Educational Planning Research Articles

What Is Known About Curriculum Modifications? A Scoping Literature Review

Modifying the curriculum is a common practice used to support students with individual education plans (IEPs). All 13 provinces and territories in Canada (and their associated federally run schools) permit the use of curriculum modifications yet, despite their frequent use, the efficacy of this long-standing practice has rarely been studied. This scoping literature review maps what is currently known about curriculum modifications. Findings reveal two significant issues with the terminology used in the existing literature—inconsistent use of terms and conflation of terms. Additionally, the limited research available reports that while some students identified as having intellectual disability may benefit from modified curricula in certain contexts, other groups of students may experience harm. These findings lay a foundation for future research on curriculum modifications, an area that warrants urgent attention from the anti-oppression movement within special education.

Bilingual-Bicultural Education: Opportunity obscured

ABSTRACT This article reports on analysis of A Master Plan for Bilingual-Bicultural Education (MP), created after the Lau v. Nichols Supreme Court ruling. Qualitative analyses reveal authors’ intention to: 1) intertwine language and culture; 2) promote richly diverse multilingualism; and 3) systemically embed its implementation among local linguistically marginalized communities. Although the purpose of the MP was to detail a replicable model for new BBE program development across the nation, its rejection reveals the continued dominance of English-only instructional approaches, despite decades of research documenting that dual language bilingual education is the most effective instructional model for multilingual students. It also serves as an invaluable tool and roadmap for the development of future, and revision of existing, bilingual programs in ways that enhance multilingualism and improve inclusivity among minoritized language-speaking students, families, and communities.

The Interplay between Population Growth and Climate Change: A Critical Analysis

This paper critically examines the interrelationship between population growth and climate change, emphasizing the profound environmental and socio-economic impacts on human populations. Population growth exacerbates environmental degradation, contributing to resource depletion, greenhouse gas emissions, and biodiversity loss, which in turn intensifies climate change. Conversely, climate change directly affects populations by threatening health, livelihoods, food security, and prompting large-scale migration, particularly in vulnerable regions. The disproportionate impact on developing countries and marginalized communities highlights the need for climate justice and equitable solutions. This paper explores the health risks, economic impacts, and migration patterns driven by climate change, and evaluates the socio-economic inequalities exacerbated by both phenomena. It concludes by offering a range of recommendations, including the integration of climate adaptation into development plans, increased investment in climate resilience, sustainable population growth through education and family planning, and global cooperation to ensure climate justice. Urgent, coordinated action is required to mitigate the environmental and societal impacts of population growth and climate change, fostering a sustainable future for all.

A new approach to business ethics education: Virtual reality-based flipped learning

Paying attention to business ethics and educating ethical leaders and employees can impact organizational performance. Effective professional ethics education and learning can prevent administrative corruption, embezzlement and fraud in organizations. On the other hand, the development of digital technologies has created transformations in educational processes and methods. Evaluating the effectiveness of innovative teaching methods will greatly help the learning process of individuals and educational planning of business schools. Flipped learning is an educational approach in which students learn about course content before class. Accordingly, the aim of this research is to evaluate the impact of virtual reality (VR)-based flipped learning compared to the traditional method of teaching business ethics. This study was applied and quasi-experimental. Among business students of Shiraz University, 135 people were randomly divided into three groups. The first experimental group underwent training with the flipped learning method based on VR and the second experimental group underwent training with the traditional method and the third group was the control group. The control group didn't receive training and was selected only for the purpose of comparison with experimental groups. Pretest and posttest designs were used and the results of the three groups were compared using the Tukey test. The results showed that the two groups that received business ethics education had a significant difference compared to the control group. An important finding of this study revealed that among the two teaching methods, VR-based flipped learning had a greater impact on students' business ethics compared to the traditional teacher-centered approach. Accordingly, university managers and business ethics course instructors can facilitate the learning process using VR-based flipped learning. Designing simulation software for ethical scenarios is also a suitable solution for teaching business ethics.

The Impact of Changes in Population Structure on the Economic Development in China and the US

Abstract: China and the United States are both undergoing notable shifts in their population dynamics, marked by longer life expectancy and fewer births. This shift is resulting in population aging, with a growing proportion of elderly people compared to younger generations. Studying the impact of population changes on economic development offers valuable guidance for policymakers in China and the US. The research will utilize statistical analysis, data collection, literature review, and comparative case studies as its methodologies. And it informs effective policies in healthcare, education, retirement, and workforce planning. Both China and the United States are witnessing demographic changes marked by aging populations, impacting labor force participation, healthcare expenses, and social security outlays. And both nations confront challenges in maintaining skilled workforces and have implemented policies like fertility incentives, immigration reform, and education investments to address these issues. However, the impacts of demographic changes vary significantly between the two countries. This is due to differences in government policies and culture, such as immigration and fertility policies. Therefore, each country needs to address issues based on the actual changes in its population structure. By leveraging mutual learning and implementing tailored policies, both China and the United States can adeptly navigate demographic shifts, fostering sustainable growth and prosperity.

Surveying dentistry students' perspectives on anatomy education: A questionnaire-based study

Background/Aim: Anatomy plays a crucial role in medical and dental education, equipping students with vital knowledge for comprehending the human body and its clinical implications. The COVID-19 pandemic led to a significant transition to online learning, raising questions about the efficacy of virtual anatomy education. Additionally, recent natural disasters like earthquakes have disrupted traditional learning settings, highlighting the need for alternative methods such as online instruction. This study sought to investigate dentistry students' opinions on anatomy education, specifically comparing the perspectives of students affected by earthquakes with those who were not, to determine any disparities in their attitudes towards online anatomy courses. Methods: A voluntary survey was conducted on 135 first-year students at Çukurova University Faculty of Dentistry during the 2023-2024 academic year. A 5-point Likert-type survey with 21 questions was used for data collection. Results were presented as percentages and analyzed. The Likert scale ranged from 1 = Strongly Disagree to 5 = Strongly Agree. Statistical analysis was performed using SPSS 20.0, including Kolmogorov-Smirnov and Shapiro-Wilk Tests for normal distribution assessment and the Mann-Whitney U-test for non-normally distributed scores comparison (P-value <0.05). Results: Students directly affected by earthquakes showed a significant difference in their perception of online education compared to unaffected students, particularly in the question "Theoretical anatomy course can be followed online" (P=0.036). Conclusion: This study provides insights for enhancing education planning and development based on student feedback.

A Study on the Development of a Specialized Curriculum for Inclusion Classes for Children with Autism in Elementary Schools

The educational challenges faced by children with autism in primary school have garnered increasing attention. With the implementation of inclusive education, integrating these children into regular classrooms has become a reality, albeit a profoundly challenging one. The focus of research lies in developing specialized curricula tailored to the unique characteristics of autistic children, aiming to optimize their adaptation and development within general educational settings. This paper examines the limitations of existing educational curricula, explores the foundational theories regarding the cognitive and behavioral traits of autistic children, and integrates various educational theories such as Multiple Intelligences Theory, Social Constructivism, and Applied Behavior Analysis (ABA), to propose effective strategies for curriculum design. Through the implementation of individualized education plans, multisensory teaching methods, social skills training, and the creation of structured environments, this approach seeks to enhance the learning outcomes and social participation of autistic children while maintaining overall educational quality. The research findings indicate that appropriate interventions and support can significantly improve the educational experience of autistic children, providing theoretical backing and practical examples for educational practice.

Evaluation of Strategic Planning Practices of Managers in Primary Education Institutions

Purpose. Rapid changes that have affected the world from past to present have caused educational institutions to change in order to keep up with the times and raise people for the future. It has become important for educational institutions to turn to new approaches in order to keep up with the changes taking place, to overcome the problems they will encounter and to chart their future. What strategic planning, one of these approaches, can do in educational institutions has become more and more important day by day. One of the important factors in the applicability of strategic planning in educational institutions is the closeness of school administration and teachers to this concept. In this study, the strategic planning practices of administrators and teachers in primary education institutions in the Mesarya rural area, the Turkish Republic of Northern Cyprus will be aimed and evaluated in order to shed light on the knowledge level of administrators and teachers in the country's educational institutions about strategic planning, whether they carry out these plans in their schools, and similar questions. Methodology. In this regard, in order to achieve the intended goal, semi-structured interview questions were prepared, and the collected data was finalized based on expert opinions and a pilot application. As a sample, 5 administrators and 5 teachers in the Meserya rural area of the Turkish Republic of Northern Cyprus were selected, and content analysis was conducted based on the data collected through face-to-face interviews. Result. As a result of the research, it was underlined that the administrators and teachers mostly did not make strategic planning in the schools where they worked. In light of the results, it is recommended that administrators and teachers who lack knowledge on this subject receive in-service training. Conclusion. This study afforded us the opportunity to assess the perspectives, knowledge, and experiences of principals and teachers working in primary schools in the rural Mesarya region of the Turkish Republic of Northern Cyprus regarding strategic planning in education.

Integrating health in urban planning curriculum across Indian planning institutes

Urban planning significantly influences the physical and health profile of urban environments. This paper explores the critical nexus between urban planning and public health, emphasizing the urgent need to integrate health considerations into the urban planning curriculum in India. Current urban planning courses often overlook public health aspects, resulting in a disconnect that could hinder the ability of urban environments to meet the health and well-being needs of their populations. Through a comprehensive review and analysis of curriculum data from selected Indian institutions of national importance—including the School of Planning and Architecture, Indian Institute of Technology Kharagpur, and National Institute of Technology, Bhopal—this study identifies significant gaps in the inclusion of health-related content in urban planning education. The analysis reveals a low occurrence of health-related themes within the planning curriculum, with essential topics like public health history, environmental health, and health impact assessments seldom addressed. To bridge these gaps, the paper suggests incorporating mandatory health-focused courses, such as Health Impact Assessments and public health fundamentals, into the curriculum. It also recommends interdisciplinary collaboration with public health professionals to enrich planning education. By restructuring the curriculum to include more comprehensive health-related education, future urban planners can be better equipped to create healthier and more sustainable urban environments, ultimately enhancing public health outcomes in rapidly urbanizing spaces. This research not only sheds light on current educational inadequacies but also proposes actionable steps towards a more holistic integration of health and urban planning disciplines.

Extended Reality Applications in Otolaryngology Beyond the Operating Room: A Scoping Review

Objective: Extended reality (XR) has increasing usage in medicine, especially surgical fields, but the scope of applications is largely limited to intraoperative navigation. The aim of this scoping review is to evaluate all the available literature on how XR technologies have been applied to otolaryngology—head and neck surgery (OHNS) beyond the operating room for applications such as patient education and interdisciplinary communication. Review Methods: Using the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines, we systematically searched PubMed and Scopus. Studies were reviewed without temporal restriction. Inclusion criteria comprised English-language, peer-review papers or conference abstracts studying XR technologies for non-operative uses such as patient education, physician training, or interdisciplinary preoperative planning in the field of OHNS. Results: Database searching initially identified 1607 records. After filtering for duplicates, screening for relevance, and applying the inclusion criteria, 10 studies were ultimately included. This study identifies gaps in the existing literature and describes future applications and key areas of research. XR is a novel strategy for increasing patients’ comprehension of their procedures and can facilitate improved communication and planning amongst a multidisciplinary surgical team during preoperative discussions. However, the existing literature is small in scale and has low statistical power for demonstrating clinical benefits. Conclusions: More robust studies are required to determine the true value of implementing XR. XR is a promising new technology with potential to advance education and patient care in OHNS. Ongoing research will continue to optimize the use of XR technology, ensuring safe and effective integration into clinical practice.

Assessing predictors of successful transition services for students with disabilities in Saudi Arabia

This study examines the factors that predict successful transition outcomes for college students with impairments in Saudi Arabia. A stratified random sample method was employed to survey 500 people across various educational levels and disability categories. The efficacy of Individualized Education Plans (IEPs), cultural variables, and perceptions of transition services have been investigated using Structural Equation Modeling (SEM). The study revealed significant positive correlations between the efficacy of Individualized Education Programs (IEPs) and favourable impressions of transition services. Additionally, it highlighted the impact of cultural variables on transition results. The assessment of indirect effects confirmed that cultural variables partially mitigate the connection between IEPs and transition assistance. The document provides practical suggestions for enhancing the efficiency of Individualized Education Programs (IEPs), improving cultural proficiency among educators, facilitating collaboration among stakeholders, and guiding policies. These findings contribute to ongoing efforts to develop inclusive and culturally appropriate transition programs for students with impairments in Saudi Arabia.

There’s No Way for This to End Well: Lesson Planning, Neoliberalism, and Whiteness

The author relies on practices of storytelling to consider how an unexamined and evaluative preoccupation with lesson planning in education supports neoliberalism, affirms whiteness, and limits democratic curriculum and pedagogy. The author theorizes ways that striving toward a nonevaluative stance in education can be used to resist complying with neoliberalism and whiteness in education.

The relationship between physical activity environment, mental wellbeing, flourishing and thriving: A mixed method study

Research shows that mental wellbeing contributes to a greater quality of life and longevity, superior overall health, life success, and fulfillment. High mental wellbeing, such as flourishing and thriving, is associated with a sense of meaning and purpose, mastery and accomplishment, social connectedness, optimism, and contribution to society. Nature-based physical activity participation has been linked with mental wellbeing enhancement over and above the impact of physical activity alone. The present study sought to address a gap in the research by exploring whether the environment in which physical activity takes place and one’s gender moderate the relationship between activity time and various indices of mental wellbeing. Using a mixed methods design, participants (N = 235) aged 18 to 76 (M = 33.41, SD = 13.41) completed an online survey. We divided participants into three groups based on their preferred type of physical activity: indoor, outdoor non-nature-based, and outdoor nature-based physical activity. The moderation analyses highlight the importance of the environment in physical activity, with outdoor nature-based settings consistently showing positive associations with flourishing and thriving. These findings suggest that engaging in physical activities in natural environments can significantly predict an individual's mental wellbeing, for both males and females. Qualitative data supported the findings and also revealed that nature-based physical activity achieves these benefits through developing positive affect, social closeness and engagement, purpose, enhanced experiences, and interests beyond oneself. Findings from this study demonstrate the importance of nature-based physical activity for mental wellbeing promotion and protection, indicating that opportunities for nature-based physical activity should be more effectively provided, perhaps across multiple domains of life such as education, sport, public health, and urban planning.

Using Principles of Good Governance by Educational Institution Administrators under the Jurisdiction of the Chaiyaphum Provincial Learning Promotion Office

Background and Aims: Effective public and social management Also known as good governance, it is an important guideline for organizing society which consists of the public sector. Private business sector and the public sector. The goal is to strengthen and increase the country's immunity. This research aims to: 1. study and compare the level of opinions of personnel on the application of good governance principles in the management of educational institutions by administrators under the Chaiyaphum Provincial Learning Promotion Office. Classified by educational level Position and work experience. And 2. survey the guidelines for developing educational institution administration according to the principles of good governance of educational institution administrators under the Chaiyaphum Provincial Learning Promotion Office. Methodology: The research sample consisted of 229 educational institution personnel under the Chaiyaphum Provincial Learning Promotion Office, which were obtained from stratified sampling. The research instrument consisted of a questionnaire with a 5-level rating scale, with an IOC value in the range of 0.80 – 1.00 and a reliability value of 0.91. Structured interviews were also conducted to collect data. Statistics used in data analysis include frequency, percentage, mean, and standard deviation, T-test, F-test and pairwise difference test using the Scheffé method. Results: The research results are summarized as follows (1) Using the principles of good governance by educational institution administrators Under the jurisdiction of the Chaiyaphum Provincial Learning Promotion Office. It was found that the overall level was at a high level. Especially the information technology management aspect is also at a high level. (2) Comparative analysis of the use of good governance principles by educational institution administrators under the jurisdiction of the Chaiyaphum Provincial Learning Promotion Office Classified by education level and work experience found that there was no difference. But when classified according to position and duty It was found that there was a statistically significant difference at the 0.05 level. (3) Guidelines for using the principles of good governance by educational institution administrators under the jurisdiction of the Chaiyaphum Provincial Learning Promotion Office It was found that the executives had established management guidelines that were accepted by the personnel. Adhere to the principles of correctness and goodness. Administer educational institutions according to criteria that can be verified. Provide opportunities for personnel to participate in educational institution development planning. and focus on the benefits that students will receive. By managing limited resources to provide maximum benefit to students. Conclusion: The research findings show that educational institution administrators under the Chaiyaphum Provincial Learning Promotion Office use good governance principles at a high level, particularly in information technology management. When comparing education level and work experience, no differences were found; however, significant differences emerged based on position and duty. Key guidelines for promoting good governance include establishing accepted management practices, maintaining integrity and transparency, involving personnel in planning, and prioritizing resource management to maximize student benefits.

The impact of mindfulness on academic achievement of students with the mediating role of adaptability: a structural equation modeling approach

IntroductionExamining the factors influencing students’ academic achievement can lead to improved educational planning and enhanced teaching and learning outcomes. The aim of this study was to investigate the impact of mindfulness on academic achievement with the mediating role of adaptability among students at Jiroft University of Medical Sciences in southern Iran in 2024.MethodsThis descriptive-analytical cross-sectional study was conducted on 290 students from various fields at Jiroft University of Medical Sciences in southern Iran from January to April 2024. To select these 290 individuals, a stratified sampling proportional to size was first carried out based on the year of university entry and field of study. After the sample size was determined for each entry year and field of study, students were randomly selected using their student numbers and a random number table. The data collection instruments were the standard mindfulness, academic achievement, and adaptability questionnaires. Descriptive tests and structural equation modeling using the Partial Least Squares (PLS) method were employed for data analysis, utilizing Smart PLS3 and SPSS26 software.ResultsThe findings indicate that students’ mindfulness positively affects their academic achievement (p < 0.001, β = 0.59). Additionally, mindfulness positively influences students’ adaptability (p < 0.001, β = 0.65). The results also show adaptability positively impacts students’ academic achievement (p = 0.001, β = 0.57). Finally, students’ mindfulness has a significant positive effect on their academic achievement through the mediating role of adaptability (p < 0.001).DiscussionAccording to the results, a favorable state of mindfulness and adaptability among students can improve academic achievement. Therefore, it is recommended that university administrators facilitate the enhancement of students’ mindfulness and adaptability by organizing relevant courses and workshops. This approach can contribute to their academic progress.

Exploration de pratiques enseignantes qui soutiennent l’autodétermination des élèves du préscolaire dans l’établissement de leur plan d’intervention

In Quebec, accommodations as well as educational and developmental objectives for students with emotional or behavioural difficulties (EBD) must be documented in an individualized education plan (IEP). Although several studies support the importance of involving the student in this process as well as the importance of early intervention to prevent behavioural problems, no data have been identified to determine the level of involvement of preschool students in the IEP process. The purpose of this research is to explore the practices of preschool teachers who support self-determination in the development of an IEP. The results indicate that preschool students are almost always absent during the meeting, but that teachers engage in certain strategies that support student self-determination following the meeting. In addition, most teachers would be willing to involve the student more if they had the necessary coaching.

Динамика профессиональной идентичности студентов аграрного колледжа в процессе профессионального обучения

The study aimed to identify the dynamics of professional identity of students of an agricultural college in the process of their professional training. The study was carried out using the cross-sectional method. It involved students of the 1st (n = 42), 3rd (n = 38) and 4th (n = 36) years studying in the areas of agricultural education. To identify the features of the professional identity of respondents, the methodology of A.A. Ozerina was chosen, with the help of which the educational and professional plans of students studying in different years, their professional position, motivation, professional intentions, attitude to the acquired profession and its representatives, self-assessment of themselves as a future specialist were studied. It was revealed that professional training has a positive effect on the formation of professional identity in students of an agricultural college, which is reflected in its positive dynamics from the first to the third year. However, in the final year, due to the crisis of professional training, there is a decrease in the number of students ready to build a professional career in the agro-industrial complex. The study concludes that in the process of professional training of future specialists in the agro-industrial complex, it is necessary to develop and implement targeted programs to form their professional focus on work in the field of the acquired profession. The main areas of such programs should be the development of educational and professional motivation, subjective position, the formation of a positive attitude to the acquired profession through overcoming the stereotypical image of an agricultural worker, fixed in the mass consciousness, the ability and readiness of students to independently and maturely choose their professional future.

Cognitive and academic outcomes in children with myelin oligodendrocyte glycoprotein antibody-associated disease.

To describe the impact of paediatric myelin oligodendrocyte glycoprotein antibody-associated disease (MOGAD) on academic and cognitive outcomes. This was an observational, retrospective, and descriptive single-centre study, carried out on a paediatric case series of children with MOGAD. A total of 51 patients were included (22 females); their median age was 8 years and the median follow-up duration was 31.1 months (interquartile range 23.5). The most frequent clinical presentation was acute disseminated encephalomyelitis (54.9%), followed by optic neuritis (35.5%). At the last follow-up, regardless of the clinical phenotype at disease onset, 39.5% of patients with MOGAD received academic and educational interventions (p < 0.05 compared to before disease onset), including academic accommodations (p < 0.05) or the need for a learning support assistant (p < 0.05). Ten patients were evaluated with the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). The overall IQ was calculated for six patients (mean = 92); two of these patients had an IQ lower than 85. No difference was found regarding prenatal and neonatal neurodevelopmental characteristics between this cohort and the general population. MOGAD was associated with a need for academic support; lower scores were found on the WISC-V. Patients with MOGAD should receive cognitive and academic assessments to inform educational planning and support academic success.

Negative and Extrapositive Attitudes Towards Cold-Blooded Tetrapods Among Students of the Secondary Education Course: Ethical and Normative Aspects

The present study represents an empirical research, the purpose of which was to investigate the attitudes towards the species of the Suborder Snakes (Serpentes) and of the Order Turtles (Testudines) among adolescents. We aimed to determining the risks regarding the conservation of herpetophauna. Questionnaires were constructed, adequate to the learning objectives of the subject "Biology and health education" in the respective classes. Students from the seventh, ninth and eleventh grades in two of the schools in the city of Shumen (NE Bulgaria) were surveyed. The total number of respondents was 426, of which 198 were for attitudes towards snakes and 228 were for attitudes towards turtles. The results of the present study showed the problems in the field of protecting of the biological diversity of snakes and turtles in Bulgaria. The attitude toward snakes was clarly negative and that to tortoises was extra positive. A very low level of environmental culture was detected. The vast majority of the recipients insisted on in depth revision of the education plans in Biology. Unfortunately, the analysis of the textbooks content used for the education of the recipients, indicated on insufficient and improper selection of information concerning the reptiles. Since once established, attitudes are difficult to change, the main target group of education efforts must be concentrated on the secondary course students.

Decolonisation is not even a footnote: On the dominant ideologies and smokescreens in South African higher education

The turn to democracy in South Africa brought hope for a higher education sector that would play a key role in tackling racial inequalities and injustices. However, transformation promises ended up being largely smokescreens for maintaining entrenched racist and capitalist logics rooted in colonialism and apartheid. Instead of focusing on epistemic decolonisation, universities became commodified and commercialised neoliberal enterprises focused on the maintenance of Eurocentric epistemic hegemony. In this conceptual article framed within the decolonial theoretical framework, we critically interrogate how two dominant ideologies – the Rainbow Nation and neoliberalism – have sidelined fundamental transformation and epistemic decolonisation in South Africa. Focusing on the Department of Higher Education and Training’s Strategic Plan 2020–2025, we illustrate that decolonisation is not government’s priority and that neoliberal visions continue to dominate strategic planning for higher education. We argue that the lack of political will and policy alignment from the government will contribute to the further entrenchment of coloniality, Eurocentricity and neoliberal logics at universities. We conclude with the call for critical engagement with the history of universities and their role in propagating and supporting colonialism and apartheid and argue that progressive scholars and students must continue to organise within South Africa and beyond and work on the radical dismantling of the Eurocentric and neoliberal universities.Contribution: While other scholars have engaged separately with neoliberalism and the Rainbow Nation and their impact on higher education in South Africa, in this article, we bring these two ideologies together to show how they have combined to prevent decolonisation of higher education.