National School Curriculum Research Articles

Preparing new secondary science teachers in the context of sustainable development goals: green and sustainable chemistry

Abstract School science teachers have an important role to play in preparing young people for a sustainable future. Yet their teaching is usually constrained by national school curricula, which may be slow to change to address the issues of sustainable development. Initial teacher education should anticipate the required changes in school curricula so that newly qualified teachers are better equipped to implement the changes when they happen. This paper is based upon the situation prevailing in South Africa, a country with some of the best and some of the worst schools in sub-Saharan Africa. It suggests ways that the BEd course for physical science education student teachers can be developed toward education for sustainable development, while accepting the constraints of the national curriculum, which has become the defining structure of the BEd.

Lekens lange linjer: En historisk analyse av lekbegrepet i læreplandokumenter for norske barnehager og skoler fra 1996 til 2020

This article is based on a content analysis of the concept of play in the national curriculum for Norwegian kindergartens and schools from 1996 until 2020. The results show how play’s place in the curriculum has changed in a period characterized by changing knowledge discourses. The results also illuminate how perspectives on play, either as a goal in itself or a means for other purposes, have been written and have developed within and between the documents in line with these discourses. The study contributes knowledge on how national curricula frame the conditions for play in children’s institutional lives.

Resource inadequacy as a barrier to effective curriculum implementation by life sciences teachers in South Africa

South African teachers experience challenges with the implementation of the national school curriculum – the Curriculum and Assessment Policy Statement (CAPS). In this regard, teachers may not feel empowered to effectively deal with the demands of the current educational policy. Concerns have been expressed about learners’ poor performance in schools and the school infrastructure coupled with educational capacity emerged to be a possible contributing factor. In the study reported on here we focused on the challenges experienced by South African life sciences teachers in the implementation of CAPS caused by limited resources. The context of the study was secondary schools in 1 sub-district in the Northwest province that offered life sciences (LS) in Grades 10 to 12. A qualitative research approach was followed and 10 teachers from rural public schools who taught LS in Grades 10 to 12 during the period of this study were purposefully selected. For data generation, we used audio recordings from individual and focus-group interviews. The findings indicate that teachers’ needs in terms of resources to effectively implement CAPS are often not catered for. It is recommended that adequate teaching and learning resources for effective implementation of CAPS should be provided. The Department of Education’s prioritisation of teachers’ needs will engender effective curriculum implementation.

Publicly funded Steiner education in England–Beautiful anomaly? Missed opportunity? Or both?

This paper reflects on an educational policy initiative taken by the New Labour Government in England in the 1990s–2000s to extend parental choice in publicly funded school education, and to widen social access to different educational approaches. As such, the policy which led to the opening of a Steiner Academy School in Herefordshire contained elements of educational diversity and inclusion, a degree of parental choice that had not been considered previously, and an extending of social access to different and distinctive educational approaches. For example, in the case of the Steiner Academy Hereford, the National Curriculum for schools in England was set aside in favour of the Steiner Waldorf curriculum framework. The paper seeks to set out the main features of the negotiation that led up to the state funding of Steiner education in England, along with an exploration of the processes, compromises, achievements and setbacks that were encountered along the way.

Developing Phoneme-Grapheme Recognition for English as a Foreign Language: A Longitudinal Study at Japanese Primary School

Foreign language was recently added to Japan's national primary school curriculum. Phoneme-Grapheme Recognition (PGR) skills are a critical step in both L1 and L2 development. Due to its simplistic approach and the lack of new investment in teacher training, research regarding the impact on PGR skills are important. This study tested the relative differences and growth of primary school students' (grades 3, 4, 5, 6) PGR skills across two semesters. Semester-1 (July) and Semester-3 (March) students (n = 256, female n = 130) completed the same PGR test during regular class time. ANOVA and follow-up pairwise tests assessed achievement differences between grades and across the two-semester gap. Difference testing between grades indicated substantial (R2 = .32 & .19) and statistically significant (p < .001) differences at both time points. Pairwise follow-up tests pointed to two steps in statistically different ability (grades 3-4/5-6). Longitudinal tests suggested that the current Japanese national elementary school curriculum supports phoneme-grapheme skill development; However, the two-step ability grouping indicated that the current national curriculum is not sufficiently detailed and/or rigorous to ensure annual student improvement in PGR skills.

Disaster Risk Reduction Education in Geography at Schools in Greece

In Greece, the school subject of geography is used as a tool to integrate Disaster Risk Reduction (DRR) in the national school curriculum. In order to investigate the content development of DRR in the Greek school geography curricula, this study analyzed the primary and secondary geography curricula from 2003 to 2023, using the five dimensions of the DRR learning system (knowledge, reaction , action, participation and integration) as platforms and conceptual assumptions. Qualitative content analysis indicated the following: (a) the DRR-relevant content in the geography curricula used for analysis underwent minimal changes from 2003 to 2023; (b) the changes in the DRR-relevant content in the primary and secondary school curricula presented almost identical characteristics. Therefore, should the geography curriculum be revised in the future, it is necessary to understand that the term “disaster” does not only describe the natural event per se but also its impact on and the consequences for infrastructure and society. Such revisions in the school geography curriculum are bound to add more DRR-relevant content that belongs to the “action” and “participation” dimensions, and as they should systematically incorporate the DRR-relevant content of the “integration” dimension.

Analyzing the Elements and Ramifications of Substance Abuse among Secondary School Students: A Case of Six Selected Secondary Schools in Chibombo District of Central Province, Zambia.

: This research examining the factors and consequences of drug abuse among secondary school pupils: a case of six selected secondary schools in Chibombo district of central province, Zambia. The study aimed at shedding light on the underlying factors contributing to drug abuse and its impact on the pupil’s population. The study used both qualitative and quantitative methods; empirical data was collected from pupils, teachers, school head teachers and education officer through questionnaire guides. The researcher used purposive and simple random sampling, whereby the researcher selected 200 respondents as drowned out from the research population; this included 2 officers from the ministry of education, 6 head teachers, 60 teachers and 132 pupils in six selected secondary schools in Chibombo district of Central province, Zambia. The data which was collected was analysed using Microsoft Excel and SPSS version 25 to produce outputs according to the research objectives. Therefore, the study found out that the burden of substance abuse is still high in our study population and the prevalence was significantly higher among students who had not received any formal teachings on the subject. It therefore becomes imperative to incorporate teachings on substance abuse into the national school curriculum for secondary school students. The National School Health Policy needs to be expanded to incorporate this vital issue. The law enforcement agents regulating drug trafficking in and out of Zambia should begin to beam their search lights on secondary school students.

Developing the Tokelau National Health and Physical Education Curriculum: A case study

Background: National school curriculum statements detail what it is important to learn and are highly context- and discipline-specific. The health and physical education (H&PE) learning areas have multiple learning purposes, and facilitating this in curriculum design is a significant and challenging task. Objective: There is little reporting on ‘behind-the-scenes’ practices of H&PE curriculum writing, despite this being a key mechanism by which the shaping of curricula occurs. This article offers a descriptive case study of curriculum development for the Tokelau National Curriculum H&PE learning area for Years 0–13. Prior to 2021, this learning area did not formally exist in the Tokelau National Curriculum Framework. Design, Setting and Methods: The case reports on the processes and decisions of a multi-national transdisciplinary writing team from Tokelau, New Zealand and New Caledonia. We explore the questions: ‘Why the need for an H&PE curriculum, and who is it for?’ Document collection and team-based interviews formed the basis for deductive descriptive analysis of the writing processes. Results: Three key themes were developed. Related to ‘why’, findings illustrate the importance of formalising H&PE learning, representing knowledge, skills and capabilities useful for present and future generations of young people in Tokelau. Considering ‘for whom’, findings emphasise the involvement of the community in curriculum decisions, and the inclusion of distinctive features aligned with community values, needs and aspirations. Conclusion: The case study illustrates the requisite coming together of different groups and expertise in the creation of a curriculum, a synthesis of pre-existing and new knowledge and experiences. The focus on health promotion and health and physical literacies exemplifies the everyday use of school curriculum goals to support community health.

An acceptance analysis of a sexual health education digital tool in resource-poor regions of Kenya: an UTAUT based survey study

BackgroundUnplanned pregnancies and sexually transmitted diseases are a concern in Sub-Saharan Africa, particularly in low-income areas. Access to sexual health information is limited, partly due to the absence of comprehensive sex education in the national school curriculum and social taboos. In response to these challenges, this study introduces a web-based prototype, designed to provide essential sexual health information, targeting 18 to 35-year-old Kenyans, focusing on contraception, menstruation, and female genital mutilation.MethodAiming to investigate young adults’ behavioral intention to use a digital tool for sexuality education, by analyzing factors affecting acceptance and usability in low-income and resource-poor regions in Kenya. To explore the acceptability and use of the developed digital tool, this study used a modified version of the Unified Theory of Acceptance and Use of Technology (UTAUT), complemented by the System Usability Scale (SUS) questionnaire. For statistical analysis, a Structural Equation Model (SEM) including Confirmatory Factor Analysis (CFA) and Linear Regression was used. Regarding the reporting of the E-survey results, the Checklist for Reporting Results of Internet E-surveys (CHERRIES), was considered.ResultsSurvey information from 77 persons (69 female, 7 male, 1 diverse) were collected. A modified UTAUT appears as an appropriate model for measuring the constructs and integrating evidence-based approaches to advanced and safe sexual healthcare information. Results from the SEM showed perceived usefulness, attitude towards healthcare integrated evidence technology, and usability as well as having a significant positive impact on the acceptance, the intention to use as well as wellbeing. Having the resources and knowledge necessary for the usage of a digital tool turns out to have a significant negative impact. A SUS score of 67.3 indicates the usability of the tool for sexual health information, assessed as okay.ConclusionsThe study adopts validated methods to assess the acceptability and usability of a digital sexual health education tool in Kenya. Emphasizing its potential effectiveness and highlighting the influence of cultural and contextual factors on technology adoption.

Kua takoto te mānuka, mā wai e hiki ake? Advancing a Te Tiriti o Waitangi-led approach to mental health education in schools

ABSTRACTThis article engages mātauranga Māori, social psychology and the sociology of education to argue that an individualistic approach to mental health education in schools is inadequate. In this article we discuss a recent national school curriculum policy that demonstrates the ways mental health education can be framed by Te Tiriti o Waitangi, informed by the determinants of health, and culturally located in worldviews representative of Te Ao Māori. This framework encourages schools take a ‘whole of school’ approach to mental health education, embedded in teacher development, curriculum learning, and community engagement. We argue that this approach – aligned with the three articles of Te Tiriti o Waitangi – necessarily involves schools consulting with diverse ākonga (learners) and communities, involving them in mental health curriculum development, implementation, and evaluation. When conducted in culturally and socially conscious ways, the relationship between boards, schools and the wider school community can embody effective governance (article one), honour hapū, iwi and Māori rangatiratanga (article two) and encourage equal participation and inclusion for equitable mental health education and outcomes (article three). We argue that this approach to mental health is Te Tiriti-led, relational, and more likely to be well-being enhancing for diverse young people and communities.

PERCEIVED CHALLENGES OF ICT AS AN EXAMINABLE CURRICULUM SUBJECT IN RURAL SECONDARY SCHOOLS: VOICES OF TEACHERS AND LEARNERS IN SOUTHERN ZAMBIA

The study interrogated teachers’ and pupils’ perceptions of Information Communication Technology (ICT) as an examinable curriculum subject in secondary schools of Mazabuka district in Southern Zambia. In 2013 Ministry of Education (MoE) reviewed the National School Curriculum introducing ICT as an examinable subject at the junior secondary school level. This development was, however, received with mixed feelings among different stakeholders across the nation. The study employed Davis’ (1989) Technology Acceptance Model (TAM) as a theoretical framework to establish the teachers’ and pupils’ perceptions of ICT as an examinable curriculum subject. A descriptive research design was used to collect qualitative data from a sample size of 36 participants which included school administrators, ICT teachers, and pupils. Purposive and quota sampling was applied to select the participants. Data were collected using unstructured questionnaires, interviews, and focus group discussions. The data were analysed thematically by categorization of major and sub-themes that emerged from the study. The study showed that both teachers and pupils had positive perceptions towards ICT as an examinable curriculum subject. The majority of the participants strongly felt that the current times demanded for ICT knowledge in order for learners to fit well in the world of technology. The study also identified challenges faced in the teaching and learning of ICT such as; a lack of trained teachers, inadequate computer hardware and software, and irregular power supply. Various measures were employed in mitigating the challenges such as community engagement, voluntary teaching, class splitting, use of alternative sources of power, and explorations of online resources. The study recommended that the Ministry of Education should revert to its earlier policy position where all schools were to offer ICT as a compulsory examinable subject at the junior secondary school level. The government also should consider the reduction of taxes and tariffs on end-user consumer ICT products such as desktops computers, iPads, projectors, and others.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0019/a.php" alt="Hit counter" /></p>

Digital competencies for Singapore’s national medical school curriculum: a qualitative study

ABSTRACT Studies have shown that national-level initiatives to equip medical students with relevant digital competencies carry many benefits. Yet, few countries have outlined such competencies for clinical practice in the core medical school curriculum. This paper identifies current training gaps at the national level in digital competencies needed by students in the formal curricula of all three medical schools in Singapore from the perspectives of clinical educators and institutional leaders. It bears implications for countries that intend to implement standardized learning objectives for training in these digital competencies. Findings were drawn from in-depth interviews with 19 clinical educators and leaders of local medical schools. Participants were recruited using purposive sampling. Data were interpreted using qualitative thematic analysis. Thirteen of the participants were clinical educators while 6 were deans or vice deans of education from one of the three medical schools in Singapore. While the schools have introduced some relevant courses, they are not standardized nationally. Moreover, the school’s niche areas have not been leveraged upon for training in digital competencies. Participants across all schools acknowledged that more formal training is needed in digital health, data management, and applying the principles of digital technologies. Participants also noted that the healthcare needs of the population, patient safety, and safe procedures in the utilization of digital healthcare technologies should be prioritized when determining the competencies needed by students. Additionally, participants highlighted the need for stronger collaboration among medical schools, and for a stronger link between current curriculum and clinical practice. The findings highlighted the need for better collaboration among medical schools in the sharing of educational resources and expertise. Furthermore, stronger collaborations with professional bodies and the healthcare system should be established to ensure that the goals and outcomes of medical education and the healthcare system are aligned.

Possibility of educating ‘global citizens’ through a Chinese national school curriculum

ABSTRACT While global citizenship education (GCE) becomes increasingly popular, the concept is still contested in definition and assumes different meanings in various contexts. Many countries have started including GCE-related concepts in national educational policies and school curriculum. However, not much empirical research has been conducted on GCE in the curriculum in non-Western countries, particularly how GCE interacts with the existing citizenship education in national or local contexts. This article explores the possibility of educating global citizens in the formal curriculum in Chinese secondary schools dominated by nationalism. Utilizing a multiple case study design, data were collected from six high schools in Beijing and Shanghai, China. The study identified explicit and implicit elements related to global citizenship in the textbooks of a GCE-related subject and in teachers’ conceptions. The curriculum aims to develop qualified citizens with global awareness and global competence as defined in the Chinese discourse. The global elements in the curriculum reflect a tendency to cultivate global awareness derived from Confucianism, which contains a deep sense of collectivism, intertwined with China’s educational requirement to meet the need for building a modern country in the globalized world.

Effectiveness of an Educational Program on Awareness of Breast Cancer Risk Factors, Symptoms, and Barriers to Seeking Medical Help among Adolescent Omani School Students—An Interventional Study

Women in Oman and low- and middle-income countries (LMICs) are usually diagnosed with BC at a younger age and more advanced stage, with poor five-year survival. This study aims to evaluate the effectiveness of breast cancer (BC) related educational programs among female Omani adolescents. Six female-only public schools were randomly selected from three governorates of Oman and assigned to the control or interventional group. An Arabic version of the Breast Cancer Awareness Measure questionnaire was used to evaluate students attending grades 10 and 11 at baseline (T0) and after 4 weeks (T1). After T0, the intervention group participated in a one-hour BC education program involving group discussions, a slideshow presentation, leaflets, and online access to program materials and videos. Non-parametric tests were used to compare scores between intervention and control groups and within each group across time (T0 vs. T1). A total of 1106 students participated, of which 547 (49.5%) and 559 (50.5%) were allocated to the control and intervention groups, respectively. Recognition of BC risk factors (Z = 18.67; p < 0.001) and symptoms (Z = 20.01; p < 0.001) increased significantly in the intervention group between T0 and T1 and compared to the control group at T1 (U = 27.27; p < 0.001, and U = 25.75; p < 0.001, respectively). Anticipated time to seeking medical help (Z = 18.67; p < 0.001) and barriers to help-seeking (Z = 7.91; p < 0.001) decreased significantly between T0 and T1 in the intervention group and compared to the control group at T1 (U = 15.78; p < 0.001, and U = 3.44; p = 0.001, respectively). The program increased knowledge of BC risk factors and symptoms and promoted early medical help-seeking among Omani female adolescents. Healthcare strategic planners and policy-makers in Oman and low- and middle-income countries should consider incorporating cancer education programs in the national school curriculum to minimize delays in BC diagnosis and improve the survival rate.

정보 시각화 디자인을 통한 고전 문학 교수-학습효과 증진 융합교육 프로그램 개발 사례연구

Objectives The empirical goal of this study is improving students’ academic ability through visualization of information. To achieve the goal, through case study, this study aims to find out what teaching-learning experience effect teachers and learners can have by developing and applying convergence education program using visualization design of classical literature which belongs to high school national curriculum. Methods For the investigation, this study developed a teaching model using organized information planning process. The participants for the teaching model was Korean teachers, art teachers and 24 students of middle ranked high school in Chungcheongbukdo Cheongju. To identify the effectiveness, this study conducted in-depth interview and before-after test strip which can evaluate affective and cognitive constructs. Teachers’ instructions were analyzed with integrative perspective of Curriculum-Class-Evaluation-Feedback. The results of students’ before-after test strip and individual interviews according to the achievement level were classified by visualization of information and learning effect. Then, students’ experiences were organized based on the results. Results As a result, systematically organized information planning and information visualization design made students learn classical novel more constructively. Also this teaching model encouraged the integration of Curriculum- Class-Evaluation-Feedback and student-centered collaborative learning. In addiction, this study suggests advantages and concerns for application of digital device in visualizing process. Conclusions Through this study, it was confirmed that both teachers and students have positive learning experience in the process of producing text information into visual information during the teaching-leaning process of classic novel. The findings of this study will become an alternative method to revive marginalized classic novel teaching. Also, it extended the availability of information visualization design in the teaching and learning.

English-Medium of Instruction (EMI) in Tanzanian Secondary School: Students' and Teachers' Perceptions and Challenges

The The purpose of this study is to examine secondary school students' and instructors' attitudes of using English as a teaching medium in Tanzania. The study was held in three schools in the Unguja North region. The study was based on answering research questions; first, what are the perceptions of Tanzanian secondary school students and teachers toward the English language medium of instruction? as well as what obstacles do students and teachers face while employing English as a medium of teaching in school? It is a mixed method study that collects and analyses data using qualitative and quantitative methods. Furthermore, the researcher employed a questionnaire to answer the first research question. The research discovered that teachers and students had a favorable opinion of English as a teaching medium and that students feel at ease in English-taught subjects. The study discovered several obstacles teachers and students face while utilizing English as a medium of education, such as low student competence in English, the effect of primary school language of instruction, overcrowded classes, and instructional approaches. The research will assist teachers in revising their teaching methods and strategies, as well as the government restructuring the national secondary school curriculum and revising the national language policy. Furthermore, the study will shed insight on future studies on English language medium of instruction and second language learning in Tanzania based on qualitative, quantitative, or mixed method research.

Assessing the effectiveness of a menstrual hygiene management and sexual and reproductive health education program in post-earthquake Nepal

This study assesses the effectiveness of a menstrual hygiene management (MHM) and sexual and reproductive health (SRH), school-based education program conducted in Dhading, Nepal after the 2015 mega-earthquake. The intervention aimed to improve MHM/SRH knowledge among adolescent girls on a range of topics including adolescence, female anatomy, menstruation, and more. Quantitative data were collected via cross-sectional, self-administered, community-based surveys after the 2015 earthquake with 3,319 adolescent girls in grades 7-9 in Dhading district. Data were collected using the same survey tool before and after the intervention and responses were compared using SAS 9.4. Before the intervention, the median MHM/SRH knowledge score was 50% of the pre-test questions answered correctly. After the intervention, the median MHM/SRH knowledge score improved to 73% of the post-test questions answered correctly. Topics with the greatest percentage improvements between pre- and post-tests included age of menarche (from 20.5% to 60.0%), timing of taking emergency contraceptive pills after unsafe sexual contact (from 14.8% to 54.1%), and approaches for managing menstrual pain (from 42.2% to 77.1%). The school-based MHM/SRH educational intervention led to significant improvements in participant MHM/SRH knowledge. Equipping girls with accurate information about MHM/SRH long before a disaster occurs by embedding the information into the national school curriculum is one way to ensure they are prepared with key information required to manage MHM/SRH needs if another disaster occurs.

중국의 2022년 개정 초⋅중학교 교육과정 탐구

Objectives The purpose of this study is to analyze the procedures and contents of China's national level curriculum revision, focusing on the general framework of the 2022 revision of the elementary and middle school curriculum, and to draw implications for the revision of the Korean curriculum.&#x0D; Methods This study analyzed the documents and related prior research and government policy data of China's revised national curriculum for elementary and secondary schools. Goal setting, curriculum organization structure, common guidelines for subject curriculum quality control, framework document system, etc.&#x0D; Results First, the Chinese national curriculum is divided into three school-level curriculums: kindergarten, compulsory education schools, and high school. China's national curriculum revision cycle went through a long revision cycle of about 10 years for each school level. Second, the purpose of the revision is to emphasize the socialist state idea, to focus on core competencies for education reform in preparation for the future society, and to improve the curriculum for problem solving and educational reform. The educational goal is ‘a new human being with the ideal, ability, and responsibility required by the times’. In the curriculum organization, the 6-3 system was operated as a 5-4 system, allowing autonomy in the role of the region and school, and the integration of education between the two school levels for 9 years of compulsory education and the linkage between school levels were strengthened. Curriculum suggested key competencies, achievement standards and quality management plans based on them. In the curriculum document system, the principles and directions of curriculum revision are emphasized in the first half of both the general curriculum and each section, and the readability is clearly stated.&#x0D; Conclusions Implications include the stability of the Chinese curriculum revision cycle for about 10 years, the linkage of curriculum by school level and curriculum and the pursuit of independence at the same time, guidance on the role of the nation-local-school in designing and teaching the subjects. The principles of the learning process, evaluation, and operation are presented relatively clearly.

Compression-Only Cardiopulmonary Resuscitation and Automated External Defibrillator Course for Primary School Students: A Malaysian Pilot Study.

The Malaysian national school curriculum currently lacks resources and tools to enforce CPR education. The aim of this study was to investigate the efficacy of a compression-only cardiopulmonary resuscitation and automated external defibrillator course among primary school students to increase their knowledge and technical skills and improve their attitudes. A quasi-experimental study was conducted using a pre-post non-equivalent design involving 38 students aged 10-12. Cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) knowledge, technical skills, and attitude towards CPR were assessed in a post test with three-month follow-up. Results of the MANOVA analysis showed significant differences in the level of knowledge (F = 10.29, p &lt; 0.001) and attitude (F = 13.87, p &lt; 0.001) based on the students' age group at the time of the post test. The proportion of students who passed the technical skills component differed significantly by age (χ2 = 12.12; p = 0.002) and BMI (χ2 = 6.34; p = 0.041). No significant decay was reported in the total mean scores for knowledge, technical skills, and attitude (F = 0.727, p = 0.54) at 3-month follow-up. The course helped students perform CPR and utilize AED effectively while promoting a positive attitude with up to 3 months of retention, demonstrating the feasibility of extending the course within the Malaysian primary school curriculum.

한국, 중국, 일본의 초중등학교 비교과 교육과정 비교

Purpose: The purpose of this study was to draw implications for Korea's curriculum revision direction by comparing the characteristics and trends of the non-subject curriculum areas in Korea, China, and Japan. Methods: To this end, the name, goal, time allocation, sub-areas, document system and contents of these areas were reviewed and compared in the national elementary and secondary school curriculum revised in 2015, 2017, and 2018 respectively, in Korea, China and Japan. Results: As a non-subject curriculum, Korea has Creative Experiential Activities, China has Comprehensive Practical Activities, and Japan has the Period for Integrated Studies, Special Activities, Moral activities and Foreign language activities. Goals of non-subject curriculum in Korea are, group activities, a sense of community and creative life attitudes, in China it is, value recognition, responsibility, problem solving, and creativity realization, and in Japan, it is morals, foreign language subject goals, and integrated cross-sectional inquiry. In sub-domains, Korea has autonomous activities, club activities, volunteer activities, and career activities. China has inquiry activities, social service activities, design and production activities, and career and other activities. In Japan, moral activities, foreign language activities, class activity, student council activity, club activity, and school event are included. Conclusion: As a result of the comparison of the three countries, a transformation into a generative curriculum rather than non subjecrt or extra-curricular activities, it is suggested and it is necessary to prepare for the possibility of expanding the non-subject curriculum as a preparation for the future society.