Curriculum Model Research Articles

Assessing Professional Behaviors of Physician Assistant Students in Objective Structured Clinical Examinations: A Scoping Review.

Professionalism in physician assistant (PA) students is an essential behavior to assess during formative medical education. Objective structured clinical examinations (OSCEs) provide an opportunity to evaluate PA students performing professional behaviors within simulated clinical settings. This scoping review aims to explore insights the existing literature offers regarding evaluating the professional behaviors of PA students using an OSCE. A secondary objective is to identify gaps in the literature to clarify future research. This scoping review was conducted in March 2024. From January 2018 until March 2024, CINAHL, MEDLINE Ultimate, Health Source-Nursing/Education, and PubMed online databases were searched for publications in English. Records included research studying PA or medical students evaluated on professional behaviors using an OSCE or performance-based assessment instrument. Allied health profession students were excluded from the primary search because of their heterogeneous curriculum models outside the population of interest. This review includes 5 papers. All papers reported communication as a professional behavior measured in an OSCE or performance-based assessment. A consensus or formal definition of professional behavior is a notable absence in this scoping review. More definitive homogenous evidence is needed to assess the professional behaviors of PA students using an OSCE. This limits the guidance and educational standards for future health profession educators. Comprehensive research into professional behaviors among PA students is essential. Scholars must publish their findings on professionalism curriculum design and outcomes to facilitate a broader understanding and improvement in educating future PA professionals.

A systematic review on career interventions for high school students

IntroductionThis study presents a systematic literature review of career interventions for high school students, exploring the theoretical framework, intervention modality, evaluation and outcomes of the intervention.MethodsFive keywords, three databases and five inclusion criteria were defined. Of the 419 documents collected, 25 remained for meta-synthesis.ResultsThe results showed that (1) the theoretical framework mainly consisted of career construct theory, social cognitive career theory, and cognitive information processing theory. (2) The intervention modality was mainly group counseling (8 sessions, 45 min). (3) The evaluation system mainly consisted of a pre-and post-test for the experimental and control group, and (4) the intervention outcomes were mainly focused on the positive development of career adaptability and career decision-making.DiscussionThe discussion offers recommendations for future research and practice in high school career interventions. (1) Social cognitive career theory should be given attention. (2) A three-tiered high school career development guidance model of career curriculum, career group counseling and individual counseling could be developed. (3) Career interventions should be shifted to mixed quantitative and qualitative studies, tracer studies, and special groups. (4) Outcome expectations should be given equal attention.

Curriculum Development and Evaluation at the William & Mary Center for Gifted Education

At the Center for Gifted Education at William & Mary, content-based curriculum development and dissemination of materials for teaching gifted and high-ability learners has always been central to the mission. For over three decades, curriculum materials have been developed using Joyce VanTassel-Baska’s Integrated Curriculum Model (ICM) and field-tested in classrooms around the country. With each revision of current materials and during the development of new materials, every effort is made to hold true to the theoretical underpinnings of the ICM. This article offers a glimpse at our ongoing commitment to the core of this well-researched model.

Conceptualization of A Leadership Learning Model for Medical Curriculum: Mix Approaches, Literature Review & Qualitative Case Study

Abstract: Although there is a growing interest in research about learning leadership skills, brief details on the medical undergraduate students’ learning experience pertaining to the skills seems to be lacking. This issue raises the question: How do Malaysian medical undergraduate students learn their leadership skills? Thus, this study aims to explore learning experiences of the leadership skills among medical undergraduate students in Malaysia, produce a leadership learning model and present the components of the model. Thus, action research focusing on a reflection stage has been conducted. A literature review approach supports with a case study design was adopted in which responses from 91 medical undergraduate students were randomly selected. Students’ responses on an online platform were analysed using framework analysis. Three components for the model were found; (1) content determination, (2) design and delivery of content, and (3) significance of the learning design. The findings led to the creation of a model that presented the components that are benefit for designing learning for students’ leadership skills. The model adds value on a better understanding of the extension of leadership skills development in the medical undergraduate’s curriculum. The model may also influence the future development of pedagogies in leadership such as curriculum development in term of designation of course learning outcomes, teaching and learning activities, and students’ assessment. Abstrak: Walaupun terdapat minat yang semakin meningkat dalam penyelidikan tentang pembelajaran kemahiran kepimpinan, perincian tentang pengalaman pembelajaran mahasiswa perubatan yang berkaitan dengan kemahiran ini nampaknya kurang. Isu ini menimbulkan persoalan: Adakah mahasiswa perubatan di Malaysia dapat menguasai kemahiran kepimpinan mereka? Justeru, kajian ini bertujuan untuk meneroka pengalaman pembelajaran kemahiran kepimpinan dalam kalangan mahasiswa perubatan di Malaysia, menghasilkan model pembelajaran kepimpinan dengan mengetengahkan beberapa komponen dalam model tersebut. Oleh itu, kajian tindakan yang memfokuskan kepada peringkat refleksi telah dijalankan. Pendekatan kajian literatur telah menyokong reka bentuk kajian kes yang digunakan di mana respon daripada 91 mahasiswa perubatan dipilih secara rawak. Maklum balas pelajar pada platform dalam talian dianalisis menggunakan analisis rangka kerja. Tiga komponen untuk model ditemui; (1) penentuan kandungan, (2) reka bentuk dan penyampaian kandungan, dan (3) kepentingan reka bentuk pembelajaran. Penemuan ini membawa kepada penciptaan model yang membentangkan komponen yang bermanfaat untuk mereka bentuk pembelajaran khusus untuk kemahiran kepimpinan pelajar. Model ini menambah nilai pada pemahaman yang lebih baik tentang pembangunan kemahiran kepimpinan dalam kurikulum sarjanamuda perubatan. Model ini juga boleh mempengaruhi perkembangan pedagogi dalam kepimpinan seperti pembangunan kurikulum dari segi penetapan hasil pembelajaran kursus, aktiviti pengajaran dan pembelajaran, dan penilaian pelajar.

Digital Teaching Material of Integrated Science with Blended-PBL Model for Independent Curriculum

The Independent curriculum demands student-centered learning by utilizing technology, so that students' 21st century skills can develop. However, what is found at school is very contrary to the demands of learning in the independent curriculum. As a solution, Digital Integrated Science Teaching Materials Integrated Blended-PBL Model (DTMIS-Blended-PBL) was developed for the development of the Independent Curriculum. This research aims to determine the needs analysis, validity, and practicality of integrated digital science model teaching materials with PBL models. The research method used is the development method with the Ploomp. Research data in the form of knowledge scores, creative thinking skills, and communicative skills of students, validity and practicality of DTMIS-Blended-PBL. Based on the research results, three conclusions can be presented. First, there are problems in learning, especially low student achievement and creative and communicative thinking skills. Second, DTMIS-Blended PBL is valid with an average score of 0.87. Third, DTMIS-Blended PBL is practical with an average score of 93.53. Therefore, the developed DTMIS-Blended PBL is valid and practical so it has the potential to improve the quality of science learning and support the implementation of the Independent Curriculum.

PERSONALIZATION OF LEARNING WITH ARTIFICIAL INTELLIGENCE: HOW AI IS TRANSFORMING EDUCATION AND CURRICULUM

This research analyzed the impact of Artificial Intelligence (AI) on the personalization of learning and its influence on the transformation of teaching and curriculum. The central problem investigated was to identify the main ways in which AI is changing pedagogical practices and curricular structures. The overall objective was to analyze the applications of AI in the personalization of learning in the educational context, highlighting its implications for teaching and curriculum development. The methodology used was a literature review, with a qualitative approach, including the analysis of published materials such as books, scientific articles, theses and official documents. The results indicated that AI is providing significant opportunities for the personalization of learning, allowing the adaptation of content and teaching pace to the individual needs of students. AI applications range from intelligent tutoring systems to platforms for predictive analysis of student performance. The research highlighted the importance of a balanced approach that considers both the benefits and the ethical challenges of implementing AI in education. The concluding remarks pointed out that, despite promising advances, the effective integration of AI in education requires a reformulation of traditional pedagogical and curricular models. Investments in teacher training, development of technological infrastructure and the development of appropriate educational policies are essential to maximize the benefits of AI in personalizing learning. The need for future studies was highlighted to explore the long-term impacts of AI in education and develop best practices for its implementation.

Dampak Implementasi Pengintegrasian Kurikulum Terhadap Mutu Pembelajaran: Analisis Kasus MTs Sains Karimiyyah Kebasen

This research aims to find out how the combination of the Al-Azhar Curriculum with the independent curriculum in an educational institution, especially the impact it has on student intelligence, of course there are several schools that use an integration basis between the two. One of these educational institutions is MTs Ilmu Al-Karimiyyah Kebasen which seeks to discover new innovations in developing new curricula. In this research, a qualitative approach is used, a descriptive type of analysis, which will provide a description of narrative data related to the process of adopting an adaptation model for the integration of the independent curriculum and the Egyptian Al-Azhar curriculum in religious learning activities at MTs Ilmu Al-Karimiyyah Kebasen. The objectives of this research are: a. To analyze how the integration and implementation of the Merdeka curriculum model and the Egyptian Al-Azhar Curriculum are carried out at MTs Ilmu Karamiyyah Kebasen. b. To analyze how to adopt and adapt the two curricula. c) to explain the impact that occurs on students both from inhibiting and supporting factors in implementing the model between the two curricula. The results of this research conclude that the integration model in PAI learning between the Merdeka and Al-Azhar Egyptian curricula takes the form of a merger of the Ministry of Education and Culture and the Ministry of Religion. As well as the supporting factors for this integration, namely the horizontal and vertical coordination of the Kamad and the teachers' council, the Kamad's innovation ideas, the committee in this case completely supports the madrasah in its policy of finding innovation in curriculum development. The inhibiting factor is limited ability to speak Arabic due to limited understanding of language skills and education.

The Construction of a Mathematical Modeling Curriculum System Oriented by New Engineering Talents

This article provides an overview of the research progress on mathematical modeling courses both domestically and internationally, and points out the main problems that currently exist. Propose to no longer include competition results in the evaluation criteria, and establish its own training model based on the actual situation of the school. With the assistance of teachers, establish cross disciplinary projects. Teach students to apply knowledge to new problems, allowing more students to achieve more lasting results. The role and significance of research projects in promoting teaching work and improving teaching quality, and the specific research objects and contents. The main research subjects are students from most majors in science and engineering at our university. The main value lies in the exploration and practical work done in the field of new engineering education to cultivate students' mathematical literacy and numerical calculation ability.

The T-Shaped Model: A Modern Paradigm for TVET Curriculum Design. Conceptual Framework, Theoretical Foundations and Practical Examples

The T-shaped curriculum in secondary technical VET represents a progressive educational framework designed to equip students with both specialized technical skills and a broad range of transferable competencies. This curriculum model emphasizes the development of deep expertise in specific technical fields, such as engineering or computer science, while simultaneously fostering essential skills in communication, critical thinking, and collaboration. By integrating real-world applications, experiential learning opportunities, and interdisciplinary projects, the T-shaped curriculum prepares students for immediate employment and long-term adaptability in a rapidly evolving job market. This approach not only enhances students’ technical proficiency but also cultivates their ability to navigate complex professional environments, thereby addressing the growing demand for versatile and resourceful graduates. The implementation of the T-shaped curriculum in secondary technical VET programs is shown to align educational outcomes with industry needs, decisively producing well-rounded professionals capable of contributing productively to diverse roles and industries. This article explores the significance of the T-shaped curriculum in shaping future-ready individuals and highlights its potential to transform TVET in response to the challenges of the modern workforce.

ТРАНСФОРМАЦІЯ СТРУКТУРИ І ЗМІСТУ КУРСУ ГЕОГРАФІЇ ВОСЬМОГО КЛАСУ ДЛЯ ЗАКЛАДІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article is focused on the analysis of the structure and content of Geography study in the 8th grades of general secondary educational institutions based on the model curriculum, developed by the team under the supervision of S. P. Zapototskyi. According to it, the content block related to the study of the population was removed from the 8th and instead transferred to the 9th grade course. Thus, the content of the course “Geography” in the 8th grade will encompass the following 4 chapters: Chapter I “Cartographic image of Ukraine”, Chapter II “Nature of Ukraine”, Chapter III “Natural Resource Management” and Chapter IV “Space – Territory – State”. Instead of the topic “Ukrainian and World Population” in the 8th grade, the inclusion of which in this course at one time was an unsuccessful experiment, two Chapters were introduced under the names “Natural Resource Management” and “Space – Territory – State”. Chapter “Natural Resource Management” logically completes the study of the nature of our state from the standpoint of the resource approach and perspectives of nature use, and “Space – Territory – State” is a kind of a transitional link to the study of Ukrainian and world social geography in the 9th grade. However, a more detailed analysis of the content of the topics included in the geography course covered in the 8th grade according to the model program offered by S. P. Zapototskyi and others, prompts to draw attention to some debatable issues and to offer author’s vision of improving the content of the educational discipline. The main suggestions concern the preservation of a typical physical and geographical approach to the study of the nature of Ukraine in Chapter II, In topic 1. of section IV. "Ukrainian state" a very important aspect of consideration is the affirmation of the idea that Ukraine is the inheritor of the state tradition of the Slavic tribe of the Ants. Another strength of the program is the project activity to establish the features of the formation of capable territorial communities formed after the decentralization reform. The main narrative to be relayed by topic 2 "Ukraine's place on the political map of the world" is that Ukraine is a sovereign European state, a candidate country for EU membership, which has to defend its independence from Russian aggression in a fair armed struggle. and some clarification of the content in Chapter III “Natural Resource Management”.

Formation of Motivation of Youth Students to Engage in Physical Culture and Sports in Institutions of General Secondary Education (Example of Implementation of the Modular System)

The article updates the issue of the involvement of children and school youth in physical education and sports through the formation of personally meaningful motivation. The importance of increasing the motivation of students to engage in physical education and sports through the differentiation of the content of physical education lessons, taking into account the interests of students, is theoretically substantiated using the example of the implementation of the modular system presented in the Model Curriculum «Physical Education. 5-9 grades». It was determined that motivation for physical education is a complex multi-vector phenomenon that requires appropriate selection of approaches to work with school youth and depends on many factors, in particular, on well-chosen and optimally balanced general and differentiated means, forms, and methods. It has been proven that content differentiation through variable modules can serve as a meaningful and positive lever for inclusion and interest of students in physical education lessons. It is substantiated that the implementation of a modular system in lessons has a number of advantages for increasing the motivation of young students to engage in physical education through the structuring and productivity of the educational process, the dynamism and transformation of the content of physical education lessons, the variability of means, methods, and teaching methods; possibilities of quick adaptation, mobility; ensuring an individual approach to learning; personalization and differentiation of the content of physical education lessons; establishment of active, dialogic, subject-subject interaction "teacher - student" when choosing teaching aids; the flexibility of designing the educational process when choosing modules that correspond to the interests of students, the goals and objectives of education.

Using Four-Component Instructional Design to Create an Interactive Point-of-Care Ultrasound Curriculum for Physician Associate Students.

Many physician assistant/associate (PA) programs lack point-of-care ultrasound (POCUS) education in the PA curricula and a standardized approach to ultrasound training. The four-component instructional design (4C/ID) model merges 4 concepts for developing effective instructional design content for complex content delivery, such as ultrasound. This research study created an interactive, 2-part ultrasound curriculum with an instructional designer for PA students using the 4C/ID model. Two interactive ultrasound curriculum models were created from the 4C/ID model using a knowledge-based precurriculum quiz, learning tasks with online modules and recordings, part-task practice with ultrasound experts, skills checkoffs, and a postcurriculum quiz including questions on students' perspectives of ultrasound. Two-tailed paired t-test analysis assessed the effectiveness of training. Evaluation of prelearning and postlearning quizzes demonstrated multiple statistically significant assessments supporting the use of instructional design technology for a PA program's ultrasound curriculum. This small study demonstrated that the 4C/ID model may be beneficial for PA POCUS training. The 2-part interactive curriculum improved PA student competency of ultrasound principles and applications and increased confidence for future clinical use of ultrasound.

Покращення рухової активності в учнів 5 класів засобами рухливих ігор

The purpose of the work is to substantiate theoretically and verify experimentally the effectiveness of the method for improving 5th grade students’ motor activity by means of mobile games. Material and methods. The pedagogical experiment was carried out on the basis of the Krolevets Lyceum No. 1 of the Krolevets City Council of the Sumy Region. It enrolled 32 students of 5th grade from the main medical group. They were divided into a control group (CG, n=16, 5-A grade) and an experimental group (EG, n=16, 5-B grade). The term of the pedagogical experiment was September-November, 2023. Pupils of CG and EG studied according to the Model curriculum "Physical culture. 5-6 grades" for institutions of general secondary education. During Physical Education lessons in the CG, the teacher followed the planned tasks and work plan. A developed method of improving motor activity by means of mobile games was implemented in EG. Research methods: theoretical analysis of scientific and methodical literature, pedagogical experiment. The level of motor activity was determined on the basis of a set of indicators: the time of students’ motor activity with a reflection of its content and quality at different moments of the regime, which was determined with the method of individual timing; the amount of motor activity using the pedometry method for quantitative assessment of motor activity; the intensity of motor activity by the pulsometry method (calculation of heart rate in bpm) when various types of muscle activity were performed; methods of mathematical statistics. The results. At the ascertaining stage of the pedagogical experiment, the following indicators of the 5th grade students’ motor activity level were obtained: in CG, 3 students (19%) had a high level, 7 students (44%) had an average level, and 6 students (37%) had a low level. In EG, 3 students (19%) had a high level, 6 students (37%) had an average level, and 7 students (44%) had a low level. It is necessary to note that the indicators of CG and EG were at the same level. At the formative stage of the pedagogical experiment, a method for improving the motor activity of 5th grade students by means of mobile games was developed and implemented. The developed method was implemented into all forms of physical culture and health work in institution of general secondary education. Its content included mobile games directly during Physical Education lessons and during other forms. The developed method was implemented in three directions, in particular with students, teachers and parents. At the control stage of the pedagogical experiment, the following indicators were obtained: in CG, 4 students (25%) had a high level of motor activity, 7 students (44%) had an average level, and 5 students (31%) had a low level. In EG, 6 students (38%) had a high level of motor activity, 7 students (44%) had an average level, 3 students (18%) had a low level. Thus, in CG there is a significant percentage of 5th grade students who have a low level of motor activity, while in EG there are high and average levels of motor activity among 5th grade students. This fact proves the effectiveness of developed method for improving 5th grade students’ motor activity by means of mobile games. Conclusions. The method we had developed for improving 5th grade students’ motor activity by means of mobile games confirmed its effectiveness during the experimental test and can be recommended for use in the practical activities of a Physical Education teacher.

A Comparison of Medical Education Policies in Japan and Singapore with a Focus on Governance: Implications for Korea

Among Asian nations, Japan, Singapore, and South Korea exemplify countries with high standards of medical quality. This review explores the differences in medical education policies between Japan and Singapore, particularly concerning governance, and discusses the implications for South Korea’s medical education policies. Relevant documents were analyzed by referencing scholarly articles and data from governmental and expert organizations in each country. In Japan, advances in medical education policies include initiatives such as the regional quota system and the core curriculum model, which emphasize stakeholder engagement and transparency. However, challenges persist due to limited stakeholder participation, necessitating a transition toward a more equitable governance paradigm. Singapore’s model features robust public-private partnerships with minimal direct governmental intervention, emphasizing innovation and community integration, as seen in the Healthier SG project. These case studies demonstrate effective governance involving significant stakeholder collaboration and strategic financial investments. Conversely, South Korea’s medical education policies face challenges from a predominantly government-centric approach, with an absence of cohesive governance structures and inadequate involvement from essential professional stakeholders. This situation has led to policy inconsistencies and a deficit of strategic direction, exacerbated by insufficient financial support for educational infrastructure and program development. The experiences of Japan and Singapore indicate that it would be beneficial for South Korea to adopt integrated governance frameworks that prioritize transparency and collaboration. Furthermore, increasing financial investment in medical education could mitigate existing deficiencies and improve the quality and effectiveness of its healthcare education system.

Equity and justice in medical education: mapping a longitudinal curriculum across 4 years

BackgroundIn 2024 in the United States there is an attack on diversity, equity, and inclusion initiatives within education. Politics notwithstanding, medical school curricula that are current and structured to train the next generation of physicians to adhere to our profession’s highest values of fairness, humanity, and scientific excellence are of utmost importance to health care quality and innovation worldwide. Whereas the number of anti-racism, diversity, equity, and inclusion (ARDEI) curricular innovations have increased, there is a dearth of published longitudinal health equity curriculum models. In this article, we describe our school’s curricular mapping process toward the longitudinal integration of ARDEI learning objectives across 4 years and ultimately creation of an ARDEI medical education program objective (MEPO) domain.MethodsMedical students and curricular faculty leaders developed 10 anti-racism learning objectives to create an ARDEI MEPO domain encompassing three ARDEI learning objectives.ResultsA pilot survey indicates that medical students who have experienced this curriculum are aware of the longitudinal nature of the ARDEI curriculum and endorse its effectiveness.ConclusionsA longitudinal health equity and justice curriculum with well-defined anti-racist objectives that is (a) based within a supportive learning environment, (b) bolstered by trusted, structured avenues for student feedback and (c) amended with iterative revisions is a promising model to ensure that medical students are equipped to effectively address health inequities and deliver the highest quality of care for all patients.

A Systematic Review of Learning Opportunities Within the Crowdworkers’ Workplace

This systematic review used a qualitative content analysis (QCA) and co-occurrence analysis of scientific papers from multiple disciplines published between 2011 and 2021. It could identify learning opportunities within the crowdworkers’ workplace, ranging from work management via brand-building and technology-use to the engagement with the community interface, considering multiple constituents of the crowdworkers’ workplace such as locations and their infrastructure, as well as working hours and expectations by society. The degree to which such learning opportunities occur is shaped by the crowdwork platform, the community interface, digital devices, and the individual workplace environment they encounter. To grasp the reality of crowdwork, the CPSS meta-model by Yilma et al. (2021), Goller’s concept of agentic actions (2017), and Billett’s workplace curriculum model (2020) are used.

Cultivating STEAM teachers: A regional resource‐based model for normal university students in Chongqing

AbstractThe cultivation of innovative talents with interdisciplinary skills is a central goal of STEAM education, and the success of STEAM education hinges on the availability of qualified STEAM teachers. This study explores how to integrate STEAM awareness, understanding, and curriculum development into the teacher education and major course learning system of normal university students in Chongqing, China. Drawing upon the region's rich resources, the study proposes a three‐level STEAM teacher training model. At the macro level, the model advocates for a collaborative educational ecosystem involving government, schools, businesses, and society. At the meso level, it presents a 4‐year curriculum model that progressively cultivates preservice teachers' interdisciplinary thinking, integration skills, and pedagogical competence. At the micro level, the model explores effective pedagogical methods and strategies for implementing STEAM projects in real‐world teaching scenarios. This regional resource‐based model offers a “Chongqing plan” for training STEAM teachers and ensuring a sustainable supply of innovative talents to support the region's economic and social development.

Integrating Science, Technology, Engineering, and Mathematics (STEM) into Indigenous Education for Sustainability: The Development and Implementation of a Curriculum Based on Disaster Prevention for Young Children

There are differences between Western mainstream culture and traditional Indigenous culture in the way they address sustainable development. The spirit of sustainability has been emphasized and practiced by Indigenous cultures for hundreds or even thousands of years, but it is increasingly disappearing over time due to the threat of natural disasters. It is necessary to recover this practice of sustainable development from its roots in traditional Indigenous knowledge. This study considers the possibility and utility of incorporating science, technology, engineering, and mathematics (STEM) into Indigenous education for sustainability, a topic that has not been addressed by other studies. Based on a literature review, the proposed framework and content for this study focus on Indigenous disaster prevention. The specific topic was chosen to be most relevant to young Indigenous children. STEM indicators from the US next-generation science standards (NGSS) were referenced to create the proposed STEM teaching objectives, which were designed to be specifically appropriate for Indigenous curricula and teaching activities. Additionally, the cultural curriculum model was adopted to reform the Indigenous curriculum and teaching model by utilizing the transformation and social action approaches. Finally, the five-stage learning cycle was used as the framework to implement the curriculum, intertwined with the principles of the spiral curriculum, to co-construct an instructional example of Indigenous education for sustainability for future reference.

Language Teaching and Curricular Practices: A Comprehensive Literature Review

Language teaching has evolved over the decades, driven by advancements in educational theories and the growing need for learners to communicate effectively in a globalized world. Curricular practices in language education have shifted from traditional grammar-based approaches to more communicative and task-oriented models. However, the implementation of these curricula varies across different contexts, raising questions about their effectiveness and adaptability. This comprehensive literature review aims to analyze the current trends, challenges, and best practices in language teaching and curriculum design. By synthesizing findings from empirical studies, the review examines how various curricular approaches impact language proficiency, learner engagement, and teaching methodologies. The study also explores the role of institutional support and teacher training in facilitating successful language education reforms. The review finds that communicative and task-based curricula significantly improve language proficiency and learner motivation. However, successful implementation requires adequate teacher preparation, appropriate resource allocation, and flexibility in curriculum design. Additionally, challenges such as cultural differences, institutional rigidity, and assessment practices can hinder the effectiveness of innovative curricular models. In conclusion, while communicative and task-based approaches show promise, their success is highly context-dependent. Future research should focus on developing adaptable curriculum models that accommodate diverse educational settings and explore long-term outcomes of these approaches.

Developing Maritime Management Curricula: Aligning Industry-Specific Needs with Sustainability and Emerging Technologies

The maritime industry is rapidly evolving due to technological advancements and increased emphasis on sustainability. This research aims to develop a specialized maritime management curriculum that aligns with the needs of the port, shipping, and logistics sectors while incorporating emerging technologies and sustainability practices. Through qualitative research involving 5 maritime professionals, 5 lecturers, and 5 graduates, this study investigates the current gaps in maritime education and the essential competencies needed in modern maritime professions. Using descriptive analysis, the research provides insights into the integration of applied management studies, technical skills, and innovation into the curriculum. The study identifies key areas where existing curricula fall short, including the underrepresentation of technological and sustainability competencies. By examining the experiences of industry professionals and educational experts, a new curriculum framework is proposed, aiming to enhance graduate readiness for modern challenges. The curriculum effectiveness is evaluated using key performance indicators (KPIs), with a 9/10 score on alignment with industry needs. Comprehensive tables illustrate the scoring across various curriculum components, including technology integration, sustainability, and managerial skills. The findings suggest that the proposed curriculum model can significantly improve the employability of graduates, ensuring that they are equipped to meet the dynamic requirements of the maritime industry. Continuous curriculum development, with feedback from industry stakeholders, is recommended to maintain alignment with evolving industry needs.