Higher Education Curriculum Research Articles

Internationalization of Curriculum (IoC) in Higher Education: A Global Cooperative Strategy

Research indicates that recent advancements in information and communication technologies have introduced new implications for the internationalization of higher education institutions. The aim of this review is to study the extent of the Internationalization of Curriculum (IoC) in higher education from a global perspective. Databases including ERIC, Academic Search Premier, and HINARI were used to search for relevant literature. The search was conducted with combinations of the search terms: Internationalization, Curriculum, Higher education, and graduate attributes. The review identified extensive references to the internationalization of curriculum in higher education across the globe including American, African, European, Middle Eastern and Asian countries. The analysis of the findings has indicated IoC implementation as a complex process involving various actors stakeholders such as teachers, students, and other institutional leaders. Findings have also highlighted that implementation of IoC accompanies several challenges, which the stakeholders need to address during the process of selecting the contents, ways of teaching, and evaluating, also including institutional, social, and political support from within and outside the institutions. The aspect of graduate attributes has been minimally explored in terms of IoC. There is a great deal of available literature which emphasizes the need for Internationalization in Higher Education Institutions (HIEs) to extend beyond the mobility of students, staff, and faculty through international affiliations and global partnerships. The findings have raised questions for further research to include a wider cohort from various disciplines in higher education. Students’ and teachers’ perspectives and attitudes towards IoC must be studied to further understand the need for its development.

Pedagogical explorations: Digital “Baybayin” and cultural narratives in the post-pandemic college techscape

This study investigates the significance of Digital “Baybayin” and cultural narratives in Philippine higher education, focusing on its role in preserving Filipino cultural heritage amidst post-pandemic challenges. Employing qualitative methods and guided by theoretical frameworks on Cultural Identity Theory, Technology Acceptance Model, and Community of Inquiry Framework, the research examines how traditional cultural narratives encoded in “Baybayin” scripts are transmitted and interpreted through digital tools, revitalizing them in modern contexts. Thematic analysis identifies significant themes: Identity Formation, as Digital “Baybayin” enhances cultural identity and pride among students and educators; Digital Literacy, fostering competence in utilizing digital tools for cultural preservation; Interdisciplinary Approaches, highlighting collaborative efforts across disciplines to integrate “Baybayin” into curricula; and Future Directions, emphasizing ongoing research into digital pedagogies and community engagement for sustainable cultural revitalization. Further, findings underscore the transformative impact of integrating “Baybayin” into higher education curricula, enhancing cultural literacy and identity. Recommendations advocate for enhancing digital literacy, fostering community engagement, and promoting transdisciplinary approaches to deepen understanding of “Baybayin” and cultural narratives in educational settings. Theoretical insights and practical considerations advance future research directions, emphasizing the integration of “Baybayin” into curricula and exploring digital pedagogies to strengthen cultural connections in the post-pandemic college techscape.

Embracing Freedom in Learning: The Impact of Kurikulum Merdeka on Engineering Students of Universitas Negeri Medan

In 2020, Indonesia's Ministry of Education, Culture, Research, and Technology introduced the Merdeka Belajar-Kampus Merdeka (MBKM) curriculum for higher education to better prepare students for the modern job market. This study contrasts the MBKM curriculum with the non-MBKM curriculum, focusing on their impacts on students' career exploration and professional maturity. Using a quantitative, correlational approach, the study sampled 187 engineering students from a Medan university. Instruments included the Career Exploration Survey (CES) and the Career Development Inventory (CDI). Results showed that both curricula positively influence career exploration and professional maturity, with no significant differences between the two. The MBKM curriculum's emphasis on real-world experience and career preparation was highlighted as a key factor in fostering career readiness. The study concludes that both curricula effectively support career development, but the MBKM curriculum offers a more practical, hands-on approach to preparing students for the workforce.

Life Skills for Promoting Mental Well-Being among Indian Adolescents and Youth

Abstract: Adolescents and young emerging adults are highly vulnerable to stress and strain due to numerous transitions which are biological, socio-emotional, and psychological in nature. This coupled with external factors and environmental influences such as family structure and needs, peer-pressure, school and college environment play a critical role in influencing their thoughts and behavior. Hence it becomes crucial to find the means for strengthening problem-solving skills thereby enhancing their mental health and overall well-being. Life skills serve as an effective means of empowering adolescents and youth to navigate life’s challenges proficiently, using a skill-based approach. The World Health Organization (WHO) focuses on ten core life skills including aspects of individual personality (self-awareness, empathy), cognitive skills (critical and creative thinking, decision making, problem solving), coping skills (coping with stress and emotions), interpersonal relationships and communication skills. The Jeevan Kaushal Curriculum (2.0) framed by University Grants Commission proposes several core skills essential for living successful lives viz. communication skills, professional skills (career and team skills), leadership and management skills and universal human values. This study attempts to explore the role of core documents such as the Jeevan Kaushal Curriculum (2.0), WHO Universal Health Coverage for Mental Health and National Education Policy (NEP, 2020) in supporting the mental well-being of the target population, using document analysis. The study findings indicate that the Jeevan Kaushal curriculum (2.0) can be used as an effective tool towards fostering student skills sets and enhancing mental strength thereby supporting the promotion and maintenance of mental well-being of adolescents and youth in the Indian context. Moreover, it is in alignment with the core features of NEP 2020 which focuses on a holistic, transformational higher education curriculum incorporating value-based education and community engagement services.

Yoga as a Contemplative Practice and Its Contribution to Participatory Self-Knowledge and Student Retention: A Scoping Review of the First-Year Undergraduate Student Transition.

Contemplative pedagogy, specifically yoga, introduced into the higher education curriculum has the potential to develop and entrain intellectual, emotional, and social development in relation to mental health among university students studying for medical and nursing degrees. The objective of the study is to determine the extent of the current literature on the prevalence of yoga as a contemplative practice that contributes to student well-being and self-knowledge in the first-year transition from high school to university. As part of the scoping review, CINAHL, EBSCO, Medline, Emerald, Eric, and PsycINFO were searched to identify the prevalence and connection of mind-body courses to student well-being between 2011 and 2022. Screening and selection of studies were based on eligibility criteria and methodological quality assessment. Colaizzi's method of data analysis enabled the phenomena of interest to be examined and follows the PRISMA for Scoping Reviews (PRISMA-ScR) checklist. Seventeen studies were included with two themes emerging, which include physical practices and training and barriers to success. Yoga is a practice that supports undergraduate students in managing their stressful lives. Due to the experiential nature of yoga the participatory reflective processes established within the physicality of the students provided a framework to cope with the stress and challenges of higher education.

Innovative Teaching and Learning

The Fourth Industrial Revolution (4IR) has brought about significant changes in higher education. Institutions are now required to adapt their teaching methods in order to meet the changing needs of the workforce. This study aimed to explore how educators perceive the impact of 4IR on higher education, the innovative teaching and learning strategies they have implemented, and the challenges they face in doing so. Semi-structured interviews were conducted with 12 educators from various disciplines at a South African university. The study revealed that educators have a comprehensive understanding of innovative teaching and learning within the 4IR framework. They recognize the importance of integrating technological advancements, such as artificial intelligence, automation, and data analytics, into their teaching methods. The study identified several innovative strategies that educators have adopted, including project-based learning, flipped classroom models, simulations, virtual reality, and interdisciplinary collaborations. These strategies prioritise hands-on learning, real-world applications, technology integration, and cross-functional experiences. They also foster essential skills such as critical thinking, problem-solving, creativity, and adaptability. However, the study also highlighted challenges faced by educators, including the need for continuous upskilling, finding a balance between theory and practice, overcoming resistance to change within institutions, and ensuring all students have equal access to technology. The findings highlight the importance of aligning higher education curriculum and pedagogical approaches with the demands of the 4IR. By embracing innovative teaching methods that leverage technology and promote essential skills, higher education institutions can effectively address the challenges and opportunities of the 4IR.

EXPLORING THE EDUCATIONAL IMPACT: A STUDY ON ACCOUNTING STUDENTS’ LEARNING AND DEVELOPMENT DURING INTERNSHIP

Internships are pivotal in bridging the gap between academic learning and real-world application, offering students invaluable experiential learning and professional development opportunities. This research study explores the educational impact of internship periods, focusing on participating students' learning outcomes and experiences. Drawing on a qualitative research approach, data were obtained from student internship reports and were analysed using NVivo software. The findings reveal multifaceted learning experiences encompassing the application of accounting education knowledge, technical skills acquisition, soft skills development, industry knowledge, problem-solving abilities, and teamwork dynamics. Through thematic analysis, key themes emerged, shedding light on the transformative nature of internship experiences and their profound influence on students' personal and professional growth. The implications of these findings for educational institutions, internship programs, and policymakers are discussed, alongside recommendations for enhancing internship experiences and optimizing learning outcomes. This study contributes to the literature on internships and offers insights into effective strategies for integrating experiential learning opportunities within higher education curricula.

THE HISTORY OF USING INFORMATION TECHNOLOGIES IN PHYSICAL EDUCATION AND SPORTS

This article examines the historical development and implementation of information technologies in physical education and sports. Through comprehensive analysis of scientific literature and online sources, the study explores early innovations in computer programs and software applications designed for biomechanical analysis, monitoring of physical condition, training modeling, and individualized program creation in sports and fitness. Key contributions from researchers at the National University of Physical Education and Sports of Ukraine are highlighted, including significant developments in posture analysis, foot diagnostics, and video-based motion capture systems. The paper thoroughly reviews specialized software for professional bodybuilding, aqua aerobics, family health management, and student physical education, demonstrating the breadth of applications across various domains. A detailed classification system for information technologies in physical culture and sports is presented, categorizing applications by areas such as sports training, physical education, and rehabilitation. The research demonstrates the widespread adoption of information technologies across diverse aspects of physical education and sports, enabling sophisticated biomechanical assessments, comprehensive physical state monitoring, advanced training simulations, and personalized program development. The authors conclude that information technologies have become integral tools in enhancing physical education and sports practices, with significant potential for further implementation in higher education curricula. The study also emphasizes the need for continued research and development in this rapidly evolving field, particularly in areas such as virtual reality applications and mobile technologies for promoting physical activity and health.

Indonesian Fiqh in Higher Education: A Pathway to Moderate and Inclusive Islamic Values

This study aims to examine the incorporation of Indonesian fiqh into the Islamic higher education curriculum and its impact on fostering moderate attitudes among students. The research highlights the importance of ijtihad (independent reasoning) in adapting Islamic law to the contemporary needs of Indonesian society, emphasizing values such as gender equality, interfaith harmony, and democratic principles. The study employs a qualitative method, analyzing the curriculum content and its practical applications in three prominent Islamic universities: UIN Syarif Hidayatullah Jakarta, UIN Walisongo Semarang, and UIN Sunan Gunung Djati Bandung. Results indicate that the Indonesian fiqh curriculum is expected to significantly contributes to shaping students' moderate attitudes by promoting respect for human dignity, inclusivity, and adaptability. The curriculum encourages students to integrate religious, social, cultural, and state morals, fostering a balanced and comprehensive understanding of Islamic teachings. Themes such as women's emancipation and interreligious relationships are emphasized, highlighting the relevance of Islamic principles in modern contexts. Practical applications through social activities, community service, and leadership opportunities further reinforce these values, enabling students to act as agents of change. In conclusion, the Indonesian fiqh curriculum plays a crucial role in nurturing well-rounded, moderate, and compassionate individuals. By aligning with national needs and promoting inclusive values, it ensures that students are equipped to navigate and positively contribute to a diverse and dynamic society. This holistic approach fosters peace, harmony, and national development, making the Indonesian fiqh curriculum an essential component of Islamic higher education.

Az indonéziai felsőoktatási intézményekben működő hallgatói közösségi szolgálati programok hatékonyságának vizsgálata

Every university student in higher education is required to take part in Kuliah Kerja Nyata, what is a study service program, according to the curriculum in higher education in Indonesia. Kuliah Kerja Nyata (KKN) was appeared in a decree from the Department of Higher Education for the first time in 1973 (Kisnawat, 2009). In this study we present the origin of Kuliah Kerja Nyata and its policies implemented in the university, a description of Kuliah Kerja Nyata appeared on the universities’s websites, such as the University of Gajah Mada and Bandung Institute of Technology's website, and the benefits of its implementation for the stakeholders. This publication aims to review community service programs and promote community service in higher education. We present a synthetic literature review related to student community service. This publication offer how the Kuliah Kerja Nyata program has been effectively implemented in indonesian universities for students and lecturers.

The Importance of Islamic Values in the Views of Lecturers: A Survey Analysis

Background: religious values play an important role in shaping students' character and morals, and understanding lecturers' views regarding this can provide in-depth insights for improving higher education. Aim: analyze lecturers' perceptions of Islamic values, focus on understanding their level of awareness, integration of religious values in the curriculum, the role of lecturers in forming character, institutional support, and the influence of understanding Islamic values on student morale. Method: This research uses a survey method involving 60 lecturers as respondents. The survey involved structured questions covering the level of importance of Islamic values, integration in the curriculum, the role of lecturers, institutional support, and views on the influence of understanding Islamic values on student morale. Results and Discussion: Survey results show that the majority of lecturers are aware of the importance of Islamic values (91.6%) and the majority (80%) feel that these values are sufficiently integrated in the curriculum. Support for the role of lecturers in forming Islamic character is high (88.4%), and most lecturers (78.3%) feel they receive adequate institutional support. Overall, the results show a positive view of lecturers towards Islamic values. The conclusion of this research highlights the importance of supporting lecturers in strengthening their role as character-forming agents and emphasizes the need for the integration of religious values in the higher education curriculum. The implications of these findings can help design more holistic educational policies and strategies, creating an educational environment that focuses on developing student character and morality.

Enhancing Learning Experience: A Study of Students' Needs for Pocket Books in the Digital Era

Background: the religious values play a crucial role in shaping the character and morals of students, and understanding the views of lecturers regarding this matter can provide profound insights to enhance higher education. Aim: Analyzing lecturers' perceptions regarding Islamic values entails focusing on their awareness levels, integration of religious values into the curriculum, the role of lecturers in shaping character, institutional support, and the influence of understanding Islamic values on students' morality. Method: This research employed a survey method involving 60 lecturers as respondents. The survey comprised structured questions covering the importance level of Islamic values, their integration into the curriculum, the role of lecturers, institutional support, and perspectives regarding the influence of understanding Islamic values on students. Results and Dıscussion: The survey results indicate that a majority of the lecturers are aware of the significance of Islamic values (91.6%), and most of them (80%) feel that these values are sufficiently integrated into the curriculum. There is substantial support for the role of lecturers in shaping Islamic character (88.4%), and a significant portion of the lecturers (78.3%) feel they receive adequate institutional support. Overall, the results reflect a positive outlook from the lecturers regarding Islamic values. Conclusion This research highlights the importance of supporting lecturers in strengthening their role as character-forming agents and emphasizes the necessity of integrating religious values into higher education curricula. The implications of these findings can assist in designing policies and more holistic educational strategies, fostering an educational environment focused on the development of student character and morality.

Development of the Islamic Religious Education Curriculum at PTU as Strengthening Multicultural Islam

One of the courses in educational institutions in higher education, which is very related with the development of morals and behavior is Religious Education. Islamic Religious Education (PAI) at Public Higher Education (PTU) is a continuation of the teaching received by students starting from the Elementary Level, Junior and Senior High Schools. In the structure of the national higher education curriculum, Islamic religious education courses are compulsory subjects for all Muslim students in all public tertiary institutions, both public and private universities. The progress of an educational institution, one of which is determined by the teaching materials or curriculum applied, whether it is in accordance with the needs of stakeholders. Indonesia is a multicultural country, so the design of teaching materials or curriculum must be developed according to the demands of the times, times and circumstances. Therefore, the authors state that there are 4 reasons why this paper is important to study: First, the lack of knowledge of Islam among PTU students and public schools; second, the rise of brawls between students (students); third, lack of appreciation among students and students in the field of religion; and fourth, the decreased empathy and religiosity of students and students.

How are Case Studies Used in Accounting Systems Curricula in Higher Education in Germany and the US?

How are Case Studies Used in Accounting Systems Curricula in Higher Education in Germany and the US?

Adoption of New Pedagogies for Curriculum Delivery in the Post Covid-19

The purpose of this paper to advocate for embracing of new techniques of delivering lessons in institutions of higher learning. The advent of the global covid-19 pandemic has brought new challenges for the higher education space. The pandemic with its ‘new normal’ has challenged higher education institutions beyond just access to resources, however, with aspects of curriculum delivery. The ‘new normal’ has meant that curriculums need to be delivered online. Thus, many higher education institutions have had to involuntarily jump on the online teaching and learning bandwagon. The move to online teaching and learning for higher education institutions has resulted in several challenges as many higher education institutions have curriculums designed for traditional teaching (face-to-face) delivery. The challenges brought about by the Covid-19 pandemic and its “new normal” has shown that changes needs to happen to higher education curriculums to be able to overcome these challenges. Therefore, this paper recommends that post covid-19, face-to-face higher education institutions need to restructure their curriculums and adopt hybrid curriculums that incorporate online teaching and learning.

Predictors of teachers’ perceived assessment skills and assessment practices in public universities of Ethiopia

Background Assessment is an integral component of learning at higher education institutions of Ethiopia. It plays a critical role of ensuring quality education and student learning and development. In this respect, teachers’ capabilities to conduct effective assessment and use assessment evidence are central to quality assessment practices. These capabilities are related to different attributes such as their academic levels, teaching experience, assessment training received and specializations. Therefore, this study aimed to examine predictors of teachers’ perceived assessment skills and assessment practices in public universities of Ethiopia. Methods Assessment Practices Inventory was adopted and distributed to a sample of 380 randomly selected teachers from four randomly selected public universities of Ethiopia. 355 properly completed questionnaires were used for analysis. Teachers’ academic level, teaching experience, field of specialization and assessment training were included in two separate multiple regression analyses. Results Academic level (p < 0.001), teaching experience (p < 0.001), and assessment training (p < 0.001), were significantly positively related to both teachers’ perceived assessment skills and assessment practices. Teachers’ perceived assessment skill was also strongly correlated with their assessment practices. Field of specialization was not significantly correlated to both teachers’ perceived assessment skills and assessment practices. Conclusions The study concluded that academic level of teachers, their teaching experience, and assessment training they received predict their perceived assessment skills and assessment practices. Appropriate assessment training and professional development programs should be devised based on the higher education curriculum needs and teachers’ actual gaps in assessment. Teacher education programs would benefit from the findings of this study to carefully devise their programs to fulfill the growing needs of learning and assessment.

Analysis of Quantum Physics Lectures from the Perspective of the MBKM and OBE Based Higher Education Curriculum

Lecture analysis in the core courses of the study program contributes to the evaluation of the curriculum used. This field study was carried out to analyze Quantum Physics lectures from the perspective of a university curriculum based on Independent Learning Campus (MBKM) and Outcome-Based Education (OBE). Data collection techniques were carried out through observing the implementation of learning in the Quantum Physics course, interviews with lecturers teaching quantum physics courses, and reviewing curriculum tools in the form of curriculum books, semester lecture plans (RPS), and assessment documents. The instruments used refer to content standards, process standards and learning assessment standards listed in Permendikbud Number 3 of 2020, Permendikbudristek Number 56 of 2022, and Permendikbudristek Number 53 of 2023. The participants involved in this research were a lecturer and 29 students of the undergraduate physics education study program at one of the universities in Garut Regency. The lecturer in question is a lecturer who teaches quantum physics courses, while the students in question are final year students who are taking quantum physics courses in the odd semester of the 2023/2024 academic year. Data collection was carried out over the period October – November 2024. Data analysis was carried out qualitatively using a data triangulation approach. The results of data analysis show that in the Bachelor of Physics Education curriculum, the Quantum Physics course is in the group of upper-level compulsory courses with physics concept study material. From an MBKM perspective, this course can be converted to Program Pertukaran Mahasiswa (PMM) and Program Magang dan Studi Independen Bersertifikat (MSIB), but cannot be converted to the Teaching Campus Program. Conversion to the PMM program is carried out by taking courses in other study programs that have course learning outcomes that are related to quantum physics. Conversions to the MSIB program are carried out at companies or agencies related to the application of quantum physics concepts. From an OBE perspective, this course contributes to graduate learning outcomes in Specific Skills and supports the graduate's profile as a Physics Teacher. The special skill in question is being able to apply mathematical models in explaining physical phenomena in learning.

Chinese Calligraphy Education and Contemporary Practice in China’s Higher Education

Contemporary Chinese calligraphy teaching is evolving, blending traditional skills with modern educational concepts. Despite progress, challenges persist in transitioning teaching methods, integrating technology, and advancing students' understanding of contemporary calligraphy. The objective of this study is to conduct a conceptual analysis of Chinese calligraphy education and explore the teaching practices of contemporary Chinese calligraphy. This study utilizes library research methodologies to gather data. The research identified two main themes for the conceptual analysis of calligraphy education, encompassing the importance of Chinese calligraphy education and the Chinese calligraphy curriculum in higher education. In the context of teaching contemporary Chinese calligraphy, four themes were discovered, covering practical skills, basic strokes and characters, integration with technology, cultural significance and understanding, as well as extracurricular activities, exhibitions, and competitions. In the realm of Chinese calligraphy education, this study concludes that the teaching landscape is dynamically evolving, blending traditional artistry with modern pedagogical approaches. It sheds light on challenges in methodology, technology integration, and student comprehension, providing a conceptual analysis. Two overarching themes emerge: the paramount importance of Chinese calligraphy education and the structure of the calligraphy curriculum in higher education. For contemporary calligraphy teaching, four core themes surface, encompassing practical skills, strokes, technology integration, and cultural understanding, as well as extracurricular involvement. This research makes significant contributions to understanding the evolving landscape and provides recommendations to enhance pedagogy, technology integration, and curriculum development for a more enriched learning experience.

Вплив соціального інтелекту на продуктивність перебування людини у соціальних медіа

Given the ambiguity of the impact of social media on individuals, it is crucial to find effective regulatory mechanisms that allow for the successful utilization of this resource in adapting to the changing conditions of today. The article analyzes the influence of a person’s social intelligence on their inclination towards the productive use of modern digital technologies, particularly social media. The study examined the average time individuals spend on social media, the percentage of platform usage for work-related tasks, and the desire to further develop digital skills. Surveys were conducted among representatives of local government, occupying various positions from specialists to department heads. The TROMSØ express survey method was used to determine the level of social intelligence among respondents. The impact of social intelligence on the productivity of individuals’ presence on social media was assessed using the Spearman’s rank correlation coefficient. In total, 153 individuals with an average age of 43 participated in the study. The majority of respondents were female, accounting for 80 % of the sample. A high level of social intelligence development was identified within the sample. Regarding differences between females and males, no significant distinctions were found, nor were differences detected in the amount of time spent on social media and the desire to attend thematic courses on using this informational resource. It was established that social intelligence significantly influences (p≤0.001***) an individual’s inclination towards productive use of social media, which is associated (p≤0.05*) with the desire for additional development of communication skills in the online space. People with a higher level of social intelligence can understand the needs and expectations of their interlocutors better, which will help build fruitful communication and resolve conflict situations. They are also better at recognising manipulative tactics online, which helps them avoid negative influences and maintain healthy relationships with other users. This underscores the necessity of implementing social intelligence courses into higher education curricula and the feasibility of introducing similar training sessions, lectures, and workshops to enhance the qualifications of local government representatives, universities, and businesses.

Game-Based Learning in Modern Military Education: Digital Wargaming as a Tool for Tactical Training

Abstract This study examines the effectiveness of digital game-based scenarios and wargaming in developing tactical skills and decision-making abilities among military cadets. Utilizing the ARMA 3 game, three tactical scenarios—offensive, defensive, and stability and support operations—were tested. The study involved cadets from “Nicolae Bălcescu” Land Forces Academy (NBLFA) Sibiu, selected for their interest in gaming, familiarity with ARMA 3, and knowledge of military tactics. The results showed multiple advantages of using game-based scenarios in military training. The immersive environment provided by ARMA 3 enabled cadets to simulate realistic combat situations, enhancing their involvement and enthusiasm, leading to better knowledge absorption and skills development. Wargaming offered a safe learning environment, eliminating the risks of real exercises while allowing cadets to experience specific events and incidents. In the offensive mission, cadets faced challenges due to incomplete map analysis, highlighting the need to complement map analysis with real terrain reconnaissance. The defensive scenario underscored the importance of flexibility and adaptability of the combat forces’ disposition. In the stability and support scenario, cadets effectively managed civilian-military interactions, demonstrating the potential of digital games to develop broader competencies in multicultural communication and negotiation. The study concludes that digital game-based scenarios effectively prepare leaders for contemporary conflicts marked by conventional or hybrid threats. It recommends implementing a specific wargaming discipline in the military higher education curriculum and extending this approach to Land Forces units for continuous professional development.