Curriculum Development Process Research Articles

Asian adult sleep medicine fellowship training curriculum: one curriculum, many contexts.

To develop a comprehensive Asian adult sleep medicine fellowship training curriculum to address the significant disparities in sleep medicine training across Asia, guided by the principle of "One Curriculum, Many Contexts," providing a standardized yet adaptable framework for sleep medicine education across the diverse healthcare landscapes of Asian countries. The curriculum development process involved a gap analysis, comprehensive literature review, and expert consensus through a modified RAND appropriateness method (RAM)/Delphi survey. The curriculum offers two flexible tracks: a one-year program (Track A) and a two-year program (Track B), accommodating varied educational pathways and healthcare system structures across Asia. Key features of the curriculum include detailed learning outcomes, competency-based educational content, and recommendations for teaching and learning activities. The assessment strategy incorporates summative and formative methods, with standard setting and program evaluation guidelines. The curriculum also provides recommendations for program accreditation, fellow-faculty ratios, and funding considerations. The Asian adult sleep medicine fellowship training curriculum provides a standardized yet adaptable framework for sleep medicine education across diverse Asian healthcare landscapes. By emphasizing flexibility and customization while maintaining high training standards, the curriculum aims to bridge the gap in sleep medicine training across Asia, ultimately improving the quality of sleep healthcare and patient outcomes throughout the region.

Examining the Role of Generative AI in Enhancing Social Work Education: An Analysis of Curriculum and Assessment Design

Generative Artificial Intelligence (GAI) holds significant potential to advance the field of social work, yet it brings forth considerable challenges and risks. Key concerns include the legal and ethical ramifications of GAI application, as well as its effects on the vital human connections inherent in social work. Nonetheless, educators in this field must ready their students for the evolving digital environment, ensuring they are adept at employing GAI thoughtfully, skillfully, and ethically. This article will explore the integration of GAI knowledge and skills within educational settings. It will feature a case study detailing the author’s redesign of community welfare and social work degree assignments to include GAI within a community welfare/social work undergraduate course in Queensland, Australia. The discussion will extend to curriculum and assessment development processes aimed at leveraging GAI to enhance student learning, knowledge retention, and confidence in applying GAI within their academic and professional pursuits. Furthermore, the article will examine the implications for curriculum and assessment design, emphasizing the importance of clear learning objectives, the creation of specific, intricate, and contextualized assessments, the necessity for students to critically evaluate GAI outputs, and the challenge of presenting GAI with tasks beyond its capabilities.

Instilling pedagogy through the Shepherding process

Research on sessional teachers in legal education is underrepresented in the literature (Blackham, 2020). In law schools, sessional teachers are employed to develop and deliver bespoke intensive-based subjects at postgraduate level and are often classifiable as ‘outside industry experts’ (OIEs); this cohort has been described as atypical of sessional academics across the sector in many ways (Cowley, 2010). This poster presentation seeks to add to this area of knowledge, by presenting something of an auto-ethnographic snapshot of a ‘shepherding process’, implemented at MLS, from Educational Designers’ point of view. ‘Shepherding’ is a collaborative initiative for new subjects proposed to be taught at the MLS, enhancing curriculum design outcomes and pedagogical capabilities of new subject coordinators (most of whom lack formal training in teaching), as well as facilitating connection to the wider teaching and learning community and support services. When a new subject is proposed, would-be lecturers are usually not yet employed by the school. Having pitched an idea for a subject with the school, they work with an Educational Designer to refine a new subject proposal to be reviewed by a curriculum committee. As such, the shepherding process and the final deliverable of the new subject proposal form also forms part of the candidature process for prospective subject coordinators. Grounded in co-design principles, shepherding facilitates the integration of instructional design theories, particularly constructive alignment and backwards design, into the subject development workflow from the outset. The educational designer’s role is central to shepherding and begins with the collaborative formulation of subject intended learning outcomes (SILOs), development of an assessment regime and comprehensive subject mapping, with the aim to establish constructive alignment. Additionally, the shepherding process includes guidance on designing course content within the LMS, providing a structured and accessible online environment for students. In helping guide a new subject through to acceptance and by being a singular point of contact with new lecturers, the educational designer forms an ongoing relationship which can also help with ensuing curriculum development. Hitch et al. (2017) and Hattam et al. (2024) have both argued that sustainable and targeted professional development of sessional staff is a critical factor for increasing engagement and feelings of connection with their institution and to their roles, and that where this is lacking the consistency and quality of student educational experience can be undermined. Cowley (2010) argues for the creation of school-level programs of support for law schools, specifically aimed at OIEs, in lieu of one-size-fits-all programs at the institutional level. Because of the nature of the OIE cohort and subject delivery timelines, there is a limited window of opportunity to work towards ‘acculturating casual staff to the new student-focused learning agendas’ (Kift, 2003 cited in Cowley, 2010), towards improving student learning outcomes. By providing targeted support for OIE teaching staff, the shepherding process has represented a significant advance in MLS’s instructional design and curriculum development process, enhancing the alignment, consistency and quality of subject design. By aligning teaching practices with established instructional design theories, the process enhances the educational experience for both instructors and students.

Voices in Education: Bolstering Social Studies Education and Revitalizing Democracy Through Action Civics

The University of Southern California (USC) Democracy Project responds to the inadequacies of traditional civics education, particularly its failure to engage marginalized students in meaningful democratic participation. Grounded in the theories of John Dewey and Paulo Freire, the project uses an action civics model to connect students with real-world issues, promoting critical thinking, collaboration, and civic responsibility. This article describes the curriculum development process, highlighting partnerships with teachers and community stakeholders and a pilot study involving 23 diverse educators. Using a mixed methods approach—including pre-surveys, classroom feedback, and artifact analysis—the pilot revealed strong alignment with civics education standards. Notably, 95% of teachers rated the curriculum highly relevant, and students showed increased engagement and leadership in addressing issues like environmental justice and reproductive rights. Action civics helped bridge equity gaps by empowering students from underserved communities to take localized civic actions, such as public campaigns and advocacy projects. This research underscores the potential of action civics to revitalize civics education. The project calls for expanding across grade levels, integrating media literacy to help students critically navigate digital spaces, and scaling the curriculum to prepare students for the complex challenges of democratic life.

Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school

Background The increasing necessity for specialised training in primary care cancer research stems from GPs' pivotal role in cancer detection and holistic care coupled with the unique primary care context. This has led to the development of the PRiCAN Scholars Network, an initiative to enhance the research capabilities of Graduate Entry Medicine (GEM) students in RCSI University of Medicine and Health Sciences, Dublin, Ireland. This protocol outlines a proposal for the systematic development, implementation, and evaluation of a curriculum aimed at improving the primary care cancer research skills of this cohort. Methods The curriculum development process will be guided by Kern’s six-step approach. Initial stages involve comprehensive needs assessments via surveys and focus groups to identify educational needs. Subsequently, targeted learning objectives and aligned educational strategies will be defined to maximise learning opportunities and impact. The curriculum’s impact will be evaluated in a pilot phase with selected students and faculty, utilising both qualitative and quantitative feedback to drive continuous improvements. Conclusion This protocol describes a detailed method for establishing a primary care cancer research curriculum within the PRiCAN Scholars Network. Designed with a focus on sustainability and adaptability, the curriculum will be structured to develop and support a generation of medical professionals' literate in primary care research, contributing to the advancement of medical education and cancer research.

Innovating STEM education: Teacher reflections on challenges, strategies, and development

This study investigates the crucial role of teachers' perspectives in enhancing STEM education, specifically focusing on evaluating existing programs, identifying challenges, and proposing actionable improvements. A comprehensive survey was administered to gather detailed insights from teachers regarding the effectiveness of STEM educational materials and methodologies. The survey results reveal key areas requiring enhancement to better support student learning, particularly in the integration of science, technology, engineering, and mathematics within the curriculum. The findings indicate that incorporating teachers' feedback can lead to substantial improvements in teaching practices, professional development opportunities, and overall student outcomes. The study emphasizes the significance of inclusive education, the importance of hands-on and experiential learning, and the critical role of technology integration in modern STEM curricula. Additionally, it highlights the necessity for targeted professional development programs that are closely aligned with the specific needs and challenges identified by teachers. By applying the firsthand experiences and practical recommendations of teachers, this research aims to inform and influence curriculum development processes, ultimately fostering a more effective and equitable STEM education system. The practical implications of the study suggest that schools and educational institutions can overcome current barriers by adopting these recommendations, thereby improving the STEM learning experience and more effectively preparing students to face future challenges and seize opportunities in the rapidly evolving fields of science and technology.

Signal Processing in the Digital Era: Educational Strategies for Developing Curriculum for Teacher’s Training at Secondary School A Need Assessment Analysis in District Kot addu South Pakistan

Due to the fast-growing technological expansion, signal processing has become one of the significant elements of learning, especially in a world where technology is rapidly growing. This study, titled “Signal Processing in the Digital Era: The research study titled “Educational Strategies for Developing Curriculum for Teachers’ Training at Secondary School: A Need Assessment Analysis in District Kot Addu, South Pakistan” will focus on the need to include signal processing concepts in the training curriculum of teachers in secondary schools. This study aims to find out existing level of awareness and existing knowledge of teachers so as to find out the gaps / areas where further curriculum development could be attempted based on the district Kot Addu, South, Pakistan. It will analyze the impact of digital tools and technologies in the improvement of teachers’ competencies in signal processing through an evaluation of them extensively. Particular emphasis will be made on the difficulties which teachers encounter when implementing these concepts and technologies, the necessary conditions in schools and the necessary preparation of educators for proper curriculum implementation. The result from this study will be important for its contribution toward informing the process of curriculum development for teacher training, the context of the digital age, in order to promote positive change in educational outcomes of secondary school. Keywords: Signal Processing, The Digital Age, Curriculum Development, Digital Technologies.

Shaping community-based curriculum of local wisdom on palmyra palm at Huai Krot community in Chai Nat province of Thailand: Initial design processes

This article provides an in-depth analysis of the curriculum development process undertaken by the Huai Krot community in the Chai Nat province of Thailand. The curriculum is centered on the local wisdom on palmyra palm, a valuable local resource. Achievement of this objective was facilitated through the delineation of the preparation and planning phases of course development. The commencement of community curricula entailed the execution of two fundamental stages. Before integrating the community curriculum into the educational process, it was crucial to establish efficient management strategies and conduct a thorough evaluation of the community’s engagement. Data collection involved the use of questionnaires and semi-structured interviews. The investigation delineated two fundamental phases in the construction of a community curriculum. Preparation involved the assessing community capacity and needs. The primary stage of research was dedicated to familiarizing oneself with the field, whereas the subsequent stage of research was focused on identifying relevant curriculum concerns. The subsequent stage entailed the formulation of a curriculum plan that was firmly grounded in the local community. This stage required executing six tasks pertaining to curriculum formulation. The activities involved the forming of a committee, identifying challenges related to meeting community needs, training of trainers who would form community/local researcher teams, creating a curriculum based on community input, assessing the curriculum, and establishing a supervisory team. The article contributes to the understanding of how community-oriented curricula that utilize local knowledge and resources could play a crucial role in enabling, nurture, and sustain the growth of local communities.

Perkembangan Kurikulum Pendidikan Agama Islam dan Pendidikan Budi Pekerti di SMA

The development of the Islamic Religious Education (PAI) and Character Education curriculum in Senior High Schools (SMA) is crucial amidst increasingly complex social dynamics. This research aims to analyze the curriculum development process of PAI and Character Education, focusing on the implementation of character-based learning methods. The research employs a qualitative approach through literature review to explore relevant theories and concepts. The research design centers on identifying curriculum development principles, including the stages of planning, implementation, and evaluation. The findings reveal that effective curriculum development involves intracurricular, co-curricular, and extracurricular activities, with the primary goal of shaping students with strong moral character and a deep understanding of religion. A holistic curriculum that is relevant to students' needs can strengthen their moral character and mitigate the negative influences from external environments. The implications of this research highlight the importance of collaboration between schools, parents, and the community in developing a PAI curriculum that can address contemporary challenges and prepare young generations to face modern life with integrity.

Insights into an innovative point of care ultrasound curriculum for Ontario primary maternity care providers

Point of care ultrasound (POCUS) has increasingly been used by midwives worldwide. In 2018, the scope of midwifery care in Ontario was expanded to include POCUS to allow practitioners to provide more comprehensive care. In response to the scope expansion, a new continuing POCUS education course was created in collaboration with faculty and clinicians from obstetrics, midwifery, and medical radiation sciences. The continuing education sonography course focused on fostering the knowledge, skills and judgment Ontario midwives required to safely perform these new POCUS skills. The course included online modules, a two-day hands-on bootcamp workshop, and a clinical practicum under the supervision of a sonographer to confirm competency across the three trimesters of pregnancy. The first cohort of 17 learners completed the course in Fall 2019, the new curriculum was well received by learners for its many benefits into learning and applying bedside sonography to clinical care. This paper outlines our process for POCUS curriculum development and implementation in pregnancy care. This POCUS continuing education course should continue to be offered in the future to give more practitioners the ability to perform point of care pregnancy scans.

Peran Guru dalam Pengembangan Kurikulum Pendidikan Agama Islam

This research was conducted to determine the role of teachers in the development of Islamic religious education. The method used is a qualitative methodology with data collected through the library research method. The data in this research is based on facts, reality in the field and not designed by researchers through research research. This research aims to evaluate the role of teachers in developing the PAI curriculum, with an emphasis on this theme. This is crucial so that teachers can realize how significant their role is in the curriculum development process, especially amidst the dynamics of rapid change in science and technology. The results of the research can be concluded that the role of the teacher is very large because the success of teaching depends on the teacher's ability and competence in implementing the curriculum effectively. Teachers play a role in developing a curriculum that is managed centrally, decentralized and centrally. Teacher roles include implementer, adapter, developer, and researcher.

Creating Space for Teachers as Curriculum Leaders in Secondary Schools

Although the inclusion of teachers in curriculum leadership is essential for efficient teaching and learning, opportunities for teacher participation remain sparse. To address this gap, the present study aims to examine how school principals create opportunities for teachers as curriculum leaders (TCL) in secondary schools in South Africa. Employing a qualitative research approach through a multiple case study design, eight school principals were purposively (study was on principals) and conveniently selected (those who were willing to participate). Principals were individually interviewed and some school meetings were observed to obtain the empirical data. The thematically analysed data revealed that principals create opportunities for teachers to serve as curriculum leaders through teacher empowerment (teachers being delegated to analyse whole-school results). Principals also create participative decision-making structures (in which teachers freely suggest solutions to problems and principals share their visions through open communication). The findings also revealed that, through the professional development (PD) of teachers (time allocated for continuous PD and platforms provided for teacher collaboration), principals create opportunities for TCL. The implications of this study are that these strategies provide opportunities for teacher inclusion in matters such as curriculum development processes, as teachers are better informed of students’ needs. The study contributes to the knowledge of effective means of conducting and improving teachers’ PD that will culminate in desired student outcomes. Further research is recommended with a larger sample that may permit the generalisation of findings. Future studies could seek teachers’ perceptions on their preferred strategies for creating these opportunities.

Undergraduate acute care clinical competencies for managing acute care cases in adult patients within a South African in-hospital environment: A modified Delphi Study

IntroductionWith the increase of global population, there has been an increased demand for acute care services both locally and globally. In the absence of an acute care competency-based curriculum in South Africa, this study sought to identify the core competencies required by undergraduate medical students to safely manage adult patients within an acute care setting in a South African hospital environment. MethodologyThe modified Delphi study comprised of three rounds. The traditional Delphi method, which uses the same participants across various rounds, was modified by using different stakeholders across the three rounds. Emergency Medicine (EM) specialist trainees (registrars) generated competencies in round one, which were provided to a multi-disciplinary team with expertise in undergraduate curriculum development in round two, using a 5-point Likert scale for rating their agreement-disagreement. Round three entailed inviting the round one contributors to anonymously comment, via online survey, on the competencies generated in round two. ResultsA total of 34 EM registrars participated during round one and 7 curriculum development experts participated during round two. A total of 120 competencies were identified from the 3-round Delphi study; of these 103 (85.8%) were reached by “Strong Agreement”; 16 (13.3%) reached by “Agreement”; and 1 (0.8%) was undecided. DiscussionThe results of the modified Delphi study contributed to developing a comprehensive list of undergraduate acute care clinical competencies set in a South African context. The value of engaging with medical practitioners at the forefront of delivering acute care in a South African healthcare environment who are exposed on a daily basis to the healthcare needs of society, became evident. The findings of this study highlight and reinforce the importance of contextual relevance during the curriculum development process. ConclusionThe modified Delphi method, based on three iterative rounds and feedback from experts, was effective in reaching consensus on the competencies required by undergraduate medical students to manage acute care adult patients safely within a South African hospital environment.

Analysis of Indonesian DIKTI and DIKTIS Higher Education Curriculum Development Policy

This research analyzes educational policies related to the development of the higher education curriculum in Indonesia, which is an important component in the educational process. The basis for curriculum development is regulated in higher education laws and government regulations. This research aims to provide insights and processes in curriculum development in Indonesia, as well as complement previous research that defines educational policies related to higher education curriculum development at the Ministry of Education and Culture, higher education curriculum development policies (DIKTI) and educational curriculum development policies for Islamic Religious Higher Education. (DICTIS) in Indonesia. The method used in this research uses the Library Research type of literature review, by collecting and analyzing books, articles and related references. The results of data analysis highlight the role of the Ministry of Education and Culture and the Directorate General of Islamic Higher Education in curriculum development. The curriculum development process involves in-depth study, evaluation, consultation, and analysis of job market needs. The curriculum development policy aims to improve the quality of higher education, ensure the relevance of the curriculum to the demands of the times, and ensure equal access to education. Challenges in curriculum development include rapid changes in the world of science, limited resources, and multidimensional needs. This research provides an understanding of higher education curriculum development policies in Indonesia, as well as contributing to the improvement and refinement of existing policies to support the development of quality human resources.

Key Improvements to the Army's Suicide Prevention and Intervention Training: An Interagency Collaboration to Develop the New "ACE Base +1" Curriculum.

Suicide is a prevalent problem impacting the military community. The U.S. Army recognized the need to address this complex issue; one line of effort has been to provide suicide prevention and intervention education and training that is informed by current research, doctrine, and implementation best practices. The purpose of this article is to outline and present the genesis of the Army's new suicide prevention and intervention training-"Ask, Care, Escort (ACE) Base +1"-that aligns with the DoD newly published regulation-driven initiatives. The development of the "ACE Base +1" curriculum was a collaborative effort between two organizations within the Defense Health Agency: The Defense Centers for Public Health-Aberdeen and the WRAIR. A multidisciplinary team was formed by selecting specific operational and subject-matter experts from each organization based on educational qualifications and practical experiences expected to aid the development of curriculum content (e.g., subject-matter experts) and/or the training design. Revisions to the curriculum were informed by the Army's existing suicide prevention training module, current research in suicide prevention and public health, updated and relevant Army regulations, and current public health policy guidance from the CDC and the Department of Suicide Prevention Office. A detailed account of the systematic and iterative curriculum development process is provided. The interagency collaborative efforts resulted in a suite of training products, "ACE Base +1" version 1.3 that is modernized in training content, delivery methods, and design. Four primary elements shaped the final products: (1) A modular framework allowing a tailored approach to mandatory training, (2) a public-health approach that focuses on earlier intervention opportunities while building trust and cohesion, (3) a training design centered on peer discussions and behavioral rehearsal, and (4) an expansion of the curriculum to be inclusive of the entire Army community. Practical implications for each element are discussed.As the program of record, "ACE Base +1" training satisfies the annual requirement for all Active Army, Army National Guard, U.S. Army Reserve, and Department of the Army (DA) civilians. Both the training content (e.g., public-health concepts) and design of "ACE Base +1" reflect a comprehensive approach, focused on developing concrete, applicable skills that support the shared responsibility to suicide prevention and intervention. Limitations, such as delayed interagency collaboration and time constraints, are discussed. Future directions include recommendations for future curriculum projects, specifically within military populations, such as interprofessional, interagency collaboration, and selecting a multidisciplinary team of subject-matter experts. Additionally, WRAIR plans to continue their support to Directorate of Prevention, Resilience and Readiness with the expansion of the +1 menu of trainings, ongoing program evaluation, and longitudinal analysis to inform future revisions and ensure the content and delivery methods remain modernized, relevant, and effective.

Kolaborasi Guru dan Manajemen Sekolah dalam Pengembangan Kurikulum Efektif

This research aims to identify the role of collaboration between teachers and school management in developing an effective curriculum at SMP Plus Darussalam. The research method used is a qualitative approach with a case study design. Data was collected through in-depth interviews with school principals, teachers and students, as well as participatory observation and analysis of documents related to the curriculum. The research results reveal that close collaboration between teachers and school management is very important in designing and implementing a curriculum that suits students' needs. Collaborative involvement with various parties enriches the curriculum development process, increases the relevance of the material, and facilitates responsive adjustments to educational challenges. This research concludes that a collaborative approach not only improves curriculum quality but also increases teacher satisfaction and student motivation. The implication of these findings is the need to integrate collaborative models in curriculum development in other schools to achieve more adaptive and effective education, as well as strengthen a supportive and inclusive learning environment.

Exploring new frontiers in nursing education: Assessing the role of generative AI (chat GPT) in aligning family nurse practitioner coursework to AACN’s new essentials

Background and purpose: Integrating Generative Artificial Intelligence (Gen AI) in higher education, specifically within health sciences, is increasingly recognized for its potential to enhance educational outcomes and efficiency. The American Association of Colleges of Nursing (AACN) mandates the alignment of Family Nurse Practitioner (FNP) programs with its 2021 Essentials, a competency-based educational framework encompassing hundreds of specific standards. This study aims to evaluate a novel use of Gen AI: how effectively can a custom-trained gen AI tool (custom GPT from ChatGPT), align FNP course assessments with the AACN’s New Essentials, thereby potentially reducing faculty workload and improving curriculum accuracy.Methods: Through dialogue and uploading of relevant documents, a custom GPT (called Mapper) was trained from one FNP course to the subcompentencies within the 2021 Essentials. The Mapper was then used to align the assessments from one FNP course. The Mapper’s output was then compared to content expert alignments to assess accuracy.Results: Across all 10 domains of the AACN Essentials, the Mapper aligned with expert analysis with moderate to high accuracy. Initial analysis indicated correct alignment rate from 44% to 93% (average 66%), which improved to 70% (p < .05) upon further refinement of the Mapper tool by content expert. Potential novel alignments (average 26%), and misalignments (average 9%), provided by the Mapper were critically reviewed, leading to adjustments to the content expert’s original alignment, which enhanced the overall precision of the alignment. For example, misalignments were reduced to only 5% (p < .05). In post-analysis, Mapper aligned AACN subcompetencies incorrectly on average 4%, while the lead faculty was incorrect on average 6%.Conclusions: Gen AI has the potential to streamline the complex process of aligning curriculum to national standards. The GPT demonstrated a significant capacity to assist in this task with minimal error rates, but expert oversight remained crucial to ensure accuracy and relevance. This synergy between Gen AI and human expertise points to a promising avenue for enhancing curriculum development and alignment processes in nursing education and other disciplines.

The Role of Supervision in Curriculum Implementation in Educational Units

Teachers are an integral part of any curriculum development process. as a component of the organizing, planning and assessment process. By creating a successful curriculum, teachers assume full responsibility for the learning process that takes place in the classroom. Therefore, it is hoped that every educator understands the importance of monitoring education in the teaching and learning process to help improve the quality of education. This research aims to find out the role of supervision in the learning curriculum. Does it have a good impact on the quality of education at school? This research is library research, namely research that uses literature (libraries) in the form of books, notes and reports of previous research results. The results of the research show that curriculum supervision is seen as a planned and organized system consisting of elements that influence achievement. learning objectives that have been set. Curriculum monitoring requires current input, background, procedures and approaches as a system. Because component criteria are always influenced by time, money, and effort, they must be chosen carefully. Each of the identified elements must be connected to each other and work together to make educational curriculum oversight successful. The role of curriculum supervision is very important for educational progress, especially in the learning process.

Academics’ experiences of university-wide top-down curriculum reform in Finland

ABSTRACT Current global drivers have challenged higher education and increased institution-wide top-down managed reforms, including curriculum reforms. As academics are vital in curriculum development, listening to their voices is essential for understanding actors’ experiences of curriculum change processes in top-down managed reforms. The present study examined spectrum and qualitative differences in academics’ experiences by analysing seven group interviews (n = 35). Using phenomenographic analysis, four different ways of experiencing the curriculum reform process were identified: (1) stilted adoption, (2) conciliation, (3) active development and (4) collaborative renewal. The categories differed according to six dimensions of variation. The study shows that top-down managed and supported curriculum change was rather well accepted by the academic staff, but several features in the function of the university administration aroused criticism and resistance among academics. By revealing the critical aspects of the curriculum development process, the study provides both a theory of curriculum development from the participants’ point of view and conceptual tools for the management and guidance of curriculum reform.

Towards human-AI collaboration in the competency-based curriculum development process: The case of industrial engineering and management education

In the endeavor to advance industrial engineering and management (IEM) education, this research underscores the imperative of supporting a dynamic and responsive adaptation of a competency-based curriculum (CBC) to meet the demands of an ever-evolving industrial landscape and job market. Our study contributes to competency-based education (CBE) by demonstrating how Artificial Intelligence (AI) can inform the definition of a CBC in the IEM field, thus initiating the pioneering steps towards a collaborative human-AI approach in CBC design. Through a stepwise methodology based on semantic analysis, text mining, natural language processing (NLP) models, informetrics approaches, and clustering algorithms, we provide data-driven insights to inform the curriculum development process. This approach enabled us to identify educational gap, particularly in domains such as digital twin engineering and human-centric IEM. Moreover, this study advocates for higher education institutions (HEIs) to embrace a more structured and collaborative approach to continuously developing competency-based curricula. In this perspective, AI (including generative AI) emerges as a valuable ally in curriculum design. This approach proves instrumental in crafting competitive and appealing curricula, especially at peripheral universities. This study culminates in an updated WING model showing how to build Industry 5.0 related curricula and a series of recommendations for engineering educators.