Curriculum Redesign Research Articles

Competence-based vocational agriculture education for sustainability in Burundi: perspectives from different educational stakeholders

ABSTRACT One of the most important goals for vocational agriculture education in Burundi (ITAB) is to develop the sustainable agriculture competencies of students. Competence-based education (CBE) is the current official approach for ITAB curriculum design. The present study aimed to examine to what extent the ITAB curriculum addresses sustainable agriculture competencies and fulfils CBE educational design principles from the perspectives of educational stakeholders. Survey data from a sample of 224 respondents, including teachers (N = 115), students (N = 96), and curriculum advisors (N = 13), were collected and analysed. Respondents felt that the ITAB curriculum does not sufficiently foster sustainable agriculture competencies from the curriculum content view, and that study programmes are only partially competence based in terms of educational design. These educational limitations were experienced much more by teachers and students, while for advisors, the current curriculum was already largely competence based. These findings have implications in terms of curriculum re-design. More concretely, study programmes should be regularly updated to reflect the changing dynamics of sustainable agriculture and to truly promote students’ sustainability competencies. Furthermore, and crucially, attitudinal aspects of competencies should be emphasised to enable behavioural changes in students with regards to their preparedness to constitute a pool of motivated sustainability change-agents.

“A How-To-Guide For Bringing Artificial Intelligence Into Life In Your Marketing Curriculum: A Blueprint For Student Learning And Success”

ABSTRACT The rapid rise of artificial intelligence (AI) presents both challenges and opportunities for marketing educators. This paper outlines a transformative process undertaken by our department to integrate AI across the marketing curriculum. We detail a strategic shift from initial resistance to acceptance, resulting in the successful integration of AI-focused content and experiential learning opportunities into our courses. Key innovations included curriculum redesign, AI-specific exercises, and activities aimed at enhancing AI literacy and prompt engineering skills. We further explore the impact of these changes on student engagement and learning outcomes, demonstrating how AI tools such as ChatGPT and xiQ can be effectively employed for teaching. Our findings reveal high levels of student satisfaction and AI self-reported knowledge gains, particularly in courses where AI was a central component. This paper provides a blueprint for other institutions seeking to embrace AI in their marketing programs, offering practical recommendations for overcoming resistance, fostering acceptance, and implementing AI-based pedagogies. By aligning education with industry needs, we aim to prepare students to thrive in an increasingly AI-driven marketing environment.

Use of Learner Engagement Analytics to empower medical educators to make data-informed decisions

Learner Engagement Analytics (LEA) has enabled Higher Education Institutions (HEIs) to identify learners who are not engaging with their studies and provide targeted support and help (Naeem and Bosman, 2023). It has also allowed educators to make data-informed decisions to inform their curriculum design and classroom practice (Cogliano et al., 2022). The LEA data is captured from a wide range of sources related to teaching and learning which offer meaningful insights into a learner’s learning habits (Eady et al., 2021). Previous research suggests that providing learning analytics to educators in Higher Education Institutions can improve learning outcomes for students (Aslan et al., 2019). At Queen Mary University of London, a multidisciplinary team was formed of medical educators, LEA experts, learning technologists, and learning innovation professionals to investigate how LEA can inform curriculum redesign in the early phase of the medical curriculum. Through a series of scholarship meetings on LEA using data dashboards from the Virtual Learning Environment (VLE), the team analysed learners’ engagement with the virtual pre-sessional resources. The VLE interactive resources were designed to allow medical learners to develop clinical interpretation skills during practical sessions, as recommended by the General Medical Council (GMC, 2018). However, medical educators lacked the metrics to evaluate learners’ interaction with these virtual resources. Therefore, it was inevitable to train educators on how to use LEA to optimise students’ learning. The team assessed the learners' engagement on the VLE, quantified engagement scores, and evaluated the results against key outcomes, including the learners' performance. The LEA data offered further insights into virtual engagement across multiple modules in the medical curriculum. Effectively, the outcome of this work empowered medical educators to make informed decisions regarding the future use of VLE resources in curriculum design and develop virtual resources to increase students’ engagement and enhance their learning.

A new dawn in education: The promise and potential of NEP 2020 for students and teachers

The New Education Policy (NEP) 2020 marks a significant reform in India's educational landscape, aiming to create a more inclusive and flexible educational framework. This paper delves into the policy's relevance for students and teachers, highlighting its transformative initiatives such as curriculum redesign, skill development, and the promotion of multilingualism. By addressing the needs of diverse learners and enhancing teacher training, the NEP seeks to foster critical thinking and creativity. Ultimately, this policy aims to equip students with necessary skills for the future and empower teachers through professional development, making it a cornerstone of India's educational strategy.

Model of University Entrepreneurial Education Development Strategy for Preparing the Golden Generation Toward 2045: Islamic Entrepreneurship Perspective

This study aims to develop entrepreneurial strategies based on sharia principles at Universitas Syiah Kuala to prepare students for Indonesia’s Golden Era 2045. Key concepts explored include sharia-based entrepreneurship education, curriculum reform, and business incubation. Using Soft Systems Methodology (SSM), the research identifies and implements changes through curriculum redesign, workshops, strategic partnerships, and the establishment of a sharia business incubator. Data collection involved surveys and interviews with students, faculty, and local business stakeholders over six months. The results indicate increased student engagement and business creation aligned with sharia values. These findings highlight the importance of integrating Islamic principles into entrepreneurship education, offering valuable insights for other universities seeking to develop similar programs.

The effect of flipped learning on students’ basic psychological needs and its association with self-esteem

BackgroundModification of the learning environment enhances academic performance, and meta-motivational skills. Yet it is largely unknown which underlying cause potentiates these effects. The study’s goal is to analyse flipped classroom (FC) effect on basic psychological needs and self-esteem.Methods40 undergraduate medical students participated in a one-site two phased study. In Phase I, students attended a traditional lecture-based classroom (TC). In Phase II, the same group attended FC. Upon completion of each Phase students completed two questionnaires: Basic Psychological Need Satisfaction and Frustration Scale, and Rosenberg self-esteem scale.ResultsAutonomy satisfaction was significantly higher in FC (n = 40, z = 5.520, p < .001), the same tendency was seen for Competence satisfaction in FC (n = 40, z = 5.122, p < .001). As for the frustration of all three needs, the statistical difference was observed for all three subscales between TC and FC. In FC, autonomy (n = 40, z = − 5.370, p < .001), relatedness (n = 40, z = 4.187, p < .001), and competence (n = 40, z = − 5.323, p < .001) frustration was significantly lower. Self-esteem was significantly higher in FC (n = 40, z = 5.528, p < .001). In TC self-esteem negatively correlated with autonomy frustration, (r(38) = − 0.430, p < .01), and competence frustration, (r(38) = − 0.379, p < .05). In FC, self-esteem positively correlated with autonomy satisfaction (r(38) = 0.316, p < .05), and competence satisfaction (r(38) = 0.429, p < .01).ConclusionsFC better fulfils students’ basic psychological needs, specifically needs for autonomy and competence, and self-esteem compared to TC. Collaborative work, and academic scaffolding, contributes to behavioural engagement of students in the learning process. FC with the main focus on students’ active involvement may better meet millennials’ needs. Implementing validated questionnaires to measure students’ psychological needs should become a regular practice in medical schools, specifically during the process of curriculum redesign.

Collaborative Design Capacity for Enactment Framework: An Analytic Tool for Conceptualizing Pedagogical Design Capacity Within Social Context

ABSTRACTThis study examines an urban middle school teacher design team's capacity for creating integrated science, technology, engineering, and mathematics curricula. Using Brown's pedagogical design capacity (PDC) theory, which highlights interactions between personal and curricular resources, this paper introduces an extended framework that includes social interactions as key influences on teachers' design abilities. Findings show that individual teachers' spontaneous curriculum modifications were adopted by the team, becoming collective resources for ongoing redesign and improving their design capacity. Teachers effectively used each other as resources to address unexpected challenges in integrating science, engineering, and mathematics concepts. Three types of social interactions were identified as collaborative resources: (i) Storytelling: sharing experiences to make abstract concepts actionable for curriculum development; (ii) Protocols: structured methods to address curricular problems related to integration; and (iii) Assessment “for” curriculum redesign: using assessment tools to inform and improve the curriculum. The Collective Design Capacity for Enactment framework is introduced to describe PDC within a social context, highlighting the importance of social interactions in bridging curriculum use and development, thus extending the literature on PDC.

Implementation and Preliminary Evaluation of an Entrepreneurship, Biomedical Innovation, and Design Pathway in a School of Medicine Curriculum.

New educational curricula are emerging to train physicians to practice healthcare in the 21st century. The University of Massachusetts Chan Medical School T.H. Chan School of Medicine (UMass Chan) implemented an MD curriculum redesign in the fall of 2022 that included seven educational pathways, including Entrepreneurship, Biomedical Innovation and Design. This pathway is modeled after the I-Corps curriculum with added material regarding engineering design. This manuscript describes this pathway curriculum and provides preliminary evaluation data and learning outcomes. First-year (Class of 2027) and second-year (Class of 2026) pathway students were invited to participate in online surveys evaluating course material and their knowledge of course content. Course evaluations and self-assessments were performed on a 4 or 5 point Likert scale. The material assessment comprised of multiple-choice questions; some had four options while others had five. Simple means were calculated for each question of the self-assessment, and as an aggregate. A two-sample t-test was performed using those means to assess statistical significance. A distribution of correct and incorrect answers was generated between the pre and post survey results, and a chi-squared analysis was used to determine whether the two correct/incorrect distributions were significantly different. Initial results show that the program was well received, with 15/20 (75%) of first year students rating the experience as good or excellent and 8/10 (80%) of second year students rating the experience as good or excellent. Three lectures were provided during the Fall 2023 semester to 11 second-year students. Results of self-assessment of student comfort and understanding of engineering content significantly improved after delivery of these lectures. Objective student knowledge also significantly improved. This new pathway curriculum at UMass Chan is designed to introduce students to the principles of innovation, entrepreneurship, and technology commercialization. An element of this pathway focused on basic engineering principles provided students with baseline understandings of biomedical design, human factors, and risk/hazard analysis. Despite small sample sizes, the results show improvements in student comfort with the material and knowledge. Novel curricula have the potential to transform medical education and prepare future physicians to practice healthcare in the 21st Century.

Projections on (re)designing pedagogical pathways towards decolonial praxis in postgraduate literacy education

What would it mean to teach a postgraduate course about literacy education in South Africa in a way attuned to place, bodies, ways of being, and decolonial knowledge making? In this paper, we engage with this question through reflections and projections on our ongoing work of curriculum re-design of a master’s level course on literacy theories. This course, which we have taught three times since 2018, seeks to place the existing theoretical architecture of sociocultural literacy under pressure, asking whether these various frameworks still hold relevance for literacy education in South Africa in this post-Fallist and, more recently, post-Covid-19 reality. In each iteration of the course, we have invited students to think together with us about how literacy education in the Global South might respond to the opposing forces of globalisation and decolonisation. Yet, each time, the course has flowed differently as the configuration of bodies, identities, languages, knowledges, dispositions, affects, and materialities of learning mode has changed year by year. We aim to map the pedagogical pathways, in the sense of “configurations that guide the constraints and potentialities shaping the movement of pedagogy” (Madden, 2015:2) of the course. We draw on decolonial theory and transhumanist ideas of relational ontologies to explore selected incidents when significant discursive, affective, institutional, and material elements crystallised into patterns revealing of the ways in which coloniality can be either reproduced or challenged within our particular context. Emerging insights relate to assessment issues, multimodal tasks, article selection, and student reflections across time, and gesture towards a decolonial praxis. We conclude by projecting the lessons learned into the course’s future redesign.

The Future of Finance Education in Pakistan: Preparing for an AI-Driven Industry

This study investigated the transformation of finance education in Pakistan amid the rising influence of artificial intelligence (AI) in the financial sector. Through a mixed-methods approach involving 245 finance educators, industry professionals, and students from major Pakistani universities, the research examined current curricula gaps, industry requirements, and necessary pedagogical shifts. Results indicated significant disparities between existing finance education and industry needs, with 73% of professionals identifying AI literacy as crucial for future finance graduates. The study found strong positive correlations between AI-integrated finance education and graduate employability (r = 0.78, p &lt; 0.001). Recommendations include curriculum redesign, faculty development programs, and industry-academia partnerships to prepare finance students for an AI-driven future.

TƯƠNG LAI CỦA GIÁO DỤC ĐẠI HỌC: MÔ HÌNH MỚI CHO THẾ KỶ 21

The 21st century has brought significant challenges to higher education, including rising tuition costs, limited accessibility, and curricula that often fail to prepare graduates for the demands of the modern workforce. This paper investigates these interconnected challenges through a comprehensive review and synthesis of existing literature and research findings. The study examines the financial burdens faced by students, particularly those from marginalized backgrounds, and critiques the limitations of traditional teaching methods and assessment practices. The research proposes a transformative roadmap for higher education, emphasizing affordability, accessibility, and the cultivation of essential skills. It highlights the potential of technology to enhance access and create engaging learning environments that foster active learning. The study also advocates for a curriculum redesign that incorporates interdisciplinary approaches, problem-based learning, simulations, and critical reflection, empowering graduates to navigate a complex and interconnected world. The paper concludes by stressing the importance of collaboration among diverse stakeholders to achieve a comprehensive transformation of higher education, ensuring it remains a powerful force for social mobility, economic advancement, and individual empowerment in the 21st century. Keywords: Active learning; curriculum redesign; higher education; skills development.

University Transformation and Curriculum Redesign in the Area of Reason and Faith and Pastoral Care at Universidad Politécnica Salesiana on its 30th Anniversary

University Transformation and Curriculum Redesign in the Area of Reason and Faith and Pastoral Care at Universidad Politécnica Salesiana on its 30th Anniversary

Assessment of Patient Care Activities and Readiness for Advanced Pharmacy Practice Experiences in Revised Third-Year Introductory Pharmacy Practice Experiences

ObjectiveTo quantify the impact of a revised third-year (P3) introductory pharmacy practice experience (IPPE) curriculum on student opportunities for direct patient care and to evaluate student and preceptor perceptions of advanced pharmacy practice experience (APPE) readiness. MethodsAn intentional, structured curriculum redesign shifted 50 IPPE hours from each of the first- and second-years into the P3 year. A survey was developed and administered to students in the graduating classes of 2023 (original curriculum) and 2024 (revised curriculum) at the end of their first APPE rotation. The survey quantified the frequency of patient care activities completed during P3 IPPEs and assessed student perceptions of the effectiveness of P3 IPPEs in preparation for APPEs. At the conclusion of the first APPE, preceptors answered a single question assessing student APPE readiness. ResultsA total of 213/226 (94%) students responded to the optional survey. A significantly higher proportion of students in the 2024 cohort had the opportunity to complete several direct patient care activities compared to the 2023 cohort in community, institutional, and elective IPPEs. Additionally, the 2024 cohort was provided with greater access to the electronic health record (EHR). Although the 2024 cohort had higher perceived APPE readiness in areas of navigating the EHR and administering vaccines, student- and preceptor-perceived overall APPE readiness was similar between the 2 cohorts. ConclusionTransferring more IPPE hours into the last didactic year can increase student opportunities for direct patient care while promoting APPE readiness. Activity quantification could be used by other pharmacy programs to optimize IPPEs.

Predicting multidimensionality of mathematical creativity among students: Do mathematics self-efficacy, attitude to mathematics and motivation to mathematics matter?

Mathematical creativity is the focus of most curriculum in that students with this ability are prone to solving problems in society from a multidimensional perspective. However, studies of this nature, especially in Africa, are limited, and this poses a challenge to policy development. To cover this gap, the study sought to model the predictive effect of mathematics self-efficacy, motivation for mathematics, and attitude towards mathematics on mathematical creativity from a multidimensional perspective. The study adopted a cross-sectional survey using 654 mathematics students for the study. Two instruments–the mathematics self-efficacy, attitude towards mathematics, and mathematical motivation scales and the mathematical creativity test were used for data analysis after they had undergone a qualitative and quantitatively rigorous validation process. This was done using exploratory and confirmatory factor analysis with the average variance extracted and Fornell-Larcker criterion for convergent and divergent analysis, respectively, while Cronbach’s alpha was used to determine the stability of the scales. Analysis was performed using hierarchical regression and the result showed that mathematics self-efficacy and attitude towards mathematics, when taken individually, are the only strong predictors of mathematics creativity from the perspective of fluency, flexibility, and originality components. Collectively, the three predictors were significant in contributing to the variance in mathematics creatively from the three dimensions assessed. However, mathematics self-efficacy was the strongest predictor, followed by attitude towards mathematics. The implications of the study were discussed for policy and curriculum redesign in mathematics education.

Nursing Students’ Experience and Perception towards Online Education during Covid-19 Pandemic in Nepal

Background: The COVID-19 pandemic forced educational institutions worldwide to adapt swiftly. This study explorednursing students’ experiences and perceptions towards online education during the pandemic in Nepal.Method: Using a cross-sectional descriptive design, data were collected from 416 nursing students across the country usingnon probability convenient sampling technique via a google form questionnaire. Ethical approval was obtained from NHRCand for the data analysis, descriptive analysis was done by using appropriate statistical tools and SPSS version 20.Result: Key findings on online class experience, 93.5% participated in live online classes, 62.3% preferred a blend ofsubjective and objective evaluation methods and 58.9% favored pre- and post-classroom assignments. Similarly, regardingbenefits of online education 25.0% strongly agreed that technical skills (email, internet, apps) improved, 53.1% recognizedteachers’ facilitative role in student learning and 45.2% believed online classes reduced psychological stress. There werechallenges on theory classes and clinical practicum where 38.8% acknowledged skill gaps for effective online teaching and44.0% strongly agreed on curriculum redesign respectively.Conclusion: Online learning is crucial for a variety of reasons, including time savings and learning flexibility. Despite these,constrained technology infrastructures, connectivity issues and clinical practicum continued to be obstacles. Effective onlineeducation requires increased internet access, faculty and student digital training, and the support of regulatory authorities.

Curriculum Redesign Based on Local Wisdom: Optimizing Madrasah Ibtidaiyah Teacher Assistance in Jayapura

Curriculum Redesign Based on Local Wisdom: Optimizing Madrasah Ibtidaiyah Teacher Assistance in Jayapura

Curriculum Frameworks and Educational Programs in AI for Medical Students, Residents, and Practicing Physicians: Scoping Review.

The successful integration of artificial intelligence (AI) into clinical practice is contingent upon physicians' comprehension of AI principles and its applications. Therefore, it is essential for medical education curricula to incorporate AI topics and concepts, providing future physicians with the foundational knowledge and skills needed. However, there is a knowledge gap in the current understanding and availability of structured AI curriculum frameworks tailored for medical education, which serve as vital guides for instructing and facilitating the learning process. The overall aim of this study is to synthesize knowledge from the literature on curriculum frameworks and current educational programs that focus on the teaching and learning of AI for medical students, residents, and practicing physicians. We followed a validated framework and the Joanna Briggs Institute methodological guidance for scoping reviews. An information specialist performed a comprehensive search from 2000 to May 2023 in the following bibliographic databases: MEDLINE (Ovid), Embase (Ovid), CENTRAL (Cochrane Library), CINAHL (EBSCOhost), and Scopus as well as the gray literature. Papers were limited to English and French languages. This review included papers that describe curriculum frameworks for teaching and learning AI in medicine, irrespective of country. All types of papers and study designs were included, except conference abstracts and protocols. Two reviewers independently screened the titles and abstracts, read the full texts, and extracted data using a validated data extraction form. Disagreements were resolved by consensus, and if this was not possible, the opinion of a third reviewer was sought. We adhered to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist for reporting the results. Of the 5104 papers screened, 21 papers relevant to our eligibility criteria were identified. In total, 90% (19/21) of the papers altogether described 30 current or previously offered educational programs, and 10% (2/21) of the papers described elements of a curriculum framework. One framework describes a general approach to integrating AI curricula throughout the medical learning continuum and another describes a core curriculum for AI in ophthalmology. No papers described a theory, pedagogy, or framework that guided the educational programs. This review synthesizes recent advancements in AI curriculum frameworks and educational programs within the domain of medical education. To build on this foundation, future researchers are encouraged to engage in a multidisciplinary approach to curriculum redesign. In addition, it is encouraged to initiate dialogues on the integration of AI into medical curriculum planning and to investigate the development, deployment, and appraisal of these innovative educational programs. RR2-10.11124/JBIES-22-00374.

Rational Redesign of an Introductory Pharmacy Practice Experience Curriculum

ObjectiveTo utilize a process to identify strengths and weaknesses of an introductory pharmacy practice experience (IPPE) curriculum from stakeholder perspectives and undergo IPPE curricular revision. MethodsAn IPPE curriculum redesign taskforce was created, and a 5-step systematic quality improvement process was developed and applied to redesign an IPPE curriculum. The steps were to identify existing curriculum challenges and strengths, determine potential solutions to challenges, redesign IPPE curricular structure, obtain stakeholder input and support, and redesign IPPE content. Throughout these steps, surveys were administered, and feedback was solicited from stakeholder groups through focus groups and meetings. Quantitative data were analyzed using descriptive statistics. Qualitative data were analyzed using inductive content analysis and peer debriefing to identify themes. ResultsStudent survey and focus group results identified desires to limit student-preceptor negotiations when scheduling hours, decrease conflict between IPPE hours and scheduled classes, and increase direct patient care opportunities. Structural revisions included transition of IPPE hours from the first and second year of the program into the third year, revising course schedule grids to allow third-year students 1 day per week to complete hours, and aligning rotation dates during class-free times. Curricular content was strengthened through curricular mapping, threading, and course coordinator collaborations. ConclusionA 5-step IPPE redesign systematic quality improvement process utilizing solicitation, analysis, and incorporation of stakeholder feedback was used to revise an IPPE curriculum to maintain framework and content strengths and address weaknesses. Other pharmacy programs could utilize this process to redesign their IPPE curriculum.

Transitioning from Secondary Level (8 – 12) To Higher Institution Entry Towards Enhancing Curriculum Design: A Case of The Namibian Education System

This study examines the critical transition from secondary education to higher institutions in Namibia, focusing on grades 8-12 and entry into higher education. It uses a framework that highlights the interplay between Senior High School (SHS) profiles, entry requirements, transitioning, and curriculum redesign. The research addresses key issues, such as public universities' entry criteria, SHS graduates' preparedness for university life, and the relationship between entry requirements and transitioning readiness. Additionally, it explores how SHS profiles influence this transition and its implications for curriculum redesign. By reviewing existing literature and collecting quantitative and qualitative data, the study aims to offer insights that inform interventions and policy reforms. The findings are intended to guide educational stakeholders, policymakers, and practitioners in improving the transition process, promoting academic success and overall development for Namibian students.

Exploring the Collaboration Skills among Architecture Students: A Quantitative Study in North Cyprus

This research investigates the collaboration competencies among architecture students at Eastern Mediterranean University, in North Cyprus, highlighting the necessity for curricular enhancements to foster teamwork skills essential for professional practice. A structured questionnaire was administered to 77 final-year students, evaluating their knowledge, abilities, and experiences in collaborative settings. Factor analysis revealed twelve key components of collaboration, indicating moderate skill levels overall. Notably, students excelled in work quality, self-reflection, and time management yet exhibited deficiencies in team learning, role adaptability, and equitable idea contribution. This study identified five critical dimensions of teamwork: interpersonal facilitation, collaborative leadership, engagement contribution, active listening, and transparent information exchange. A strong correlation emerged between students’ perceived readiness for collaborative work and their self-rated leadership and interpersonal skills. Comparative analysis showed distinct collaboration skill sets between international and domestic students and across different academic years. These insights emphasize the imperative for architectural education to progressively incorporate specific learning activities and interventions to cultivate teamwork competencies systematically. The development of such skills is vital for preparing graduates to effectively navigate and lead within the multidisciplinary contexts they will face. Recommendations include curriculum redesign to integrate explicit teamwork instruction, faculty development programs, and fostering an educational culture that consistently values collaboration. Future studies should investigate effective pedagogical strategies for nurturing collaboration skills and examine how individual variances affect the acquisition of these critical abilities.