This article presents a descriptive and critical investigation into the implementation of the New High School Curriculum (NEM), created in 2017 and initiated in 2022 in state public schools throughout Brazil. The objective of the work was to reflect, from the students' point of view, on this risky change in the education system. Data collection was carried out through an online questionnaire applied to students, for both quantitative and qualitative analysis. From the responses, perceptions regarding the quality of the educational experience, preparation, difficulties faced, and skills acquired were identified. The results presented, divided into sections, reveal a series of weaknesses in the execution of the reform, indicating the need for a review of public education policies.

In this research project, the authors investigate how management factors influence the development of school culture in the context of implementing the General Education Curriculum (GEC 2018) in high schools in Ho Chi Minh City. They used the PDCA cycle as a basis for their research, with a focus on four elements: Planning, Implementing, Evaluating, and Adjusting (Controlling). During this project, the researchers collected data from 771 administrators, teachers, and support staff within 109 schools via survey and statistical analysis. The results clearly indicate that both planning and evaluating have a positive impact on developing the culture of a school; whereas both implementing and adjusting are limited. Through regression analysis, it is determined that managing factors account for 27.3% of the variance in the development of school culture. As a result, the authors recommend focusing on improving the effectiveness of each stage within the management cycle to ultimately realise positive educational environments that are consistent with the overall objective of quality education.

According to annual reports by Edelman (2025) and DataReportal (Kemp, 2025), Western societies are experiencing an upswing in both polarization and digital media consumption  a trend particularly pronounced in Spain. This paper outlines a co-design process involving 139 students and 20 video game experts to develop guidelines for an educational module on critical digital literacy. It offers insights into Catalan students’ preferences for educational content (short, creative, visual content) and expert recommendations on essential approaches for teaching critical digital literacy (discursive and iterative lessons). The findings show that students are eager to engage in this kind of participatory research. The study identifies four areas of student interest/weakness that can serve as entry points for teaching critical digital literacy (brainwashing tools, creativity, immigration, and what is real), together with four video games deemed suitable for educational use (Brawl Stars; Papers, Please; The Stanley Parable; What Remains of Edith Finch). Finally, the paper provides an exploratory, locally grounded yet ecologically valid perspective on how to start integrating indie games into high school curricula.

Bioinformatics demands professionals skilled in both computing and the biological sciences, yet introducing these interdisciplinary concepts at earlier educational stages remains challenging. Here, we report the insights and perspectives gained from implementing a bioinformatics-focused pilot project programming course for high school students in Belo Horizonte, Brazil. Coordinated by a science teacher with support from university researchers, the course adopted Inquiry-Based Learning (IBL) and gamification methodologies to enhance student engagement. Structured in three phases over 9 months, the curriculum began with Scratch, through which students developed Molecular Biology projects such as DNA transcription simulations and question–answer games. Python was subsequently introduced via conceptual lessons and practical activities. The experience demonstrates that similar initiatives can be replicated in schools with basic technological resources and trained educators, although partnerships with universities or external experts may be required in less resourced contexts. The strategies presented offer guidance for educators and may inspire comparable programs, contributing to the training of future bioinformatics professionals.

Functional Changes of the Upper Secondary Education System in the Philippines: Focusing on the Revision of the Senior High School Curriculum

This study investigates how change management and strategic human resource (HR) practices interact to enhance teacher performance during the implementation of the Independent Curriculum in Indonesian public senior high schools. While prior research has examined curriculum reform and teacher performance separately, limited empirical attention has been given to the structural integration of organizational change processes and HR strategies within a unified analytical model. Addressing this gap, the study adopts a mixed methods approach using an explanatory sequential design. Quantitative data were collected from 250 teachers across public schools in the Greater Jakarta (Jabodetabek) area and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). Qualitative data from semi-structured interviews were subsequently analyzed through thematic analysis to contextualize the statistical findings. The results reveal that Change Management significantly influences HR Strategy (β = 0.71, p < 0.001), and HR Strategy significantly affects Teacher Performance (β = 0.63, p < 0.001). The indirect effect indicates partial mediation, suggesting that HR practices serve as a key mechanism translating organizational readiness into improved instructional outcomes. The model explains 68% of the variance in Teacher Performance (R² = 0.68), indicating substantial explanatory power. Qualitative findings further highlight the critical role of leadership, digital capacity development, and institutional support in sustaining reform implementation. The study contributes theoretically by positioning change management as a structural antecedent and HR strategy as a mediating mechanism in educational reform. These findings offer a systemic framework for understanding curriculum transformation as an organizational capability-building process rather than solely a pedagogical adjustment.

Learning is an embodied process in which emotion and cognition converge through the body’s expressive patterns. However, the bodily manifestation of learning-related emotions, potential gender differences in these patterns, and their impact on academic performance remain unclear. We examined high school students’ bodily sensation maps (BSMs) during learning across different school subject contexts within the Chinese high-school curriculum, and assessed their associations with gender and academic achievement. This study mapped high school students’ BSMs across subject-specific feelings and academic emotions, examining gender differences and links with academic achievement. A total of 588 students marked body regions of increased or decreased activity on two-dimensional silhouettes in response to nine subjects and five academic emotions. Statistical analyses examined learning-related BSM patterns, gender differences, and relationships with academic performance. Distinct embodied profiles emerged: humanities subjects primarily activated the head and distal upper limbs, whereas science subjects engaged the head, chest, and proximal upper limbs. Positive emotions elicited widespread bodily activation, while negative emotions induced localized or global deactivation. Gender differences were minimal in learning contexts but evident for anxiety, with females showing stronger head and torso activation. BSMs were positively correlated with academic achievement (particularly in English, Physics, Chemistry, Biology, and History), suggesting that bodily responses mirror the interplay of cognitive engagement and emotional arousal. These findings reveal systematic embodied signatures of subject-specific feelings and academic emotions, elucidating how cognitive and emotional processes are integrated in the body. They provide actionable insights for personalized, emotion-sensitive, and domain-specific educational practices.

This study examines public opinion on school-based sex education using a survey experiment ( N = 1,003) that varies grade level (elementary vs. high school), the inclusion of Lesbian, Gay, and Bisexual (LGB) topics, and whether the curriculum is labeled “age appropriate.” Support was lower for elementary school curricula and for those that included LGB topics. The “age-appropriate” label had no effect. Critically, respondents presented with high school curricula that included LGB topics were no more supportive than those presented with elementary school curricula that included LGB topics, indicating that disapproval of LGB inclusion did not depend on age. However, in open-ended responses, many justified opposing the proposal by invoking concerns about student age. This study examines sex education as a critical cultural domain, showing how public judgments about what should be taught and when are shaped by moral discomfort, levels of institutional trust, and perceptions of legitimacy.

This study examined how contemporary Filipino spoken word poetry articulates the inner voices of Filipino youth and how this performance-based art form can strengthen culture-based and learner-centered instruction in Senior High School. The research was conducted in one of the public senior high schools in Camarines Sur, Philippines, specifically at Jaime Macatangay Sr National High School in Caima, Sipocot. Using a qualitative literary-analytical research design, ten contemporary Filipino spoken word poetry pieces were purposively selected and analyzed through literary analysis, thematic content analysis, and socio-expressive analysis to identify recurring imagery, dominant themes, and significant human experiences conveyed in the texts. Findings revealed that abstract concepts, body-related imagery, and elements of nature were commonly employed to express emotions, moral reflections, and shared identity. Themes of self-expression and lifestyle were evident across all poems, while advocacy emerged strongly in most selections, highlighting the genre’s role in promoting social awareness, empowerment, and resistance. The analysis further demonstrated consistent representations of the Filipino psyche, intertwined with socio-political commentary, economic realities, and emerging gender-sensitive perspectives. These results indicate that spoken word poetry serves as a multidimensional medium where personal emotions, cultural values, and societal concerns intersect. The study concludes that integrating spoken word poetry into the Senior High School curriculum can enrich instruction by fostering self-expression, empathy, cultural identity, critical thinking, and analytical competence among learners. As the expected output of the study, a Senior High School lesson exemplar for School Year 2025–2026 was developed, illustrating how spoken word poetry can be utilized as a dynamic instructional tool that connects literature to learners’ lived experiences, amplifies student voice, promotes inclusivity, and supports holistic and transformative learning.

This study examines the representation of moderate Islam in literary texts written by Gus Mus and its relevance as teaching materials in senior high schools. The research aims to identify forms of moderate Islamic values and analyze their suitability for literature learning at the secondary education level. This study employs a qualitative descriptive method using text analysis of selected literary works by Gus Mus and document analysis of the senior high school curriculum. The findings indicate that Gus Mus’s literary texts represent moderate Islam through values of tolerance, humanism, balance, and inclusivity. These values are relevant to support character education and strengthen religious moderation in senior high school learning contexts.

A holistic framework that integrates Common Core State Standards (CCSS) with functional skills instruction for high school students with extensive support needs (ESN) is urgently needed for high schools to comply with recent legislation like the California Assembly Bill 181 (2022), that established an alternate diploma pathway that is aligned with alternate academic standards. This paper argues against the false dichotomy between academic and functional curricula and, instead proposes a framework that integrates CCSS into functional activities by isolating specific skills (e.g., literacy, mathematics, collaboration, or technology use) and aligns them with evidence-based practices such as task analysis, video modeling, systematic instruction, prompting, and peer-mediated interventions. Instructional transparency is encouraged through visible classroom standards and academic subject labeling, supporting shared understanding among educators, families, and administrators. Further, the paper posits that functional skills are naturally an authentic context for standards-based instruction, allowing educators to maintain academic rigor while promoting skills needed for post-school readiness. This integrated framework offers a practical approach to curriculum design and instructional planning for students with extensive support needs to prepare students for meaningful postsecondary education, employment, and community life.

The implementation of the new general high school curriculum in the Upper Secondary Education System (SEMS) demands self-management and complex reasoning competencies from students, which require specific neurobiological maturity. The objective of this study was to diagnose the state of Executive Functions (EF) in high school students and, based on this evidence, to propose a situated pedagogical intervention. Through a quasi-experimental design, a sample of 20 students was evaluated using the Neuropsychological Battery of Executive Functions (BANFE-3). The results revealed a significant maturational asynchrony: while the orbitofrontal area (behavioral regulation) is preserved in the majority, 70% of the sample presents alterations in the dorsolateral prefrontal area, a region critical for planning, working memory, and cognitive flexibility, in view of this finding, which suggests a biological barrier to autonomous learning, a systematized curricular intervention strategy is presented. This proposal integrates exercises in formal logic—to specifically stimulate the deficient dorsolateral area—and reading aloud (RA)—for the maintenance of inhibitory control—aligning with the learning unit of Mathematical Knowledge. It is concluded that high school should serve as an explicit cognitive training environment to close the gap between curricular demands and adolescents' neurofunctional capacity.

Cancer is a leading cause of death and its incidence is rising among younger populations, yet formal cancer education is rarely included in U.S. high school curricula. Adolescence is a critical period for establishing lifelong health behaviors, and emerging evidence suggests that school-based cancer education can improve knowledge, shift attitudes, and promote risk-reducing behaviors. In this narrative review, we summarize studies of high school and middle school cancer education programs, including curricula focused on cancer biology, modifiable risk factors (e.g., tobacco, alcohol, diet, physical activity, ultraviolet exposure), HPV vaccination, and symptom awareness. Across diverse settings, brief classroom interventions, interactive modules, and service-learning projects consistently increased cancer literacy, recognition of warning signs, and intentions to adopt preventive behaviors, with some reports of early behavior change. We further highlight the potential of cancer education to address health inequities by improving health literacy, reducing stigma, and fostering trust in the medical system, particularly in communities with limited access to care or who are at significant risk of financial toxicity. Finally, we outline pragmatic strategies for integrating cancer content into existing science, health, and social science courses; leveraging electives and clubs; and partnering with healthcare professionals and community organizations. Integrating cancer education into high school represents a feasible, equity-promoting strategy to reduce future cancer risk.

Abstract In this article, we describe an inquiry‐based teaching activity developed in a public high school in Brazil. The objectives were to (a) develop an experimental activity grounded on the students’ autonomy for formulating and testing hypotheses, (b) address Biology topics from a historical and multidisciplinary perspective, (c) stimulate skills of scientific writing and oral presentation, (d) discuss medico‐legal importance of necrophagous insects, and (e) apply biological information to job careers. Students performed an experiment that mimicked the theoretical and methodological framework devised by Francesco Redi's experiments on flies and decomposing meat. Baits (bovine spleen) were exposed in the field under different levels of access to necrophagous flies. The students proposed treatments and hypotheses and learned about the importance of replications. The students collected the larvae and reared them until adult emergence. After counting and identification of the emerged insects, we explored the biological meaning of the data and the implications for future careers (e.g., forensic entomology). The students produced scientific reports and presented seminars on the diversity and abundance of necrophagous flies. They considered the experience as successful and related the results to solving practical problems and the work of scientists. Competencies recommended in the high school curriculum in Brazil, such as teamwork, autonomy, scientific accuracy, and knowledge on science‐related jobs, were encouraged. We conclude that a historical view of how biological concepts are constructed can be successfully applied to teaching Natural Sciences.

This study examines an expanded Technology Acceptance Model (TAM) to evaluate the implementation of an AI and coding curriculum in high schools. Specifically, it integrates Perceived Usefulness and Perceived Ease of Use into Student Motivation as a mediator to analyze the relationship between Learning Processes and Learning Outcomes, moderated by Prior Coding Experience. Using an explanatory quantitative design, data were collected from 114 students at HelloMotion High School, a benchmarking school for national curriculum piloting. Structural Equation Modeling (SEM-PLS) revealed three critical findings. First, the learning process positively predicts learning outcomes (β = 0.244, p = 0.005). Second, student motivation functions as a significant partial mediator (indirect effect: β = 0.361, p < 0.001, which is stronger than the direct effect), confirming that the direct impact of pedagogy remains significant alongside psychological factors. Third, while the formal moderation of coding experience was statistically nonsignificant (p = 0.321), exploratory multi-group analysis showed that the learning process significantly impacted students with basic experience (p = 0.026) but failed to significantly impact complete novices (p = 0.160). These findings suggest that a "one-size-fits-all" curriculum is insufficient, highlighting the urgency for differentiated instructional strategies to support novice learners in national policy implementation.

The implementation of the senior high school curriculum is a crucial aspect in determining the quality of teaching and learning processes and outcomes. The curriculum serves as the primary guideline for planning, implementing, and evaluating learning activities in schools. This study aims to analyze the implementation of the senior high school curriculum at SMA PAB 6 Helvetia. A qualitative approach with a case study design was employed. Data were collected through observations, interviews, and document analysis involving the principal, teachers, and students. The findings indicate that the curriculum implementation at SMA PAB 6 Helvetia has generally been carried out in accordance with applicable regulations, including lesson planning, instructional practices, and learning evaluation. However, several challenges were identified, such as limited facilities and variations in teachers’ competencies in implementing the curriculum effectively. Therefore, efforts to enhance teachers’ professional capacity and strengthen school management are necessary to ensure more effective and sustainable curriculum implementation.

This study investigates the integration of e-learning into the curricula of Vocational High Schools, emphasising strategies, challenges, and prospective avenues for enhancing the quality of teaching and learning. E-learning plays a crucial role in enhancing vocational education within the framework of rapid digital transformation, facilitating flexibility, interactivity, and access to a variety of learning resources. A qualitative approach was employed to collect data through in-depth interviews, surveys, and participatory observation at 39 Vocational High Schools in Padang, Indonesia, which offer Computer and Network Engineering and Software Engineering programs. The research included 73 teachers and 195 students who participated in e-learning activities. The findings indicate that both teachers and students possess favourable views regarding the integration of e-learning, recognising its capacity to improve conceptual understanding, promote learner autonomy, and create more engaging educational environments. Educators indicated that the implementation of learning management systems, online discussions, multimedia resources, and virtual simulations enhances student engagement and fosters collaboration. Data triangulation confirmed that teacher competence and engagement in professional development significantly impact e-learning success. Challenges remain, such as insufficient digital literacy, inadequate infrastructure, and diminished direct interaction. The research highlights the necessity of ongoing teacher training, dependable technological infrastructure, and curriculum redesign in accordance with industry standards to facilitate effective e-learning integration. It is advisable to establish collaborative partnerships among educational institutions, industry stakeholders, and policymakers to improve curriculum relevance and learning outcomes. Ongoing monitoring and evaluation are crucial for sustaining dynamic and adaptive e-learning environments. This study presents a framework aimed at enhancing e-learning implementation in Vocational High Schools, thereby facilitating students' preparedness for the digital and industrial workforce.

Self-regulated learning is assumed as a solution for language learners as agents who can establish and make progress on their learning objectives. In learning processes, learners are demanded to regulate their own learning process using their thoughts, feelings, and actions in relation to their attainment of personal goals. It can happen because learners are considered they have the potential to control, regulate, and monitor their own learning. In addition, students’ intelligence is needed to help them control and monitor their learning strategies. Classroom activities that can expedite the emergence of self-regulated learning are appropriate learning materials. Proper learning materials become crucial things to improve students’ reading skills using self-regulated learning. For these reasons, developing self-regulated learning materials is significant to improving students’ reading skills viewed from intelligence. This study is aimed at developing self-regulated learning materials to improve students’ reading skills viewed from intelligence at Islamic-affiliated senior high schools. To attain the research goal, this study employed R&D design that has four phases, namely defining, designing, developing, and disseminating. In collecting the data, researchers used three instruments, namely observation sheets, interview guidelines, and questionnaires. The results showed that EFL learners are more as autonomous learners in improving their reading skills. This model was implemented in the Islamic-affiliated senior high schools to improve students’ reading skills viewed from intelligence. The intelligence level is as an attribute variable which is promising to give an effect on students’ reading skills. In addition, the materials are designed in line with the core competencies and standard competencies in the Islamic-affiliated senior high school curriculum. The conclusion of this study shows that the S-RLM model is able to improve students’ reading skills and the level of students’ intelligence has a strong effect on students’ reading comprehension.

This descriptive-correlational study examined the relationship between communicative competence and academic performance in Oral Communication in Context, a course in the Senior High School (SHS) curriculum in the Philippines. A total sampling technique was utilized, involving 124 SHS learners as respondents. Specifically, it evaluated the degree of communicative competence across four domains: grammatical, sociolinguistic, discourse, and strategic, and analyzed their relationship with academic performance and demographic variables. The results showed that the respondents exhibited a growing level of communicative competence, with sociolinguistic competence being the highest domain, followed by strategic, discourse, and grammatical competence. Students generally perceived themselves as effective communicators, particularly in adapting language to social and cultural situations and dealing with communication failures, but demonstrated less assurance in grammatical correctness and control of discourse structure. Academic performance (mean = 82.45) revealed that the majority of learners fell into the fairly satisfactory and satisfactory groups, with only a few achieving very satisfactory and outstanding scores. Although the minimum passing norm was achieved, the findings indicate that clarity, fluency, coherence, and academic discourse were not fully mastered. Correlation analysis showed no significant relationship between overall communicative competence and academic performance, except for sociolinguistic competence, which exhibited a statistically significant negative correlation. This implies that perceived sociolinguistic adaptability does not always translate to better academic scores, suggesting the need for performance-based tests to be implemented in conjunction with self-assessments. Furthermore, demographic factors (sex, age, grade level, or language at home) showed no significant impact on communicative competence. The results reestablish that the quality of instruction, classroom discourse, and communicative exposure are more decisive than demographic factors in the development of communicative competence.

In the Japanese education system, the 2018 revision of the High School Curriculum Guidelines emphasized inquiry-based cross-disciplinary study, encouraging students to engage in substantive research and presentation activities beyond the classroom. This study aims to clarify the current status of high school student sessions at academic conferences in Japan and to investigate the attributes of the presenting schools. A two-part survey was conducted: (1) Analysis of websites of leading Japanese academic societies to identify those holding high school student sessions; (2) Examination of programs and affiliated schools of presenters in these sessions, linking them with official school data to analyze school types, locations, and participation patterns. Results showed that high school sessions mainly exist in natural science fields, with participating high schools including both public and private institutions, and the geographic spread expanding beyond metropolitan Tokyo. Many schools participate only once, while about 20% engage repeatedly, indicating varied continuity. This study offers novel data on Japanese high school students’ academic presentations, an area rarely examined in Educational Data Science or Library and Information Science. It contributes to clarifying high school students' academic communication practices. It provides foundational insights for academic societies and universities hosting academic conferences to consider whether to open their events to high school students.