Inclusion In Curriculum Research Articles

Active education for reducing the attainment gap in a public health course in the United Kingdom (UK)

Abstract Background A diverse cohort of students join our UK postgraduate public health programme. We wanted to reduce attainment gaps between students. Active and inclusive educational activities may be important mechanisms for reducing attainment gaps as well as promoting student wellbeing. Our aim was to explore how active and inclusive curriculum design could support development of public health functions (e.g., designing interventions to address health inequalities) whilst reducing attainment gaps. Objectives Our 12-week module included a project to model determinants of adolescent’s health inequalities and design an evidence-based intervention to address determinants. Informed by Fink’s taxonomy and the assessment for learning framework, we designed educational activities (i.e., small group work and presentations, ethnographic visits, discussions with stakeholders) and assessments (i.e., group poster presentation and individual critical reflection) to structure the project. We assessed attainment gaps in student marks and surveyed student attitudes to the project (1 = strongly disagree; 5 = strongly agree). Results 53 students (9 groups) completed the assessment with the following marks: poster (M = 61, SD = 7), critical reflection (M = 59, SD = 9), overall mark (M = 59, SD = 10). More students received ‘fails’ and ‘distinctions’ when only the critical reflection was considered (p < 0.001). Students (N = 39; 72% response rate) agreed that activities were intellectually stimulating (M = 5, SD = 0.8), supported their learning (M = 4, SD = 0.8) and made them feel included (M = 5, SD = 0.7). Active learning approach (i.e., benefits of interactions; creating effective groups); student’s caring and commitment; choice and inclusivity; complex and authentic tasks; informal, formal and timely feedback were highlighted. Conclusions Evidence that an active and inclusive approach functions to reduce attainment gaps is equivocal but appears to promote engagement, inclusion and learning. Key messages • Active learning strategies combined with authentic and flexible tasks and rich in feedback stimulate student’s interactions, inclusivity, and learning with potential for reducing attainment gaps. • Active and authentic education requires educators to work on how to properly implement these strategies.

Teaching for Social Justice: How Educators Address Inequalities in STEM Education

Inequalities in STEM education remain a persistent issue, disproportionately affecting underrepresented groups, including women, minorities, and low-income students. This study aims to explore how educators address these inequalities through social justice frameworks in their teaching practices. Grounded in theories of culturally relevant pedagogy and critical pedagogy, the research investigates the role of teachers as key agents in promoting equity in STEM classrooms. A systematic literature review was conducted, drawing from case studies, academic articles, and policy reports, focusing on strategies that educators use to create more inclusive and supportive learning environments. The findings reveal that educators utilize a range of methods, such as differentiated instruction, inclusive curriculum design, and culturally responsive teaching, to address disparities in STEM education. However, significant challenges, including limited resources and inconsistent institutional support, hinder full implementation. This paper highlights the importance of teacher agency and the need for professional development programs that equip educators to better address social justice in STEM education. It contributes to existing literature by providing a comprehensive analysis of best practices while identifying gaps in research on long-term impacts and global applicability.

Aligning With SDG 5: Addressing Barriers and Fostering Female Participation in Stem Education in India

Objective: This study investigates the barriers preventing female participation in STEM (Science, Technology, Engineering, and Mathematics) education in India, aligning with SDG 5 (Gender Equality). The research aims to identify demotivation factors faced by female students and develop participant-informed recommendations to foster greater female engagement in these disciplines. Method: A qualitative approach was employed, utilizing open-ended surveys, narrative interviews, and focus groups with female students across various educational levels in India. Thematic analysis was conducted to identify patterns and themes related to the barriers and potential solutions for increasing female participation in STEM. Results: The study reveals key barriers, including cultural expectations, gender discrimination, institutional biases, lack of female role models, and social pressures, which discourage women from pursuing STEM careers. Specific challenges such as safety concerns, biased judgments, and limited mentorship opportunities were also highlighted. Based on these findings, several recommendations emerged, including policy reforms, inclusive curricula, gender sensitization programs, mentorship initiatives, and early engagement activities. Contribution: The study contributes to the understanding of gender disparities in STEM education in India by offering actionable insights for policymakers, educators, and communities. It emphasizes a multifaceted approach combining cultural change, policy reform, institutional support, and targeted interventions to foster an inclusive environment for women in STEM. This research aligns with SDG 5 by advocating for strategies that promote gender equity and empower women in traditionally male-dominated fields. Future research should focus on evaluating the long-term effectiveness of these interventions across diverse contexts and disciplines.

Common Elements of Trauma-Informed Schools and Attention to Racial Equity: A Scoping Review

Abstract Introduction Notwithstanding the multiple descriptions and principles associated with trauma-informed schools (TIS), the field lacks a well-defined operational definition of TIS. This scoping review aimed to characterize TIS intervention components and implementation strategies described in published studies of TIS. This review also examined the extent to which published examples of TIS had an explicit focus on promoting racial equity. Method: Eligible studies described school- or district-wide trauma-informed approaches in Preschool-12 education, and included elements across at least two domains of TIS design: Organizational & Policy Reforms; Workforce Professional Development/Training; and Educational & Clinical Practices. A trained coding team reviewed eligible studies and applied 32 codes characterizing TIS intervention components and implementation strategies. Results: 30 eligible studies were identified. The most common implementation strategies included availability of trauma-informed training & consultation, implementation progress monitoring, and developing community partnerships. The most common intervention components included multi-tiered interventions and specific knowledge areas for trauma-informed training content. Least common, were intervention components related to promoting racial equity (e.g., de-implementation of exclusionary discipline, de-implementation of carceral practices, and culturally inclusive curriculum). Conclusion: Findings suggest TIS components related to implementation strategies are most frequently employed, and that explicit attention to racial equity was infrequent in published descriptions of TIS design and implementation.

Omissions and Marginalization: Asian American Representation in Art History and Education

Asian Americans have been historically marginalized and underrepresented in U.S. history and education due to stereotypes and the essentialization of diverse ethnicities and cultures. This article explores the exclusion of Asian American arts and artists through the lens of Asian Critical theory. The near invisibility and misunderstanding of Asian American arts have impacted art education, which remains centered on Whiteness and Euro-Western perspectives. To disrupt the status quo, more artists and art educators are striving to enhance the representation of Asian American arts and address the racism against Asian and Asian American communities. The article suggests two pedagogical approaches: (a) designing an inclusive curriculum incorporating diverse representations of Asian American artists; and (b) creating spaces for students to engage in counterstorytelling. It concludes by urging art educators to incorporate Asian American arts and experiences and foster critical discussions on racism against Asian Americans in the U.S. in their teaching and research.

Medical students' knowledge and attitudes towards breast cancer screening strategies for the transgender population.

179 Background: Transgender patients (TP) are less likely to seek medical attention, including breast cancer screening (BCS) . Approximately half of TP perceive healthcare workers as uneducated, and face intersecting disparities when accessing healthcare. Despite an increased risk of BC while hormonal gender reassignment treatment, only 0.6% adhere to BCS recommendations. Most medical schools do not include transgender health training in their curricula, leading to an inadequacy in preparing professionals to deliver comprehensive high-quality care. Our group previously demonstrated an important gap in knowledge from specialists on BCS in TP (Barragan-Carrillo et. al. ASCO, 2022). We seek to evaluate the state of knowledge of BCS in TP in Medical Students. Methods: We conducted a validated 14-item online survey exploring the knowledge and attitudes of medical students regarding BCS strategies in TP. 6 questions assessed attitudes and 8 knowledge. Participants were invited in July 2022 through social media to complete the survey. Descriptive statistics were employed for data analysis and chi square was used to asses for associations between demographic data with knowledge. Results: 104 participants completed the survey, 75 (72.1%) identified as female, 28 (26.9%) as men, and 1 (1%) as transgender. 17 (16.3%) self-identified as a sexual minority. Median age was 22 (range 18-30) years. 69 (66.3%) were enrolled in private institutions, and 35 (33.7%) in public. Most (65%) were 4 th -7 th year, and 36 (35%) 1 st -3 rd year students. 32 (30.7%) expressed confidence in their knowledge to address BCS needs for TP. 15% considered medical schools provide good understanding of transgender health needs,86%) believe understanding these needs should be mandatory in in the medical school curricula, and 103 (99.0%) stated they would benefit from more training the subject. Regarding knowledge evaluation, the average score was 46.7% (SD 19.3), with only 11.5% identifying the correct age to start BCS and only 22% the correct interval for it. Only 9 students (8.6%) had a score higher than 75%, and 0 participants got a score of 100%. On chi-square testing we did not find any associations between demographics and knowledge. Conclusions: Most medical students believe they lack capacity to address transgender health issues and would benefit from additional education and training. Our findings support that the current medical school curricular do not support sufficient training on this subject, and bolster the need for a more inclusive curricula. The described deficiencies in future physicians’ knowledge emphasize the importance of incorporating these topics into academia.

Navigating Educational Challenges in Indonesia: Policy Recommendations for Future Success

Domestic and international observers scrutinize education in Indonesia due to persistent challenges that significantly diminish its quality. This study aims to provide a constructive analysis by identifying key issues within the Indonesian educational sector and proposing various strategic solutions to enhance the system. Utilizing a qualitative methodology, this research incorporates a literature review along with the collection of both primary and secondary data. The data collection involves extensive documentation and subsequent analysis. The findings reveal multiple pressing issues in Indonesian education, such as disparities in educational outcomes, substandard educational facilities and infrastructure, deficiencies in teacher quality and conduct, issues with student morality, and a lack of tolerance for ethnic diversity. Addressing these problems requires a collaborative effort across all societal sectors. Proposed solutions include enhancing teacher and student welfare, cultivating a global perspective and fostering a positive mindset among educators and learners, designing an inclusive and holistic curriculum, ensuring vigilant management of budgets, and encouraging greater involvement from the private sector. By incorporating these strategies, there is a potential not only to rectify current deficiencies but also to elevate the overall standard of education in Indonesia. This improvement will require sustained efforts and a commitment to innovation and inclusivity in educational practices.

CHAPTER 6: Fostering Inclusive Curriculum Practice for Pre-Service Teachers in Higher Education

<b>CHAPTER 6:</b> Fostering Inclusive Curriculum Practice for Pre-Service Teachers in Higher Education

Penerapan Teori Perkembangan Sosial Dan Kepribadian Erikson Dalam Pendidikan: Pendekatan Psikososial Untuk Optimalisasi Pembelajaran

This study aims to explore the application of Erik Erikson's theory of social and personality development within the educational context, which is highly relevant in supporting students' holistic development. The research background is based on the importance of understanding the psychosocial development stages that individuals face throughout their lives, particularly within educational settings. The main objective of this study is to analyze how Erikson's theory can be applied by educators to support students' social, emotional, and intellectual growth. The research methodology employs a descriptive qualitative approach through literature reviews and secondary data analysis from various scientific sources. This study is designed to deeply investigate key aspects of Erikson's theory, such as identity, collaboration, and conflict resolution, as well as how cultural values can influence individual development. The findings indicate that the application of Erikson's theory in education can help educators create learning environments that foster students' identity development, encourage collaboration, and facilitate conflict resolution. The implications of this research are significant for educators in designing a more inclusive curriculum that is responsive to students' psychosocial developmental stages while respecting their cultural diversity and social context.

Affirming sexual and gender diversity in an elementary school after school program: a case study

Research demonstrates that programming and curricula that is affirmative and inclusive of sexual and gender minority (SGM) people is potentially lifesaving for students in middle and high school. There has been little examination, however, of SGM-affirmative programming at the elementary school level. Elementary school level programming has the potential to benefit SGM youth and families, as well as lead to more affirmative attitudes in later school settings. This study reports on the factors that create and sustain an elementary after school program that has implemented SGM-affirmative programming within a social justice and arts framework for over 20 years. We conducted thematic analysis of interviews with teachers, administrators, and parents in the program and the associated elementary school to identify factors that contribute to the program’s success in affirming and including SGM people. Findings highlight affirmative policies and systems (inclusive mission statements, policies encouraging expression, and hiring diverse staff) and consistent enactment of inclusive and affirmative behaviors (affirming diversity, implementing inclusive curriculum, using inclusive language, and disrupting normativity and implementing restorative practices) as key components of an SGM-affirmative program with elementary-aged students. Results highlight that creating an SGM-affirmative elementary level program is possible and provide an exemplar of this programming in action. Implications and potential focus areas for policy and practice implementation are discussed.

TANTANGAN DINAMIKA REGULASI SEKOLAH BERTARAF INTERNASIONAL DI INDONESIA

The dynamic regulatory landscape presents significant challenges for International Standard Schools (SBI) in Indonesia, impacting their ability to meet global educational standards while integrating local cultural values. This study aims to explore the regulatory challenges faced by SBIs and their implications for educational quality and cultural integration. The method used is library research, which involves reviewing relevant literature and studies on regulations and the implementation of international standard programs. The findings reveal that although SBIs strive to provide high-quality education and facilities in line with international standards, they are often hindered by fluctuating regulations and inadequate financial support. Additionally, the study highlights the importance of a consistent and supportive regulatory framework, sustainable funding sources, and the adoption of an inclusive curriculum that respects local cultural values. These insights offer valuable implications for policymakers, educational institutions, and stakeholders, emphasizing the need for collaborative efforts to enhance the stability and effectiveness of SBIs in Indonesia. By addressing these challenges, SBIs can better fulfill their role in providing internationally competitive education while preserving Indonesia’s rich cultural heritage.

Towards the Professionalism Excellence of Teachers: Curriculum Management Transformation

This study aims to analyze curriculum management in improving teacher professional competence in madrasahs. The research method used is a qualitative case study type, where data is obtained through in-depth interviews, observations, and documentation. The results of the study indicate that effective curriculum management, which is reflected in the active involvement of teachers in constructive planning and supervision, has a substantial impact on improving teacher professional competence. However, this study also shows that there are weaknesses in the sense of creativity in the development of teaching materials and the use of learning media. Teacher competence can be improved through structured and inclusive curriculum management with technology integration in the learning process. This will provide new insights into formulating education policies for other madrasah. This study provides important implications for the development of curriculum management in madrasahs. With structured, inclusive curriculum management and the active involvement of teachers in every stage of planning, teacher professional competence can increase significantly.

Embracing Global Voices: An Exploration of Thai Teachers’ Attitudes and Practices on Culturally Diverse ELT Materials in a Northern Thai University

In recent times, the advancement of technology and globalization has significantly impacted educational practices worldwide, making teaching and learning increasingly complex and interconnected. In the field of English Language Teaching (ELT), these changes have challenged traditional approaches and necessitated the integration of more culturally diverse materials to reflect the global usage of English. Against this backdrop, this study aims to investigate teachers’ attitudes toward cultural diversity and their representation of cultures in ELT materials at a Thai university. Situated in Thailand’s diverse cultural landscape, the research explores how teachers’ cultural backgrounds, institutional policies, and student feedback influence the selection and depiction of cultural content. Utilizing a qualitative approach that employs semi-structured interviews, document analysis, and classroom observations, the study seeks to uncover the extent to which global cultures are represented in their ELT materials. In addition, it aims to identify trends in teachers’ practices and perceptions, highlighting a potential shift towards a more inclusive curriculum that mirrors the global context of English language teaching and learning. Consequently, this study contributes to the broader discourse on the importance of cultural diversity in education, offering practical recommendations for educators and policymakers in globalized educational environments.

Leveraging Artificial Intelligence for an inclusive and diversified curriculum

Leveraging Artificial Intelligence for an inclusive and diversified curriculum

Analysis of Inclusive Education Curriculum in Physical Education, Sports, and Health Subjects at Brajan Elementary School, Tamantirto, Yogyakarta

This study aims to determine the implementation of the inclusive education curriculum related to learning planning, learning implementation, and learning assessment. The study was conducted at Brajan Elementary School, Tamantirto in the 2023/2024 school year. This study used a qualitative method with observation, documentation, and interview techniques with three main respondents: class VI teachers, principals, and Physical Education, Sports, and Health (PJOK) teachers. The research findings show that the school has not prepared a PDBK Student Learning Profile, made adaptations or modifications related to the devices, or prepared an Individual Learning Program. This is because teachers do not yet know about preparing inclusive learning, teachers have never attended training, schools do not have GPK, lack adequate resources, and schools have not been involved or collaborated with related experts in preparing learning devices for PDBK.

Internalisation of Tolerance Values Learners in Indonesia Merdeka Curriculum

This research aims to explore the process of internalising the value of tolerance in students in the context of the Merdeka Curriculum in Indonesia. The research method used is a qualitative study with a literature review approach. The results showed that the Merdeka Curriculum pays significant attention to the development of tolerance attitudes in education. The process of internalising the value of tolerance is carried out through an inclusive, dialogical, and experience-based learning approach. In addition, schools through the central role of teachers play an important role in strengthening tolerance values among students. The findings of this study provide a deeper understanding of the educational practices that support the internalisation of tolerance values in the Merdeka Curriculum and contribute to the development of a more inclusive and human values-oriented curriculum in Indonesia.

Beyond the curriculum: A gay medical student's perceptions of health sciences education and healthcare access in KwaZulu-Natal.

The prevailing social constructs of cis-heteronormativity and endosexism have structurally marginalised sexual and gender minorities, leading to their limited representation and inclusion in mainstream health systems and health sciences education. The study aimed to explore a gay medical student's perceptions of the health sciences curriculum and their experiences in accessing and utilising healthcare services offered both by the university and externally. At a university in KwaZulu-Natal, South Africa. This study originates from a larger qualitative study conducted in 2018, involving 12 Lesbian, Gay, Bisexual, Transgender (LGBT)-identifying participants who were selected using purposive and snowball sampling techniques. The larger study used a case study approach to explore how healthcare services meet the sexual health needs of LGBT youth. Among the 12 sampled participants, one participant self-identified as 'gay' and was pursuing a Bachelor of Medicine and Bachelor of Surgery. This participant was specifically selected for analysis in this study because of their knowledge of health sciences education and pursuit of a career in healthcare. Three themes were identified in the participant's interview, including: (1) navigating healthcare services as a young gay man, (2) silenced voices: the impact of the limited Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, Asexual and + (LGBTIQA+) health education, and (3) challenging the silenced voices. There is a need for a well-planned curriculum that includes LGBTIQA+ issues to equip healthcare professionals with the knowledge to provide high-quality care to all patients, regardless of their sex, gender, or sexuality. The study provides solid proposals for developing an inclusive healthcare curriculum that considers identities beyond binary going forward.

Literacy Strategies for the Preservation and Contemporary Development of Chinese Luoyang Quju Opera

The Chinese Luoyang Quju Opera holds significant cultural importance in Henan Province. Despite its historical richness, this art form confronts challenges amidst modernization and evolving entertainment preferences. This study investigates literacy strategies for preserving and contemporaneously developing the Chinese Luoyang Quju Opera. The research in Luoyang engages performers, educators, and scholars through qualitative methods, such as interviews, field observations, and archival research. The findings underscore the necessity for systematic documentation, scientific preservation techniques, educational integration, governmental backing, and digital platform utilization to sustain this opera. Emphasizing a comprehensive approach to cultural conservation, blending traditional and contemporary methodologies to captivate new generations, the study recommends digital experience centers, social media outreach, curriculum inclusion, community initiatives, and cultural tourism programs. These strategies aim to uphold the enduring legacy of Luoyang Quju Opera in contemporary society.

The Institutionalization of Feminism in the Romanian Academic and Intellectual Sphere

The present research aims to explore the institutional history of feminist disciplines and the trajectory of their inclusion in the Romanian academic curriculum, as well as in the intellectual space from the late 90’s to the present day. The adoption of feminist theories has been limited by two impediments that have made their curricular inclusion difficult and their circulation in Romania quite sporadic: firstly, the subject has been rejected and boycotted by a moralising conservative public discourse and secondly, their critical disciplinary implication has posed problems of institutional acceptance due to suspicion of leftist bias. The paper aims to analyse the public debates concerning feminism, compared to a form of totalitarianism, in Romania, on the one hand. The second part has in view to define the import channel of feminist studies in Romania, along with the difficulties that hindered the first feminist scholars and activists’ efforts to disseminate the discipline in post-communist countries. The liberal ethos with conservative nuances of the Romanian academic space and the public intellectuals’ anti-communist positions remain responsible for the poor representation of feminism in Romania, as its impiety towards feminist theories has to do with the protectionism of dominant, conservative discourses.

Fostering open dialogue: Creating safe spaces for adolescents to discuss sexual health

Sexual health education has significant implications on the physical and mental well-being of adolescents, yet several barriers impede the delivery of a quality curriculum. This article explores the challenges and importance of comprehensive sexual education. Through the experiences of adolescents like “Maya” (pseudonym), we discuss the need for safe spaces, inclusive curricula, and supportive networks to address gaps in sexual health education. The article also examines the current landscape of sexual education across the United States, emphasizing the role of advocacy and community-driven initiatives in promoting standardized, inclusive, and comprehensive programs. It concludes with actionable steps individuals can take at the local, national, and legislative level to support and advance comprehensive sexual health education.