum development in the two countries. His early death in 1982 meant that he did not live to see the assault on his creative, teacher‐centred approach to curriculum development mounted by the political right in the 1980s and 1990s, but his ideas were kept alive by members of the team he had built up. The paper ends by summarising the reasons for Stenhouse's continuing importance. It is noted, however, that the many tributes to Stenhouse's achievements in England have not been matched by similar recognition in Scotland. Arguably, his ideas could have enabled Scotland's Curriculum for Excellence reform programme, launched in 2004, to have avoided some of the problems it encountered in the transition from conception to implementation.

IMPLEMENTASI MBKM DALAM MENGHADAPI ERA DISRUPSI &SOCIETY 5.0 DI MAS KMI PADANG PANJANG

This article discusses about the implementation of the independent learning curriculum (MBKM) in facing disruption era and society 5.0 at MAS KMI Padang Panjang. The industrial revolution 4.0 caused changes in every single live quickly. The existension of humans is replaced by technology. Society 5.0 is coming as an answer to these challenges. Society 5.0 means that the concept of a human based on technology. Indonesia also tries to create superior human who are ready to go to international scale. MBKM was born as the government's effort to create human beings with superior quality and ready to balance the developments. This research is a field research with a qualitative descriptive approach. Data collection techniques were carried out by observation and interviews. The data collection instruments are observation guidelines and interview guidelines. Data analysis techniques use data reduction, data presentation and data verification. As for testing the validity of the data is using data triangulation techniques. The results of the study describe how the implementation of independent learning in MAS KMI Diniyyah Puteri Padang Panjang. MAS KMI Padang Panjang applied individual project-based learning, integration projects and independent curriculum projects, a form of assessment that is not only focus on kognitive aspects but also in affective, aesthetic, physical and social which is contained in 29 indicators of the Quba curriculum, called domain circle, the majoring system is carried out in class XI, a mini thesis munaqasyah session in 3 languages by class XII students, as well as an increase in student HOTS.Keywords: MBKM, Disruption, Society 5.0, MAS KMI Padang Panjang

Educational Concern of Inquiry Teaching: A Study on the Amherst Curriculum Project

Educational Concern of Inquiry Teaching: A Study on the Amherst Curriculum Project

A Sentient Planet as a School; a School as a Community Garden: Toward Eco-Creative Think-Practicing

The article revisits the notion of theory as differential becoming with a diffractive reading of two practices through/with each other: the curricular project of environmental education in Colombian schools and walking through Colombian volcanic selva. The article discusses both experiences as a practice of being-of living knowledge. Such knowledge is not just practical, functional, or instrumental; it is meaningful because it is co-created, emergent from being/becoming-with. The environmental education classroom discussed in the article is seen as an ecosystem. Academic reflexivity and the process of writing are approached as an ecosystem as well. We argue that decolonized/-ing inquiry requires inner decolonization as a person, as a field, and as academia by overcoming any homogeneous tendency toward being creatively and diversely more-than-theory.