Curriculum Development In Education Research Articles

Futures Thinking in Middle School Science Textbooks

This research aims to illuminate the characteristics of "Futures Thinking" components within the interdisciplinary units of "Science, Technology, and Humanity" and "Nature and Humanity" and "Sustainable development" within Japanese middle school science textbooks. Grounded in pre-existing literatures, this research meticulously organizes the essential competencies of future-oriented thinking into three distinct components: "Envisioning the Future," "Predicting the Future," and "Planning for the Future." Each component is further broken down into more precise indicators. For "Envisioning the Future," indicators include perspectives on "Multiple Futures," the "Science of Future," and "Hope and Fears." For "Predicting the Future," we delve into the "Scenario" technique, alongside "Forecasting" and "Backcasting" strategies. "Planning for the Future" assesses the "Precautionary" approach, "Evaluating Action," and understanding "Risk and Changes." The research involved a cross-sectional analysis of content types (such as texts, diagrams) and contexts (individual, regional, national, and global), determining the presence or absence of these indicators. The findings reveal: (1) a more frequent articulation of these competencies within the "Science, Technology, and Humans" unit, (2) a scant representation of "Multiple Futures" and "Scenario" methods among the nine indicators, (3) a prevalence of explanatory text in presenting these concepts, and (4) a consistent inclination towards a global context in the textbooks' narratives. These insights imply an extant gap within the current pedagogical tools, underscoring the importance of an expanded, multifaceted approach to teaching these competencies. The implications for future curriculum development and instructional strategies in middle school science education are profound, necessitating a more integrated approach that resonates with the uncertainties and possibilities of the future.

Emotional Intelligence in Implementation of Islamic Religious Education Curriculum Development for Students of MI Bustanul Ulum Pakuan Aji East Lampung

According to Goleman, emotional intelligence is the ability to recognize one's own feelings and the feelings of others, the ability to motivate oneself and the ability to manage emotions well in oneself and in relationships with other people. The curriculum is a very determining component in an education system, therefore the curriculum is a tool to achieve an education system, therefore the curriculum is a tool to achieve educational goals and at the same time as a guideline in the implementation of teaching in an education system. all types and levels of education, the curriculum is part of the learning process which allows students to know (learning to know), learn to do something (learning to do), learn to learn, and learn to live together (learning to live Together). In this way, learning outcomes create students who are able to learn themselves, gain a certain amount of knowledge, students are able to develop it in a broader form and can apply it in everyday life.

Leadership training and development in the age of artificial intelligence

PurposeThe purpose of this study is to examine the multifaceted implications of AI on leadership dynamics and organizational practices. By synthesizing insights from behavioral theory, AI analytics, and ethical considerations, the study aims to equip leaders with the requisite knowledge, skills, and mindset to foster adaptive leadership, anticipate change, and cultivate innovation amidst AI-driven disruptions.Design/methodology/approachThis article employs a qualitative research approach, integrating literature review and conceptual analysis to explore the intersection of leadership development and Artificial Intelligence (AI). Drawing insights from scholarly articles, theoretical frameworks and practice, the study elucidates the evolving landscape of leadership in the context of AI adoption. Practical action points are derived to guide organizational leaders and educators in navigating AI-induced transformations effectively.FindingsThe integration of AI into leadership dynamics necessitates a paradigm shift in leadership paradigms, emphasizing the fusion of technical proficiency with emotional intelligence. Behavioral theory coupled with AI analytics offers valuable insights into effective leadership behaviors, facilitating the design of tailored leadership development programs. Proactive leadership strategies, ethical considerations, and talent management emerge as pivotal factors in navigating AI-induced transformations and fostering organizational resilience.Originality/valueThis article contributes to the literature by synthesizing diverse perspectives on AI leadership and offering practical action points for organizational leaders and educators. By highlighting the integration of behavioral theory, AI analytics, and ethical considerations, the study underscores the importance of interdisciplinary approaches in leadership research and education. The insights derived from this study inform organizational practices, curriculum development in higher education, and future research agendas, fostering ethical AI adoption and cultivating adaptive leadership cultures in the age of Artificial Intelligence.

The Effect of Bilingualism on Children's Creative Thinking of Cognitive Functioning: Evidence from Chinese Native Speaker

This essay investigates the impact of bilingualism, specifically learning English as a second language, on the creative thinking of Chinese-speaking children. Bilingualism's influence on cognitive functioning, particularly creative thinking, has been widely debated, with studies showing varying results. The study includes Chinese monolinguals and Chinese-English bilinguals from different age groups, with the aim of exploring potential differences in creative thinking between the two groups. To assess creative thinking, a battery of standardized creativity tests adapted to the Chinese language and culture is used, including linguistic, figural, and ideational tasks. The results are analyzed using a mixed-method approach, considering the effects of bilingualism, age-related changes, and task-specific differences. Expected outcomes may include identifying a bilingual advantage in certain aspects of creative thinking, age-related variations in creative thinking skills, and task-specific disparities. This research provides insights into the complex relationship between bilingualism, cognitive functioning, and creative thinking, particularly within the context of Chinese-speaking children. The findings have implications for educational practices, curriculum development, and language learning strategies, highlighting the importance of considering language and culture when studying the impact of bilingualism on cognitive functioning and creative thinking. This study emphasizes the significance of investigating the effects of specific language pairs on cognition and creative thinking, shedding light on the potential advantages and challenges associated with bilingualism.

An alternative approach to ontology-based curriculum development in higher education

Global trends in higher education emphasize the development of curricula that offer greater responsiveness to learners. Creating flexible and responsive curricula will require additional support systems for curriculum management. The first step toward sustainably developing this kind of system is to represent essential curricular information in a way that allows sharing common components across various work processes within the educational environment. The current research implements a new approach for representing curriculum components, by systematically analyzing external source data to extract the basic knowledge, skills and dependencies which then become objects into an ontology. The resulting ontology should act as a computationally-accessible model of the curriculum with sufficient information and usable quality. This paper describes a trial implementation of our approach using actual curriculum documents. Results from performance metrics and expert evaluation validate the proposed strategy and suggest that the approach is feasible for real-world practice.

Literature review on Curriculum Development

Background: Curriculum development in medical education is vital at all educational levels, from undergraduate to postgraduate and professional education focused on patient care. Understanding the systematic approach to curriculum development and evaluation is essential for maximizing the potential of medical education initiatives. Objective: The objective of this review was to explore and synthesize the existing literature on curriculum development in medical education, focusing on the processes and outcomes, and to provide recommendations for effective curriculum design and implementation. Methods: A comprehensive literature review was conducted using multiple electronic databases, including PubMed, MEDLINE, ERIC, Scopus, Web of Science, and Google Scholar. The search terms included "curriculum development," "medical education," "learning outcomes," "educational strategies," "assessment tools," "curriculum implementation," and "curriculum evaluation." Articles published in peer-reviewed journals were included based on relevance and methodological rigor. Data were synthesized using a narrative approach. Results: The review identified three types of curricula: explicit, implicit, and null. The explicit curriculum is structured and publicly available with clear learning objectives. The implicit curriculum is influenced by geographical, political, and socioeconomic contexts. The null curriculum refers to aspects not covered despite being planned. Key steps in curriculum development included needs assessment, content determination, goal and objective setting, selection of educational strategies, implementation, and evaluation. Educational strategies varied, including lecture-based learning, hands-on skill delivery, flipped classroom, and case-based learning. Continuous evaluation, both formative and summative, was essential for curriculum adaptation and improvement. Conclusion: A systematic approach to curriculum development in medical education ensures comprehensive and adaptive educational programs. This process addresses the diverse and evolving needs of learners and society, ultimately enhancing the quality of medical education. Effective curricula prepare healthcare professionals with the necessary knowledge, skills, and attitudes for high-quality patient care and adaptability to changing healthcare environments.

The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

BackgroundThis empirical study aims to investigate the association between mathematics self-efficacy and mathematics achievement gaps among students in Grades 4, 8, and 12, utilizing data from the 2019 National Assessment of Educational Progress (NAEP). The study also considers student-level (e.g., mathematics self-efficacy, gender, race/ethnicity) and school-level (e.g., school location, proportion of underrepresented students) demographics to provide a comprehensive analysis of the factors contributing to mathematics achievement gaps.MethodsA two-level cross-sectional multilevel modeling approach was employed to analyze the variance in mathematics achievement, partitioning it into within- and between-school components. This approach allowed for an examination of association between mathematics self-efficacy and achievement gaps while considering various student and school characteristics. The rationale behind this methodology lies in its ability to capture the hierarchical nature of educational data and provide a nuanced understanding of the factors associated with mathematics achievement.ResultsThe analysis of the NAEP data revealed substantial variability in mathematics achievement across schools in the United States at all grade levels. Furthermore, mathematics self-efficacy emerged as a robust predictor of students' mathematics achievement, exhibiting significant effect sizes for Grades 4, 8, and 12. Remarkably, when students' mathematics self-efficacy was held constant, the mathematics achievement gaps among different student subgroups by gender, race/ethnicity, ELL, IEP, NSLP status narrowed, highlighting the importance of self-efficacy in addressing these disparities. The study also identified the presence of significant school contextual effects, further emphasizing the role of the educational environment in shaping mathematics achievement.ConclusionsThis study underscores the critical role of mathematics self-efficacy in influencing mathematics achievement gaps among students. By acknowledging the association between self-efficacy beliefs and mathematics achievement, policymakers and educators can develop targeted interventions to enhance students' confidence and motivation in mathematics, ultimately promoting equitable educational outcomes. The findings also emphasize the significance of school-level factors, calling for comprehensive approaches that consider both individual and contextual factors in narrowing achievement gaps. The implications of adopting a self-efficacy perspective to address mathematics achievement gaps extend to educational policy, curriculum development, and instructional practices, ultimately fostering more inclusive and effective mathematics education for all students.

Shared voices from the classroom: Reflections on hybrid project-based learning in an academic writing course

Hybrid project-based learning effectively develops academic writing skills in preparation for a gradual return to face-to-face instruction after a two-year pandemic triggered by Coronavirus Disease 2019 (COVID-19). Since this hybrid project-based learning initiative is a pioneering effort, it is essential to reflect on the program's successes and identify areas for improvement. This case study aims to explore the lecturers' and students' reflections on using hybrid project-based learning in academic writing courses. In-depth interviews and end-of-semester reflection were utilized to obtain data. Thematic analysis was conducted using the qualitative data analysis (QDA) miner lite software for data reduction. the findings revealed three prominent themes that emerged in this lecturers’ reflections: i) integrating varied learning modalities; ii) fostering critical thinking and involvement; and iii) improving competencies, as they were also crucial to boosting professional development. Meanwhile, students portray hybrid project-based learning as challenging and rewarding and fosters a sense of value and acceptability among students. This research has transformative implications for curriculum development and instructional practices in higher education, especially academic writing.

Analysis of Innovative and Adaptive Higher Education Curriculum Development to Education 5.0 Based Challenges in Indonesia

This study comprehensively analyzes the evolving landscape of higher education curriculum development in response to the advent of Education 5.0 in Indonesia. Recognizing the seismic shifts prompted by digital transformation and the Fourth Industrial Revolution, the research identifies the imperative to realign educational frameworks to foster twnet-first-century competencies and technological integration and enhance lecturers’ capabilities. This research aims to analyze the development of an innovative and adaptive higher education curriculum to the challenges based on Education 5.0 in Indonesia. Through a qualitative methodology encompassing case studies of three Indonesian universities that have pioneered innovative and adaptive curricula, the investigation sheds light on the strategic orientations and methods employed. Core informants and supporting informant data were amassed through interviews, observations, and documentary analysis involving key stakeholders: universities, industry, government and community representatives. Employing the Miles and Huberman model for data analysis, the findings underscore the necessity for curricula that not only imbibe technological advancements orienting toward twenty-first-century competencies but also integrate technology, humanities and local wisdom in learning prioritize flexibility, learner personalization and stakeholder collaboration in curriculum development and execution. Furthermore, the study highlights the critical role of continuous evaluation and accreditation in upholding curriculum quality and credibility. Collectively, these insights contribute to delineating a framework for higher education curricula that are equipped to meet the demands of Education 5.0, thereby serving as a beacon for curriculum developers, policymakers and educational practitioners aiming to navigate the complexities of contemporary educational dynamics.

Investigating pharmacy students clinical reasoning of antimicrobial stewardship cases using a qualitative, think-aloud methodology

Abstract Introduction Future healthcare workers’ education must include antimicrobial stewardship (AMS) clinical decision-making to achieve optimal clinical outcomes and to treat and prevent infection in a manner that minimises the effects of antimicrobial resistance (AMR) and is safe for patients. Clinical reasoning is an important cognitive process that is essential to evaluate and manage a patient’s medical problem.[1] This study aimed to evaluate the cognitive processes and clinical reasoning skills of pharmacy students when they review AMS cases, as well as identify any existing knowledge gaps in this area that need to be addressed. Methods This qualitative study used a case study approach, in which a sample (n=13) of Master of Pharmacy (MPharm) students in an Irish University were recruited to interpret three patient infection cases. Convenience sampling of MPharm students by email invitation was conducted and students took part voluntarily. Semi-structured interviews were conducted, recorded and transcribed verbatim. A think-aloud procedure with verbal protocol analysis was adopted to determine students’ decision-making processes and clinical reasoning.[2] Thematic analysis was used to analyse interview data. Results Interviews were conducted with 13 students (5 male, 8 female), all aged 22-27 years old. Overall, students interpreted and reasoned through the cases following a structured approach. Some students adopted different approaches to clinical decision-making and did not always follow all the steps outlined in the clinical reasoning cycle. Within the clinical decision-making process, common themes were identified, as outlined in Table 1. Some knowledge gaps were reported by students, including antibiotic prophylaxis, microorganisms, AMS measures, guideline use, soft tissue infection management, and IV-to-oral switch. Conclusion This study provides interesting findings on students’ interpretation and review of infection management and AMS principles which could inform the curriculum development of pharmacy education in AMR and AMS. Educators should consider introducing opportunities to develop clinical reasoning skills to support learning on AMS concepts, particularly in challenging areas such as microbiology, and interpretation and application of guidelines. A limitation of the study is that it was conducted with pharmacy students from one university programme. A strength of the study is the think-aloud methodology which provides in-depth detail on students clinical reasoning thought processes and skills.

Psychiatric nurse and educator perspectives on professional boundaries in nursing education: An interpretive description study

BackgroundPsychiatric nurses are responsible for maintaining professional boundaries. However, professional boundaries are as described as unclear and psychiatric nursing students are at risk of crossing these boundaries. Educational instruction regarding professional boundaries within psychiatric nursing often lacks foundational structure placing students at risk of transgressions. PurposeThe purpose of the study was to describe boundaries in psychiatric nursing practice, identify strategies effective in teaching professional boundaries, and inform curriculum development in psychiatric nursing education. MethodInterpretive description was utilized to answer: How do psychiatric nurse educators interpret and explain professional boundaries in psychiatric nursing undergraduate education? Psychiatric nurse educators and psychiatric nurses were recruited from an academic institution in western Canada. Twenty participants engaged in semi-structured interviews. Eight of those participants also attended a focus group. ResultParticipants reported that ‘textbook’ definitions of boundaries were insufficient in illustrating the complexities of the construct. Rather, relational forms of learning such as educators sharing clinical stories, role play activities, clinical supervision, and clinical debriefing were described as helpful strategies. ConclusionFoundational knowledge regarding professional boundaries in psychiatric nursing practice appears to be incorporated in the formal curriculum. However, learning is enhanced through the informal and hidden curriculum.

The effect of computer self-efficacy on the behavioral intention to use translation technologies among college students: Mediating role of learning motivation and cognitive engagement

Amid an era of rapid globalization and technological advancement, translation technologies stand as valuable assets for college students to enhance accuracy and efficiency in the translation process. However, the adoption and acceptance of these technologies are contingent on several psychological factors, which are underexplored in the academic field. This study, populated by a cohort of 397 college students, employs a multiple-item questionnaire measuring computer self-efficacy, learning motivation, cognitive engagement, and the behavioral intention to utilize translation technologies. The collected data were analyzed through a Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach. Results indicated that computer self-efficacy significantly correlated with learning motivation, cognitive engagement, and behavioral intention to use translation technologies. Learning motivation and cognitive engagement were identified as critical mediators; combined, they exhibited a chain mediating effect on the association between computer self-efficacy and the intention to adopt translation technologies. Untangling the intertwined influences of these psychological constructs provides profound implications for the stakeholders, including tertiary education institutions, educators, curriculum developers, and technologists, to design effective pedagogical strategies and technology platforms to enhance translation technology adoption. This will equip students to harness these technologies and create a conducive environment for them to thrive in a globalized and digitally interconnected world.

Bridging knowledge divides: Examining the dynamic landscape of ICT integration in Pakistan’s education sector

This study delves into information technology's (ICT) effects on educational curriculum development, specifically focusing on the Pakistani context. The effects of information and communication technology (ICT) on various nations’ educational curricula are global. Integrating ICT into the academic sector is crucial to advancing educational planning in today's technology-driven era. The research aims to scrutinize the utilization and influence of ICT in Pakistan's educational landscape. A straightforward sampling procedure systematically gathered data from 385 Lahore city respondents spanning five public universities. The outcomes elucidate a substantial positive correlation between the availability and utilization of ICT and the enhancement of students' knowledge and learning skills. The study accentuates the pivotal role of ICT in amplifying educational efficiency and underscores its significance in shaping policies within the education sector. The ramifications of the research extend to educators, policymakers, and stakeholders, emphasizing the imperative need to integrate ICT into educational practices to achieve optimal outcomes effectively. By acknowledging the affirmative impact of ICT on academic development, this study contributes valuable insights that can guide strategies for elevating educational quality and planning in the digital age, ensuring a more robust and technology-enabled educational system. This suggests that integrating ICT positively impacts educational effectiveness and is essential for informing policies within the education sector.

The Influence of Learning Problems on the Implementation of Students' Physical Education Values

Background: The reason this observation was carried out was to analyze the relationship between learning problems and the implementation of values and solutions in physical education for class students. The data from this research are 23 students of class XII IPS 1 at SMA N 1 SUNGAI PUA (targeted selection Purpose: Overall, the objective suggests a research inquiry into the intersection between challenges in learning and the cultivation of physical education values among students. It implies a desire to uncover how educational obstacles may hinder or shape students' adoption of these values, which could have implications for educational practices, curriculum development, and student support initiatives within the realm of physical education. Methods: This observation used qualitative methods and distributed questionnaires to each student and filled them out personally. Taking samples for this observation is based on the researcher's knowledge about the samples to be selected. Results: Based on these observation conditions, it can be concluded that problems in Physical Education learning are very important to pay attention to, so that they do not impact the application of values and solutions in Physical Education learning and the Reability results of this research are (α0.921). Conclusion: our study sheds light on the significant relationship between learning problems and the implementation of physical education values among students. Through our investigation, we have identified several key findings that underscore the importance of addressing learning challenges in the context of promoting physical education values.

Public Spending Composition and its Implications for Economic Growth and Poverty Reduction in Pakistan: A Dynamic Time Series Analysis

This study explores the dynamics of government spending composition in Pakistan, focusing on its impact on economic growth and poverty reduction. The study analyzes subcategories of public expenditures, including current and capital spending, and functional classifications such as education, health, physical infrastructure, and defence. Using the ARDL framework, the study finds a long-run relationship between public spending and economic growth, with capital spending positively impacting GDP growth while current expenditures have a negative effect. Education and physical infrastructure expenditures contribute positively to economic growth, while health expenditures negatively impact the long run. The study also disaggregates health and education expenditures to analyze their economic impacts. Expenditures on research and curriculum development in education and subsidiary transportation services positively affect economic growth. However, primary and secondary education expenses and tertiary education expenditures do not show a significant growth impact. Similarly, expenditures on hospital services, patient health services, and research and development in health do not contribute to economic growth. The study concludes that the composition of public expenditures is related to poverty reduction, with total government spending and investments in education, health, and physical infrastructure playing a significant role in poverty reduction.

Theoretical and practical exploration of work-based learning curriculum with a case study

This contribution reviews the development of vocational education and training (VET) curriculum development in the last two decades in China, which is categorised into three models: curriculum with theory and practice in parallel (TPP), curriculum with theory in the service of practice (TSP), and integrated curriculum between theory and practice (ITP). It describes briefly also a VET curriculum reform project that adopts a design-based research approach. The main objective of this project is to explore curriculum models that can more effectively promote the development of learners’ holistic professional competences. Result shows that the new work-based curriculum, especially ITP, plays a positive role in promoting the professional action competence of students. The new curriculum also has been welcomed by employers. Difficulties in implementation of new curriculum are teaching capability and work experience defect of teachers, and the lack of self-directed learning competence of some students. The key problem to be solved in the future is how to effectively identify the courses and learning contents through effective qualification research.

Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study

Digital transformation opens up multiple opportunities for educators to achieve the continuity of learning through life, aligning with UNESCO’s fourth goal of sustainable development, and to prepare them for the digital age. Effective integration of technology goes beyond using it for its own sake; it involves using it to deepen students’ learning experiences. Digital transformation raises key questions about teachers’ digital competence. Building on the DigCompEdu framework, the current study aims to uncover the level of digital competence of science teachers and their perceptions towards it as well as to identify the factors influencing this competence. The study adopted a mixed-methods approach utilizing a sequential explanatory design. This design involved a questionnaire which was administered to a sample of 611 science teachers, while a semi-structured interview was applied to 13 teachers. The results indicate that the teachers’ level of digital competence was medium (58.4%). The study also revealed that the teachers had high-level positive perceptions towards the use of digital technologies (78%). Furthermore, the results indicate that perceived usefulness and subjective norms directly influence digital competence. This study also identifies the benefits of digital technologies and the challenges that teachers encounter in implementing them in the educational environment. The benefits focus on enhancing students’ motivation and assessing their learning experiences, communicating with the educational community, and the continuousness of e-learning. The challenges, however, include the acceptance of technology by the educational community; cognitive and skill-related challenges faced by teachers; administrative and teaching burdens; limited access to digital technologies and tools; and challenges related to student behaviors. As a result, a set of recommendations and implications are proposed for educational policymakers, curriculum and professional development program designers, researchers, and educational practitioners.

A novel model for curriculum design: Preparation, planning, prototyping, and piloting.

Dental education continuously strives to provide students with positive and meaningful learning experiences. Developing or improving a curriculum usually encompasses three main phases: design, implementation, and evaluation. Most research on curriculum development in dental education has focused on the last two phases. Our commentary addresses this gap by describing a new model for curriculum design that effectively guided the design phase of the complete overhaul of the four-year Doctor of Dental Surgery curriculum at the School of Dentistry, University of Alberta. Built on the strengths of pre-existing curriculum design models, the new model provided enough structure and rigour to support the complexity required during a complete curriculum redesign whilst still allowing sufficient consultation and flexibility to encourage stakeholder engagement. The steps of the new 4P's model (preparation, planning, prototyping, and piloting) and main actions within each step are described. Challenges observed in each step and strategies to address them are reported. Other institutions embarking on renewing or redesigning a curriculum at a program level may benefit from using a curriculum design process similar to the 4P's model. Recommendations are discussed including the inclusion of educational consultants in the curriculum renewal committee, the importance of a leadership that effectively supports curriculum reform, purposeful engagement of stakeholders during each step of the design phase and ensuring that project and change management occur concurrently.

Does Environmental Education Curriculum Affect Student’s Environmental Culture in Islamic Boarding School

Purpose: The primary aim of this study is to evaluate the impact of an environmental education curriculum on shaping the environmental culture among students in Islamic boarding schools. Recognizing the importance of environmental awareness and stewardship, particularly within educational settings, this research seeks to assess the effectiveness of an environmental education intervention in fostering a culture of environmental responsibility and sustainability among students. Methods: The research methodology employed is an experimental approach involving 107 participants from three Islamic boarding schools located in Surabaya, Indonesia. The environmental education intervention consists of two stages: the delivery of educational materials and practical implementation in everyday life, spanning across 14 sessions. Data analysis is conducted using the product moment correlation test, with a significance level set at 0.05, to examine the relationship between the environmental education curriculum and the development of environmental culture among students. Results and Discussion: The study findings reveal that the environmental education curriculum significantly influences the development of environmental culture among students in Islamic boarding schools. Additionally, the analysis indicates correlations between knowledge, attitude, and behavior related to environmental management, as well as between cooperation, responsibility, and environmental care. These findings underscore the interconnectedness of various components within the framework of environmental education and highlight the importance of fostering a holistic approach to environmental awareness and action among students. Implications of the Research: The results of this study have significant implications for educational policymakers, curriculum developers, and practitioners in Islamic boarding schools and beyond. By demonstrating the positive impact of environmental education on shaping environmental culture, the research advocates for the integration of comprehensive environmental education curricula into the academic framework of Islamic boarding schools. Furthermore, the findings underscore the importance of promoting active engagement and practical application of environmental principles to foster sustainable environmental practices among students. Originality/Value: This study contributes to the growing body of literature on environmental education by focusing specifically on its impact within the context of Islamic boarding schools. By empirically assessing the effectiveness of an environmental education intervention and identifying correlations between knowledge, attitude, behavior, cooperation, responsibility, and environmental care, the research offers valuable insights into the mechanisms through which environmental education can promote a culture of environmental stewardship among students. The findings provide a basis for informed decision-making and curriculum development aimed at enhancing environmental awareness and action within educational settings.

Sociology as a Basis for Curriculum Development for Islamic Religious Education

The purpose of this article is to explain how sociological foundations are the basis for developing the Islamic religious education curriculum. This article uses qualitative research methods, data collection techniques using library research. Library research includes four stages: preparing necessary documents, preparing reference materials, managing time, reading and recording research materials. The results of sociological research are the basis for developing an Islamic religious education curriculum with a focus on introducing culture and the rules of science and technology by maximizing technological developments in learning activities. The world of Islamic religious education experiences a number of significant shifts periodically; Therefore, to compensate for this shift, it is necessary to develop an appropriate curriculum that is supported by a solid foundation. The direction of development goals is understood to ensure that appropriate principles must be applied when designing the Islamic religious education curriculum. The application of sociology in curriculum development contributes to the theoretical and practical development of the Islamic religious education curriculum and can increase authority in decision making regarding Islamic religious education regarding the Islamic religious education curriculum.