Digital Curriculum Research Articles

Development of a creative digital curriculum for the elderly: A participatory approach to enhance potential for alternative career opportunities in the digital era

This research aimed to develop a curriculum for empowering the elderly to create alternative careers in the digital society era through digital platforms and to study the effects of the curriculum and online educational channels on enhancing the elderly’s capabilities. Participatory Action Research (PAR) methods combined with qualitative and quantitative approaches were employed in this study. The study involved 555 participants including personnel and elderly individuals in Lampang Province that were selected by using multi-stage sampling. Descriptive statistics were used to analyze the data and compare the group mean by t-test. The research findings revealed that the “Creative Digital Retirees” curriculum for empowering the elderly to use digital technology, digital media literacy and utilizing digital media to create alternative careers met the effective criteria, the 80/80 efficiency criteria with E1 = 80.00 and E2 = 87.16. The effective curriculum consists of five learning units including Unit 1: Using technology media for the elderly, Unit 2: Understanding and digital literacy for the elderly, Unit 3: Creating social media for the elderly, Unit 4: Accessing, efficient use of technology and technology management for the elderly, and Unit 5: Electronic law. The elderly’s capabilities significantly improved at a significance level of 0.05. For curriculum users’ satisfaction, the result showed the highest level of satisfaction with an average score of 4.59. It is concluded that the curriculum is effective and can genuinely enhance the elderly’s learning achievements.

Character-Based Digital Curriculum and Learning: A Case Study in Madrasah Ibtidaiyah and Elementary Schools

This study examines the curriculum and learning processes implemented at Madrasah Ibtidaiyah Pembangunan and Pembangunan Islamic Elementary School, focusing on integrating character values. Utilizing a qualitative research methodology, the investigation collects data through in-depth interviews, direct observations of classroom activities, and analyses of relevant documents, all aimed at gaining a deeper understanding of the educational practices at these institutions. The findings indicate that both Madrasah Ibtidaiyah Pembangunan and Bina Insani Elementary School exhibit distinctive learning characteristics that set them apart from other Islamic educational institutions. The academic policies at these schools have successfully embraced digital learning models that are closely aligned with character education. This approach effectively fosters essential character values among students, including a heightened sense of responsibility and a strong discipline regarding the appropriate use of information technology. The results suggest that the integration of digital learning with character education can substantially enhance the overall development of students within Islamic educational environments.

Leveraging Uncertainty as a Means of Facilitating Sensemaking Within a Digital Wildfire Curriculum

AbstractThe changing landscape of geoscience learning has initiated growing interest in engaging science learners with climate data. One approach to teaching climate is the application of broadly accessible digital science curricula, which often include data tools such as visualizations, data representations, and simulations embedded within digital science curricula. We are specifically interested in how students and teachers grapple with scientific uncertainty in digital curricula. Our paper therefore examines how a 7th grade science class and their teacher leverage moments of uncertainty in their work within a digital geohazard curriculum to learn about wildfire risk and impact. We analyzed episodes of learners’ interactions, and those included scientific uncertainty related to key ideas about wildfires. We also attend to how the teacher orchestrates across class members’ ideas and the representations they were using. Our findings suggest that the digital curriculum elicited important sensemaking about wildfires and climate, including the interpretation of trends (Episode 1), working with simulations as a means of scientific investigation (Episode 2), and making meaning across disparate climate maps (Episode 3). Importantly, our analysis highlights the imperative work of the teacher in creating and leveraging productive sensemaking around the climate representations and simulations, yet outside of the predetermined curriculum. Our findings illustrate that maximizing students’ learning about climate in digital science curricula demands attention beyond teachers’ ad hoc adaptation, and rather, the intentional design of tools that support sensemaking about uncertainty as a dialogic process that is negotiated in response to students’ ideas.

Supporting STEM Success: Digital Curriculum Innovations to Foster Student Retention

STEM (Science, Technology, Engineering, and Mathematics) education is fundamental to cultivating the skills needed in today’s technologically driven world. However, STEM programs face significant challenges with student retention, particularly due to rigorous coursework, lack of support, and insufficient engagement strategies. This paper examines the role of digital curriculum innovations—such as virtual labs, adaptive learning systems, gamification, and AI-driven tutoring—in improving retention rates in STEM education. By analyzing recent studies, case examples, and student feedback, the paper reveals that these digital tools can address key retention barriers by personalizing learning experiences, enhancing engagement, and providing flexible access to educational resources. This study offers actionable insights for educators, policy makers, and institutions seeking to support student success and foster a sustainable STEM workforce through technology-enhanced curricula.

The Impact of Online Video and Tennis Sports App on Teaching and Learning Tennis Toward Digital Curriculum Design for Tennis Coaches

The Impact of Online Video and Tennis Sports App on Teaching and Learning Tennis Toward Digital Curriculum Design for Tennis Coaches

Enhancing surgical internship experiences: The potential of a supporting digital curriculum

BackgroundCentralization of care jeopardizes interns' learning experiences and necessitates educational changes. Here we present the development and evaluation of a structured digital curriculum, offered in addition to the clinical internship, to address these challenges. MethodsThe structured digital curriculum was implemented in a the VUmc/Amsterdam UMC surgical internship program in the Netherlands. The curriculum used a modular format built around a skill or clinical condition. Each module included background information, digital elements like e-learnings and interactive vlogs, and self-assessments. From April 1st to June 30th, 2022, we conducted a mixed-methods evaluation comparing interns' experiences between the conventional and digital curriculum through surveys and interviews. ResultsThirty-nine interns (28.1 %) completed the survey, 17 (24.2 %) from the traditional curriculum and 22 (31.9 %) from the structured blended curriculum. Results from the interviews triangulated and complemented survey results. Interns appreciated both curricula (course marks 7.4 ± 2.0 vs. 8.1 ± 1.1, P = 0.207). The intervention cohort specifically appreciated the structured and comprehensive presentation of available study materials, which resulted in a sense of empowerment. ConclusionsIntegrating a structured digital curriculum to support clinical internships provides interns with comprehensive, readily accessible knowledge, refines their understanding of clinical topics, and results in feelings of empowerment. The combination of clinical and digital education ensures adequate exposure to subjects vital for future doctors, even if clinical exposure is limited. Thus, using a structured digital curriculum prepares the intern and helps the internship program to adequately navigate future medical challenges. Key messageCentralization of care jeopardizes interns' learning experiences and necessitates educational changes. A structured digital curriculum can empower interns in this scenario by providing readily accessible knowledge which refines their understanding of clinical topics.

Digital Technology: Research on the Construction and Application of Blended Teaching Curriculum of Practical Physical Education Classroom Teaching Skills in the Big Data Background

Big data is bringing discipline to education. Under the guidance of digital technology, education has ushered in the upsurge of digital reform, digital course teaching has gradually entered the public's vision, and the upsurge of digital course open education is coming. The paper adopts the research methods of literature, field investigation and logical analysis, and takes the construction of digital curriculum mixed teaching course based on the platform of Superstar Learning as the research object. This paper constructs the curriculum construction ideas in three stages of "pre-class, mid-class and after-class", and draws the following conclusions through the research of blended teaching curriculum practice in the big date background: Build digital media teaching resource library, record multi-platform online teaching videos, practice dual-track mixed teaching, pre-set interactive classroom teaching activities, after-school homework to consolidate and improve classroom learning, online examination to achieve teaching effect evaluation and feedback, etc. And summed up four practical experiences of multi-style one-click check-in function to help class attendance, interactive teaching activity function to achieve subject participation, paperless online evaluation function to detect learning effect, digital courses to break the limitation of time and space. Digital technology improves the convenience of course teaching and forms a visual teaching effect. Digital technology provides new ideas for digital curriculum teaching. The existence of digital curriculum provides more possibilities for personalized learning, while hybrid teaching promotes the interaction and cooperation between students and teachers. Build an online learning platform based on big data to support computer technology, and guide students to conduct simulation and practice in the teaching process.

Teachers' pedagogical attitude on using digital lesson contents in teaching and learning in Zanzibar secondary schools

Digital curricula have been emphasized to improve the quality of education at all levels of education. Implementing a new curriculum depends on teachers' attitudes to integrate it during teaching and learning. This study investigated the attitudes of teachers and factors that affect them towards using digital lesson content in Zanzibar, the case of Wete District. One hundred fifty-four secondary school teachers responded to the questionnaire. The SPSS version 25 was used to run the Chi-squared test and descriptive statistics to analyse the data. The overall attitude was calculated by finding the questions' mean value per Likert level. The study found that teachers’ pedagogical attitude is positive, but implementing digital lesson content in Zanzibar is still challenging. It was also observed that the attitude was significantly associated with gender (p=0.0084), whereby female respondents had higher positive attitudes (68.82%) compared to male respondents (47.44%). The paper concludes that most teachers have a positive attitude towards using digital lesson content in teaching in secondary schools. However, they lack enough relevant digital resources that support digital lesson content. Based on that, policymakers, curriculum developers, and other education stakeholders should take serious action to improve the quality of education practice in Zanzibar. Therefore, this paper recommends that the availability of digital lesson content and in-service training may encourage teachers’ pedagogical attitude to integrate digital materials into their everyday teaching process.

Research on curriculum resources in mathematics education: a survey of the field

This survey describes the structure of the field of research on curriculum resources in mathematics education in the period from 2018 till 2023. Based on the procedures of a systematic review relevant literature was identified using Web of Science as a database. The included literature was analyzed and categorized according to the type of curriculum resource and the area of study. Seven areas of studies were identified: studies on the role of curriculum resources, content analysis, user studies, studies on the effects of curriculum resources, studies on curriculum resource design, curriculum resources as data, and reviews. The areas were further subdivided into different subcategories based on the research questions of the included papers. The findings show that research on mathematics textbooks is still predominant in the field. The most popular areas of research are content analysis, user studies, studies on design, and studies on effects. Emerging areas are research on students’ use of curriculum resources and the employment of user data from digital curriculum resources as data basis in mathematics education research.

Experiences in the education of mathematics during the digital curriculum from the perspective of high school students

Due to the COVID-19 epidemic, Hungarian schools had to switch to a digital curriculum for an extended period between 2019 and 2021. In this article, we report on the experiences regarding the education of mathematics during the digital curriculum in the light of the reinstated on-site education, all through the eyes of high school students. Distance education brought pedagogical renewal to the lives of many groups. Students were asked about the positives and negatives of this situation. Subject Classification: 97C90

Culturally Relevant STEM (CReST): An Integrated Support Curriculum for High School Chemistry and World History

Convergence education, driven by compelling or complex socio-scientific problems, is an approach to bring cultural relevance into secondary STEM education. National trends show the need to increase the STEM workforce by leveraging educational research and innovative practices within the secondary level to increase student interest prior to graduating high school. We introduced CReST (Culturally Relevant STEM) in a US high school pilot study. Student participants included 276 Chemistry students and 19 World History I students. The study also engaged four (4) high school teachers in chemistry and social studies with the challenge of cultural heritage conservation through the lens of the (physicochemical) life cycle of mural paintings in Europe. Teachers were provided with (1) professional development; (2) a digital curriculum; and (3) modular kits for hands-on learning. The research focused qualitatively on the experiences from the teacher and students as well as quantitatively to assess whether there was an increase in student academic performance. We found a statistically significant gain with respect to Chemistry (4.0%) and World History (13.4%) content. Students and teachers responded with overwhelming positivity in individual and focus-group interviews. This amplifies the further need of convergent educational approaches in high school STEM education to enhance engagement and increase student learning.

Digital Curriculum Facing Technological Challenges in Education

This research explores the challenges and opportunities associated with digital curriculum in the face of technology in learning context of the digital age in Indonesia. Using a mixed methods approach, the research combines qualitative and quantitative data from educators, policymakers, students and parents to gain comprehensive insights. The findings reveal the current state of technology integration, highlighting gaps in technology access and infrastructure. Addressing the digital divide and providing appropriate professional development for educators were identified as critical steps to unlocking the full potential of technology to improve education in Indonesia. Localization of digital content and the creation of inclusive, technology-driven learning environments are critical to preparing students for an increasingly technology-centric future

Research on Curriculum Construction and Capacity Cultivation of Innovation and Entrepreneurship Education in Colleges and Universities in the Context of Digital Curriculum Civics and Politics

Abstract When colleges and universities develop courses on innovation and entrepreneurship, they frequently concentrate on teaching theories related to these topics, which results in students having limited practical skills. Based on the complete assessment approach, this research develops a coordinated development model for innovation and entrepreneurship education in the context of civics and politics. It examines the components of education related to innovation and entrepreneurship, as well as the supporting role that the civics curriculum plays in these areas. Three factors, namely the objective, content, and development prospect, are considered when analyzing the applicability of the Civics and Politics course to teaching innovation and entrepreneurship. Establish the coordinated degree value of digital curriculum development and the creation of college entrepreneurial and innovative education curriculums. Determine the degree of link between civic and political matters by using them as a reference point. The current state of education in entrepreneurship and innovation in colleges and universities is analyzed using the coordinated development model, and corresponding solutions are put forth for the issues with curriculum development and entrepreneurial ability. The findings demonstrate that the range of [0.6,0.85] is often where the teaching impact of integrating curriculum and practice falls. After combining politics and ideology with innovation and entrepreneurship education, the percentage of students who said that their entrepreneurial aims were to gain money fell from 0.8751 to 0.2103. In order to allow students’ values and opinions to be reflected in the new curriculum for innovation and entrepreneurship education, this study combines the benefits and resources of politics and ideology with the study of innovation and entrepreneurship.

Evaluation of the Application of the ‎Requirements for Arabic Language Digital ‎Curricula Content from the Perspectives of ‎Linguists, Computer Scientists and Educators ‎at‏ ‏Umm Al-Qura University

This study aimed to evaluate the existence of the requirements for Arabic language linguistics digital curricula content from the ‎perspectives of linguists, computer scientists and educators. The study also has examined the relationship and statistical ‎differences between the levels of importance and application. Eighty-one academic staff at Faculties of Arabic language, computer‏ ‏science and Education in Umm Al-Qura University, filled out questionnaires on their perceived importance and application. The ‎results indicate the importance of requirements identified in this study. Furthermore, The results indicate significant statistical ‎difference between academic staff perceived importance and the application of the requirements of language digital curriculum ‎content for Arabic language learning and learning. Recommendations to use the requirements identified in this study in planning, ‎implementing and evaluating university Arabic language curricula. Furthermore, future studies have been suggested.‎ ‎(Keywords: Digital curriculum, Arabic Language, Requirements)‎

Entanglement of support and governance in digital curriculum instruments: The case of educational reform in Norway

Digital instruments developed to support education practices add new dimensions to education governance. Among such developments is the digitisation of the national curriculum through instruments that govern teachers’ planning practices. In this article, a semiotics of configurations approach is applied to analyse a digital instrument, the Curriculum Planning Tool (CPT), developed with a renewal of the Norwegian curriculum to close the gap between the national curriculum and local enactment. The findings demonstrate how the CPT produces a structured vision of the teaching planning process through a template-like arrangement of planning components. Simultaneously, through enabled forms of action, the instrument controls the teaching planning process while leaving a place for pedagogic autonomy to determine teaching and assessment forms within the limits of the national curriculum. Finally, the CPT operationalises the intentions of curriculum renewal by creating expectations for teacher collaboration which can also contribute to increased process control where teachers control each others’ practice. This article contributes to the understanding of the potential of digital curriculum support instruments to shape relations between hard and soft modes of governance.

Sumber Daya Teknologi Terhadap Pelaksanaan Kurikulum di Era Digital

The purpose of writing this work is to analyze technological resources for curriculum implementation in the digital era. The literature review includes scientific journals, books and literature related to education, technology and digital curriculum to gain in-depth insight into the use of technological resources in implementing curriculum in the digital era. Data collection methods involve analysis of official documents, such as government policies, and interviews with education and technology experts to understand the challenges and potential of implementing technology in curriculum contexts. The results of this work are a) Technology has a crucial role in increasing interactivity and personalization of learning, ensuring its effectiveness and providing unlimited access through resources such as digital libraries. Effective use of technology in the digital era has a significant positive impact, creating an adaptive learning environment and improving the overall quality of education. b) The integration of technology in education faces infrastructure barriers, insufficient educator training, limited policy support, and curriculum incompatibility. Solutions require holistic efforts, including infrastructure provision, comprehensive training, policy support, and external collaboration to create an innovative learning environment. c) The use of technology in education provides a positive impact and enriches the learning experience, with challenges such as gaps in access and educator training that can be overcome through a holistic approach and external collaboration, emphasizing awareness of the key role of policy, ongoing training and maintenance of technology as a vital foundation for the future an innovative and responsive educational future.

Optimalisasi Teknologi Informasi, Budaya Organisasi dan Kompetensi dalam Meningkatkan Kinerja Dosen (Tinjauan Pustaka)

This research is a literature review that aims to examine the relationship between information technology optimization, organizational culture, and competence with improving lecturer performance. In today's digital era, information technology plays an increasingly important role in higher education. Information technology optimization includes the utilization of technology to improve efficiency, productivity, and quality in academic and administrative activities. Organizational culture reflects the values, norms and practices prevailing within educational institutions. Lecturer competencies refer to the skills, knowledge and attitudes relevant to teaching and research tasks. Through the literature review, the relationship between information technology optimization, organizational culture, and competencies with lecturer performance improvement will be identified. The results of the literature review show that information technology optimization can improve the efficiency and productivity of lecturers in carrying out teaching, research, and administrative tasks. An organizational culture that supports innovation, collaboration, and technology utilization also contributes to improving lecturer performance. The technological knowledge and skills mastered by lecturers contribute significantly to their performance. Improving lecturers' competencies in technology use, understanding of digital curriculum, and technology-based teaching skills can also improve teaching and research effectiveness.

Digital Education Colonized by Design: Curriculum Reimagined

This paper enlists Paulo Freire’s work to explore the interplay between technology and pedagogy from a decolonial approach, thus stressing the importance of adopting a critical stance to the facilitation of digital education experiences. It starts by denouncing digital education as entrapped in digital capitalism, contending how curricular practices are likely to be subjugated to technological function. Through such a conceptual lens, digital curriculum design is explored from a perspective of learning solidarity, aiming to disrupt the instrumentalization of education and creating educational experiences that cater for a humanizing process of education. The paper aims to contribute with ideas towards a framework of critical digital education, deeming the interactive and creative side of technologies as well as the socio-affective dimension of education crucial to the decolonization of different ways of (curricular) knowing.

Exploration and Reflection on the Training Model of Customer Service Talents in Higher Vocational Education in the Digital Era

Purpose - Higher vocational colleges need to promote the reform of customer service talent training mode to adapt to the new requirements of the digital age and train customer service talents that meet the needs of enterprises. Therefore, the training mode of customer service talents in higher vocational colleges is studied.
 Design/Methodology/Approach - Based on the basic theory of innovation and development, this paper studies the problems existing in the training of customer service talents in higher vocational colleges: there is a gap between the standards of school talent training and the needs of enterprises; The application ability of digital technology of higher vocational college graduates is insufficient; The community consciousness of both sides of school-enterprise cooperation is weak, so we put forward the path of talent training.
 Findings - This paper integrates digital skills into the goal of talent training, Build a customer service digital knowledge system according to customer service positions; To build a double-qualified teaching staff; Deepen the deep integration of production and teaching, optimize the practice of digital curriculum; University-enterprise joint development of industry-university-research cooperation platform and other paths to promote innovation and reform of customer service talent training model.
 Research Implications - The research of this paper is of great significance to reform the training mode of higher vocational customer service talents in the digital era. Also, it provides reference for the follow-up research of other scholars

Hands-On Ultrasound Training for Radiology Residents: The Impact of an Ultrasound Scanning Curriculum

Radiologists are responsible for interpreting ultrasound (US) images accurately, troubleshooting, aiding sonographers, and advancing technology and research. Despite this, most radiology residents do not feel confident performing US independently. The purpose of this study is to evaluate the impact of an abdominal US scanning rotation and digital curriculum on radiology residents' confidence and skills in performing US. All residents who were rotating in pediatric US at our institution for the first time were included (PGY 3-5). Those who agreed to participate were recruited sequentially from July 2018 to 2021 into (A) control and (B) intervention. B had a 1-week US scanning rotation and US digital course. Both groups completed a pre-and post-confidence self-assessment. Pre-and post-skills were objectively assessed by an expert technologist while participants scanned a volunteer. At completion, B completed an evaluation of the tutorial. Descriptive statistics summarized the demographics and closed questions. Pre-and post-test results were compared using paired-T tests, and effect size (ES) with Cohen's d. Open-ended questions were thematically analyzed. PGY-3 and 4 residents participated, and were enrolled in A (N=39) and B (N=30). Scanning confidence significantly improved in both groups, with a greater ES in B (p < 0.01). Scanning skills significantly improved in B (p < 0.01) but not A. Eighty per cent of questionnaire responders used the integrative US tutorial and found it helpful. Free text responses were grouped into themes: 1) Technical issues, 2) Didn't complete course, 3) Didn't understand project, 4) Course was detailed and thorough. Our scanning curriculum improved residents' confidence and skills in pediatric US and may encourage consistency in training, thus promoting stewardship of high-quality US.