Need For Curriculum Research Articles

Collaborative engagement experience-based learning: a teaching framework for business education

PurposeAn academic–practitioner divide exists suggesting the need for business education curriculum to more appropriately suit private-sector demands. This calls for pedagogical approaches that offer experiences and build skill sets to better prepare graduates for the workforce. The authors propose a framework, collaborative engagement experience-based learning (CEEBL), as a new pedagogical method for teaching and learning in business education. This research provides a viable solution to bridge the gap between academia and industry. The authors suggest CEEBL also offers business students new methods of engagement in the world of work.Design/methodology/approachThis exploratory study investigates the CEEBL framework applied to a business education course in competitive intelligence (CI) and a crisis simulation exercise that offer “real world” experiences to students. Data were collected in two semesters and included feedback from over 70 undergraduate students.FindingsResults suggest that the CEEBL framework provides students with the learning experiences to build much-needed skill sets. Additionally, Hallinger and Lu's (2011) assessment of overall instructional effectiveness showed positive statistical results for its dimensions.Originality/valueThe CEEBL framework is coined from two existing pedagogical underpinnings; collaborative engagement (CE) and experience-based Learning (EBL). These concepts offer insights into the ways in which CE promotes a rich learning experience. The new framework takes into consideration the relationship(s) among the dimensions of CE and EBL and how they intertwine with each other to create a pedagogical method that can better prepare students for a dynamic workplace. CEEBL can be easily adapted for online, hybrid or in-session teaching environments. Additionally, the framework offers flexibility in application to other disciplines while addressing current topics and issues through the capstone exercise.

Local Content Curriculum Model for Early Childhood Scientific Learning

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
 Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model

Dental students' attitudes and hesitancy toward COVID-19 vaccine.

BackgroundDentists are a group of providers who have been identified by CDC at high risk of exposure to COVID‐19 through their contact with patients. This would apply to dental students as well. Thus, it is important to achieve high COVID‐19 vaccination rates in this group. Further, as healthcare providers, they are entrusted with providing health recommendations and advocating for their patients, community, and profession, including vaccinations.MethodsUsing ualtricsXM an online platform, in 2020, a survey was administered anonymously to dental students at three dental schools to assess the attitudes of dental students to the novel COVID‐19 vaccine. Factors and reasons associated with vaccine hesitancy and acceptance toward the COVID‐19 vaccine and likelihood of recommending and giving the vaccination to patients were assessed.ResultsNearly, all participants had positive attitudes toward vaccines in general, agreed they would likely be exposed to COVID‐19, and personally knew someone who had COVID‐19; however, only 56% are willing to take a COVID‐19 vaccine as soon as an FDA‐approved vaccine was available. Of those unwilling to take the vaccine, 63% reported they would take it if mandated by the health systems/dental school; however, 16.3% of the overall respondents would not take the COVID‐19 vaccine even if mandated. Several factors are associated with vaccine acceptance and the likelihood of recommending the vaccination, such as trusting public health experts, concerns about side effects, and agreeing with vaccine mandates.ConclusionOur results highlight the need for an educational curriculum about the safety and effectiveness to promote the uptake of COVID‐19 vaccine.

Cross national comparison of medical students’ attitudes and beliefs about medical cannabis and its application for pain management

ObjectivesTo examine attitudes and beliefs about medical cannabis (MC), and specifically about its application for pain management, across medical students in Israel and Thailand. DesignCross-sectional survey which measured attitudes and beliefs about MC. Participants were additionally asked to rate the perceived efficacy of MC for different medical conditions that are related to pain (arthritis, chronic pain, fibromyalgia and multiple sclerosis). Pearson's Chi-squared test was used to compare between students from the participating universities. Results430 medical students participated, 37.9 % (n = 163) from Israel and 62.1 % (n = 267) from Thailand. Personal cannabis use was reported by 55.6 % of the Israeli and only by 6.9 % of the Thai students (p < .001). Israeli secular students, compared to those from Thailand, were more likely to recommend MC for patient treatment, less concerned about serious physical and mental health risks, and more inclined to support legalization of recreational cannabis. Israeli students reported more permissive attitudes toward MC, but reported feeling less prepared to answer patient/client questions about MC than their Thai counterparts. ConclusionsThe findings of this study accentuate the need for curriculum designed around MC use to promote students' preparedness to serve patients in pain or with other medical conditions that may benefit from MC use.

KONSEP KURIKULUM TERINTEGRASI

The global world really needs the development of IMTAQ is very important, because without being framed by faith and piety, the competence of science and technology will be less meaningful for the life of the nation, it is even feared that it will be wild and uncontrolled, which will manifest in the erosion of moral values. Therefore the pesantren and formal school curricula need to be framed in the form of integration. Only the integration of the curriculum can connect the two education (Pesantren and formal education). The integrated curriculum (Integrated Curriculum) is an attempt to integrate learning materials from various kinds of lessons. Integration is created by focusing lessons on specific problems that require solutions with material or materials from various disciplines or subjects. Overall the pesantren curriculum is flexible, in the sense that each student has the opportunity to compile his or her own curriculum completely or partially according to their needs and abilities. Even in pesantren that already have a school education system

새 역사과 국가교육과정 구성 방향 모색을 위한 비판적 성찰

Before 2022 national curriculum revision, this article is intended to reflect on the concept of ‘teacher as curriculum’ and ‘history education for Being a democratic civic’ and reflect on issues such as ‘competence’, ‘integration’ and ‘volume of modern history’ in the history teacher’s perspective.<BR> After considering the different meanings of competence and capability, this study suggested that the historical competency can be made by searching History teacher’s struggle to empower students’ competency in history class and questioning “What is a desirable life and what role can history education play in forming a desirable life?” In addition, regarding the ‘integration’ problem, it was argued that ‘integration’ is not a form of multiple subjects in a single subject, but rather an intergrated movement towards life with each subject as a lens of life, and that the practice of integrated class based on history should be noted in this point of view. Regarding the “volume of modern history,” it raised the need for a national history curriculum that begins with the present and lives of students through a historical approach from the perspective of “present history” rather than increasing the volume of modern history. Above all, in view of history teachers as a curriculum, it was emphasized that national history curriculum should be formed to help history teachers consider national curriculum documents as curriculum materials and make their own curriculum.

A Survey of Clinicians Evaluating an Online Prelicensure Oncology Nursing Elective.

Despite a growing population of individuals with cancer, there is limited oncology content in prelicensure nursing curricula. A distance learning oncology nursing elective course creates an option for integration into nursing programs. The purpose of this article is to describe curriculum development for an online oncology elective course using feedback and expertise from oncology nurses. An online oncology course curriculum was developed and then shared with 70 oncology nurse experts to elicit feedback on course objectives, content, teaching strategies, and evaluation methods using a survey and open-ended questions. Experts agreed course objectives, content, teaching strategies, and evaluation methods were clear and comprehensive. Curriculum revisions were made based on recommendations from expert clinicians. A curriculum table for this proposed course is presented. There is a need for oncology nursing curriculum in prelicensure programs. Educators should consider innovative ways of increasing academic-practice partnerships in curriculum development.

Exploring the need for a responsive school curriculum to cope with the Covid-19 pandemic in Pakistan.

The article investigates the response of the Pakistani curriculum to the Covid-19 outbreak. It also looks into the development of a curriculum that addresses the specificities of students’ situations, while reminding them of global connectedness. The article is based on semi-structured interviews with 10 curriculum experts, 20 principals, and 35 teachers, as well as content analysis of the 2018 National Curriculum Framework of Pakistan. Its findings reveal participants’ disappointment with the top-down, predetermined nature of the curriculum, which makes it inadequate for situations such as the Covid-19 pandemic. The curriculum was perceived as being highly rigid, with little room for alternative modalities. Participants believed the curriculum could not support children’s learning in normal times, much less during a pandemic. Therefore, this article suggests a complete revamping of the curriculum and strengthening of teachers’ capabilities. It also suggests curricular material be updated to make it context specific, responsive to the needs of learners, and supportive of independent learning.

Medical students attitudes toward and intention to work with the underserved: a systematic review and meta-analysis

BackgroundExperts in the field of medical education emphasized the need for curricula that improve students’ attitudes toward the underserved. However, some studies have shown that medical education tends to worsen these attitudes in students. We aimed at systematically reviewing the literature assessing the change in medical students’ attitudes toward the underserved and intention to work with the underserved throughout medical education, the sociodemographic and educational factors associated with favorable medical student attitudes toward and/or intention to work with the underserved and the effectiveness of educational interventions to improve medical student attitudes toward and/or intention to work with the underserved.MethodWe conducted a systematic review on MEDLINE, Scopus, and Web of Science databases. Three investigators independently conducted the electronic search. We assessed the change in medical students attitudes toward the underserved by computing a weighted mean effect size of studies reporting scores from validated scales. The research team performed a meta-analysis for the sociodemographic and educational factors associated with medical students attitudes toward and/or intention to work with the underserved.ResultsFifty-five articles met the inclusion criteria, including a total of 109,647 medical students. The average response rate was 73.2%. Most of the studies were performed in the USA (n = 45). We observed a significant decline of medical students attitudes toward the underserved throughout medical education, in both US and non-US studies. A moderate effect size was observed between the first and fourth years (d = 0.51). Higher favorable medical students attitudes toward or intention to work with the underserved were significantly associated with female gender, being from an underserved community or ethnic minority, exposure to the underserved during medical education and intent to practice in primary care. Regarding educational interventions, the effectiveness of experiential community-based learning and curricula dedicated to social accountability showed the most positive outcome.ConclusionsMedical students attitudes toward the underserved decline throughout medical education. Educational interventions dedicated to improving the attitudes or intentions of medical students show encouraging but mixed results. The generalizability of our results is impeded by the high number of studies from the global-North included in the review.

The Surgical Program in Innovation (SPIN): A Design and Prototyping Curriculum for Surgical Trainees.

Health professions education does not routinely incorporate training in innovation or creative problem solving. Although some models of innovation education within graduate medical education exist, they often require participants' full-time commitment and removal from clinical training or rely upon participants' existing expertise. There is a need for curricula that teach innovation skills that will enable trainees to identify and solve unmet clinical challenges in everyday practice. To address this gap in surgical graduate education, the authors developed the Surgical Program in Innovation (SPIN). SPIN, a 6-month workshop-based curriculum, was established in 2016 in the Beth Israel Deaconess Medical Center Department of Surgery to teach surgical trainees the basics of the innovation process, focusing on surgeon-driven problem identification, product design, prototype fabrication, and initial steps in the commercialization process. Participating surgical residents and graduate students attend monthly workshops taught by medical, engineering, and medical technology (MedTech) industry faculty. Participants collaborate in teams to develop a novel device, fabricate a protype, and pitch their product to a panel of judges. From academic years 2015-2016 to 2017-2018, 49 trainees, including 41 surgical residents, participated in SPIN. Across this period, 13 teams identified an unmet need, ideated a solution, and designed and pitched a novel device. Ten teams fabricated prototypes. The 22 SPIN participants who responded to both pre- and postcourse surveys reported significant increases in confidence in generating problem statements, computer-aided design, fabrication of a prototype, and initial commercialization steps (product pitching and business planning). Incorporating innovation education and design thinking into clinical training will prove essential in preparing future physicians to be lifelong problem finders and solvers. The authors plan to expand SPIN to additional clinical specialties, as well as to assess its impact in fostering future innovation and collaboration among program participants.

Complementary and alternative therapies (CAT) in academic programs and nursing practice: Is more education is needed?

Background and purposeUse of CAT has increased in the past decade. However, it is unclear if this has impacted nursing practice. The purpose of this study was to explore CAT use and beliefs of academic and clinical nurses. Materials and methodsA cross-sectional design using an electronic survey was sent to 1000 clinical and academic nurses in the US. ResultsAcademic and clinical nurses were more alike than different, and of the contextual factors that impacted CAT use, lack of knowledge was most cited. Faculty were most likely to teach that which they were knowledgeable about and nurses were most likely to use what was taught in school. ConclusionsThere is a need for a standardized CAT curriculum for schools of nursing in the US to facilitate knowledge and use of CAT, but to also train nurse scientists who can develop the clinical research needed to support practice decisions.

Exploring the Components of Digital literacy Curriculum: EFL and IT Instructors’ Voice

Every day we are moving toward digitalization and computerization. In education and especially online learning, we are observing fast developments. The need of a digital curriculum and digital literacy for better teaching and learning is sensible. Thus, a digital literacy curriculum is a necessary tool for teachers and students. This qualitative study explored some components of the digital literacy curriculum based on EFL and IT instructors’ voice. Also, the researchers found digital tools that they used a lot and their purposes behind applying these digital tools. The results show that EFL and IT instructors had focused on production, communication, evaluation of digital skills in cyberspace. Most of them were aware of digital literacy definition and suggested some components of the digital literacy definition components and suggested designing a digital literacy curriculum. Among all digital tools, they used WhatsApp and Bigbluebutton more. Based on all retrieved data, the researchers proposed a digital literacy curriculum framework and identified the need for further study about applying this framework in real life. Doing need analysis before designing a digital literacy curriculum to know students' and teachers' digital talent and awareness is another area that further research should have done.

A Text Structure Analysis of Fourth and Sixth Grade Maltese Textbooks

Reading comprehension is essential for students to be successful in school and active participants of society. The ability to understand text is facilitated by text structures which encourage readers’ ability to locate, organize information, and to recall main ideas. To investigate the presence of text structures, an analysis of four Maltese language textbooks and two social studies workbooks, used in fourth and sixth grade in state schools in Malta, was conducted. Two independent reviewers analysed the books using five criteria: overall book structure, task type, text type, text structure, and reading comprehension strategy. Results showed that whereas narrative texts were the most common text type in fourth grade, more emphasis was placed on expository texts in sixth grade. Most books included cause-and-effect and problem-and-solution text structures. Recall of factual information was the predominant reading strategy, with limited exposure to other crucial strategies such as main idea identification. All textbooks gave importance to tasks that required drawings and games representing the child’s understanding of the text. Results indicated a high level of agreement between the raters’ analysis of Maltese language and social studies texts. This research suggests that texts used in the state school curriculum need to be structured in a way that reflects interventions such as the text structure strategy, to encourage main idea selection thereby facilitating comprehension of text.

Time to Make it Personal: How Personality Testing in Law Schools Can Improve Lawyer Well-Being

“Why don’t snakes bite lawyers? Professional courtesy.” This is one of the many “jokes” that integrate the general public’s perception of lawyers as crooks, cheats, and money-hungry badgers, yet practicing lawyers and law students alike are plagued by stress, anxiety, dissatisfaction, and substance abuse. While many articles and law journals have grappled with the idea on how to improve lawyer satisfaction, there has yet to be a dramatic improvement in lawyer well-being. By incorporating personality testing in legal education, law schools can fight back against lawyer dissatisfaction by encouraging mental wellness and growth at a lawyer’s infancy. This article illustrates how personality testing in law schools can be used to improve lawyer well-being. In the first section, I list many variations of personality testing. However, objective personality tests may be the best type indicator for law schools to use. Popular test descriptions and which of these tests are the most effective, reliable, and valid are discussed in length. Then, a discussion of personality test limitations is presented, which includes the problem with tests’ reliability and validity, test takers “faking good,” and tests leading to stereotypes. The paper continues with a discussion on current lawyer and law student well-being statistics. An analysis of legal profession statistics regarding anxiety, stress, depression, and substance abuse are listed, including ways personality testing could help law students avoid such lawyer dissatisfaction. The conversation then opens into the utility of personality testing and the benefits one receives by gaining insight and understanding of themselves. The main argument centers around how personality testing can be used in law schools. There are multiple areas personality testing can be implemented to improve law school curriculum, such as the need for a new curriculum that emphasizes soft skills and interpersonal communications and improves pedagogy with the use of personality tests. Personality testing will help professors understand different learning styles, personality types’ reactions to Socratic questioning, and new methods of teaching different types. Additionally, personality testing can improve career services by providing law students direction toward potential career paths. Testing may also improve student services’ student wellness strategies, mentoring relationships, and team/group pairings. The final piece of the argument discusses how personality testing could be utilized on the front end of a student’s law school experience through either interviews, admitted students’ welcome packages, or orientation. Ultimately, the legal profession needs to stop providing lip service that there are “ways” to improve lawyer well-being and begin aiding law students at the beginning of their legal careers. This article lists a range of ways to include personality testing in law schools from legal curriculum to group exercises to extracurricular activities. Thus, law schools may implement personality testing in a myriad of ways that will benefit students educational (and ultimately legal) experience. The only way systemic lawyer dissatisfaction will continue, however, is if the legal profession continues to do nothing. It is time to make it personal.

Cancer Curriculum for Appalachian Kentucky Middle and High Schools.

BackgroundAppalachian Kentucky faces the highest cancer incidence and mortality rates in the country due to poor health behaviors and lifestyle choices. These poor health behaviors are facilitated by a lack of cancer education. Youth represent a vulnerable population that could be greatly impacted by increased cancer education. Teachers have the power to facilitate this learning.PurposeThis study examined the need for cancer education curriculum in Appalachian Kentucky middle and high schools from the perspective of educators.MethodsAn online survey was conducted with science and health teachers (n=21) in Appalachian Kentucky, consisting of questions that investigated existing cancer education efforts, relevance of cancer education, and feasibility of such curriculum being delivered in the classroom. Content analysis was used to analyze teacher comments. A 3-part cancer education curriculum was developed that is culturally relevant and aligned with science and health education standards.ResultsAll participating teachers agree that cancer education is important to students’ lives. Teachers also agree that there is an inconsistent amount of cancer education within schools, and qualitative content analysis revealed that cancer education likely fits best in certain course subjects. Cancer education could feasibly be integrated into science and health classrooms, although the perception of needing to teach to the academic standards and having limited time to teach additional lessons outside of the standards are significant barriers. To combat this, a cancer curriculum that aligns with state and national science and health education standards was developed.ImplicationsCancer education curriculum could play an important role in improving the cancer outlook in Appalachian Kentucky. Teachers have expressed a desire for increased cancer education in the classroom. By disseminating and implementing cancer curriculum in schools in the region and revising the curriculum-based on teacher and student feedback to better fit their needs, it has the potential to increase cancer literacy and improve related health behaviors and outcomes.

THE IMPLEMENTATION OF A PILOT STUDY OF A STANDARDIZED INFLAMMATORY BOWEL DISEASE CURRICULUM FOR GASTROENTEROLOGY FELLOWS

Abstract Introduction There is a need for standardization of the inflammatory bowel disease (IBD) training curriculum in gastroenterology fellowship. This training varies by program and in many cases may be insufficient to provide advanced care in IBD. Prior data has shown only 28% of trainees feel satisfied with their IBD exposure and few feel comfortable with the management of pouches, stomas, and pregnant or post-operative patients. The current approach to IBD education varies widely by training program and may include didactic sessions, web-based education, or clinical exposure. Because of the increase in IBD prevalence and rapid change to the treatment armamentarium, fellows need to be uniformly trained in IBD. There is a need for a standardized curriculum for IBD training across all gastroenterology fellowships. Methods We created an IBD curriculum for our categorical gastroenterology fellows based off the core IBD competencies recommended by the Crohn’s and Colitis Foundation Rising Educators, Academicians, and Clinicians Helping Inflammatory Bowel Disease (REACH-IBD) group. Unique learning objectives and learning resources were provided during the IBD month, each year of fellowship. A pre-test and post-test was administered during the IBD month. Results The core competencies assessed in pre-survey data is shown in table 1. Preliminary data showed that only one trainee close to the end of training felt comfortable with most aspects of IBD management. The remaining trainees closer to the beginning of their fellowship were less comfortable with most aspects of IBD management (Table 1). First year fellows had most difficulty with identifying serious infections associated with advanced therapies for IBD and noting which laboratory testing is needed for monitoring. Second- and third-year fellows did well with assessment and management of the IBD patient, but had difficulty with advanced management of post-surgical or pregnant patient (Fig. 1). Conclusion This single-center prospective study implemented a novel comprehensive IBD curriculum as part of the IBD training month. Through real-time assessment, specific strengths and areas for further improvement were identified so additional training could be provided. The limitation of the study is the small sample size and limited follow up. Further models in IBD education during gastroenterology fellowship need to be explored. Pre-rotation survey, administered to trainees to assess where they feel weakness lies Bar graph demonstrating individual scores and average scores for post-rotation test, separated by year

Paul Ricœur’s Conception of the Reform of University Education

The article examines the concept of reform of university education by Paul Ricœur. During his tenure as professor at the Sorbonne, the philosopher begins to experience dissatisfaction with the quality of teaching at a leading university in France. Analyzing the problems in the field of higher education, he comes to the following conclusions. In the second half of the 20 th century, the world has entered the era of the cultural revolution. This process consists in the global transformation of the social system and the spiritual life of society, the formation of new ideas about values. In addition, the demographic explosion, significant changes in the field of social stratification, the need of society for qualified specialists have led to a sharp increase in the number of young people wishing to get higher education. In these conditions, there is a need to reform the university education system in accordance with the requirements of the time. Ricœur is developing a project for the reorganization of higher education, the main idea of which was to be the principle of open dialogue in the learning process. According to the philosopher, it was necessary to abandon the outdated interpretation of teaching as a formal translation of the existing body of knowledge from the teacher to passively perceiving information students, to consider teaching not as the assimilation of a system of static truths, but as a creative process of interpreting the material being studied, which presupposes a willingness to discuss and solve emerging problems. Curricula need to be formed in a modular-elective way, taking into account the individual needs of students. Universities should become centers of creativity and scientific innovation. To achieve this goal, it will be necessary to reform universities as educational institutions, making teaching efficient and flexible. Ricœur embarked on his project at the University of Nanterre, which was set up as the vanguard of renewing the higher education system. However, the revolutionary events of 1968 in France led to the collapse of his pedagogical experiment. The philosopher himself explained the reason for his failure by the fact that he built relationships horizontally and underestimated the importance of vertical relationships in management. The author comes to the conclusion that despite Ricœur’s failure during the period of his reform activities at the University of Nanterre, his pedagogical concept is deep and well-grounded. Many of the philosopher’s recommendations are consistent with the set of measures to reform higher education, carried out in France in the late 1960s – early 1970s. Ricœur’s idea remains relevant in the modern era and anticipates some of the ideas of a new model of education in the 21 st century.

Analisis Pembelajaran Pendidikan Agama Islam Kurikulum 2013 Bagi Anak Berkebutuhan Khusus

This study aims to analyze the 2013 curriculum on educational materials especially for children with special needs. The method used in this research is literature study by analyzing the results of previous research and elaborating in content analysis. The result of this research is the need for a special curriculum for Islamic religious education material for special school children. It needs material simplification and a simple evaluation because not all special school children are able to evaluate according to general material. Teachers need patience in carrying out the learning process and also need to master various methods so that children don't get bored.

Technology Lending in the Time of Covid-19: Meeting Curricular Needs

ABSTRACT Librarians from the Acquisitions, Collection Management, and Evaluation (ACME) unit of the Meriam Library at California State University, Chico, worked with departments from the College of Engineering to provide students with hands-on technology kits due to Covid-19 and virtual only instruction. This article reviews technology lending prior to Covid-19 and details the process of working with the instructional departments to process technology kits for circulation. Most of the kit processing was completed remotely. Students were able to pick up kits at the library or kits could be mailed. Considerations for taking on similar projects in the future are also discussed.

CURRICULAR IMPLICATIONS OF KNOWLEDGE MANAGEMENT FOR LIBRARY AND INFORMATION SCIENCE EDUCATION IN NIGERIA

The introduction of knowledge management into the library and information science curriculum comes with some implications that bordered on how knowledge management is being taught and represented in the curriculum design for LIS education. The investigation was carried out from the viewpoint of LIS community in Nigeria using a web-based survey questionnaire and interview. Certified librarians in Nigeria constitute the unit of analysis; their population stood at 6,504, and only 369 participants completed the survey, followed by interviews with five professors from library schools in Nigeria. The result from findings indicated that from the six variables raised on the implications of knowledge management on library and information science education, only two variables score above the Mean Variable Score (X=3.98) benchmark, the need for KM competencies to be fully integrated into the LIS curriculum score the highest mean score (X=4.46), followed by the need for the LIS curriculum to keep changing to accommodate new development in KM. It also manifested in the study that the current curriculum did not adequately equip LIS professionals for knowledge management practice. More so, knowledge management can be treated as a separate course on its own and as well be integrated into the existing library and information science courses. From the seven knowledge management concepts and themes raised, only four variables score above the Mean Variable Score (X=4.32) benchmark, interpersonal relationship leads the pact with a mean score (X=4.39), followed by research and evaluation with a mean score (X=4.38), knowledge management tools, technics and technologies with a mean score (X=4.36) and lastly leadership and managerial role with a mean score (X=4.35). Also from the four variables raised on responsibilities of LIS schools, two of the variables score above the Mean Variable Score (X=4.4) benchmark, need for LIS schools to train and retrain LIS educators score the highest mean score (X=4.45) followed by the need for LIS schools to collaborate with other allied disciplines in the design and training of LIS professionals for KM with a mean score (X=4.4). This implies that effective training and education for KM calls for cooperation and collaboration among different academic units.