Curriculum Transformation Research Articles

Optimising Student Preparedness through TEL Pedagogies

This paper explores the implementation of Technology-Enhanced Learning pedagogies across four schools through scalable and cross-disciplinary collaboration at a Western Australian university. Using innovative support initiatives, co-created with academic and professional staff and students, our resources focus on bridging gaps in essential academic and digital literacies and fostering student agency and self-regulation. Grounded in transition pedagogy and adaptive learning, these initiatives enhance preparedness and inclusivity for a diverse cohort of students. We seek to address the lack of student perspectives on generative AI (GenAI) tools available to date, sharing recent data that reveals students' lack of confidence in using GenAI for learning and assessments. This paper explores GenAI’s role in shaping educational practice and provides recommendations to improve its integration. These insights will potentially complement the whole-of-institution curriculum transformation initiative at our university, emphasising the importance of feedback literacy and self-regulated learning in an evolving educational landscape. Our initiatives promote self-regulated and co-regulated learning, to enable students and staff to collaboratively improve the learning process and outcomes. Finally, this paper discusses the challenges encountered, offering actionable insights for institutions aiming to enhance student preparedness through collaboration.

A framework for curriculum transformation in quantum information science and technology education

The field of Quantum Information Science and Technology (QIST) is booming. Due to this, many new educational courses and university programs are needed in order to prepare a workforce for the developing industry. Owing to its specialist nature, teaching approaches in this field can easily become disconnected from the substantial degree of science education research which aims to support the best approaches to teaching in Science, Technology, Engineering and Mathematics fields. In order to connect these two communities with a pragmatic and repeatable methodology, we have synthesised this educational research into a decision-tree based theoretical model for the transformation of QIST curricula, intended to provide a didactical perspective for practitioners. The Quantum Curriculum Transformation Framework consists of four steps: (1) choose a topic, (2) choose one or more targeted skills, (3) choose a learning goal and (4) choose a teaching approach that achieves this goal. We show how this can be done using an example curriculum and more specifically quantum teleportation as a basic concept of quantum communication within this curriculum. By approaching curriculum creation and transformation in this way, educational goals and outcomes are more clearly defined which is in the interest of the individual and the industry alike. The framework is intended to structure the narrative of QIST teaching, and with future testing and refinement it will form a basis for further research in the didactics of QIST.

The OECD’s construction of future imaginaries for curriculum reform

ABSTRACT Offering imaginaries of the future is a significant part of the work of documents produced by national policymakers, interest groups and international organisations. In this article, we examine thematic reports on the redesign of the curriculum published by the Organisation for Economic Cooperation and Development (OECD) as part of its Education 2030 project. Our analysis is grounded in the understanding that documents transform issues through storytelling, data and visualisations. We show how thematic reports context a complex and unpredictable future by forecasting different futures based on current issues that need solutions. The storytelling that contexts the imaginaries of futures gains authority through datafication of national curricula enabled by Curriculum Content Mapping. The Curriculum Content Mapping reveals a lack of alignment with the OECD’s Learning Compass for 2030 transforming the issue of a complex future into an issue of curriculum as an instrument to potentialise the future. Hence, datafication of curriculum content serves as an instrument of governance towards specific curriculum transformations based on the OECD’s education politics towards economic growth rather than informing about future needs.

Integrating climate change education in higher education: insights from lecturers and students across disciplines in the Mekong Delta

This article examines the integration of climate change education (CCE) within the curricula of agriculture, biology education, and environmental studies majors at a university in the Mekong Delta, Vietnam. The study employs a qualitative approach, utilizing semi-structured interviews and focus groups with lecturers and students to explore their perceptions and experiences. The findings reveal diverse pedagogical strategies, such as hands-on experiences and interdisciplinary projects, but highlight significant challenges including rigid curricula, resource constraints, and limited interdisciplinary collaboration. Students expressed a need for more mandatory and practically oriented CCE, emphasizing the relevance to their local environment. The discussion contextualizes these findings within international perspectives, comparing them to global trends and highlighting the necessity for curriculum transformation to address the identified challenges. The article concludes by advocating for a more integrated and flexible curriculum that leverages digital platforms and community engagement to better prepare students for the multifaceted challenges of climate change.

Co-design practice in higher education: practice theory insights into collaborative curriculum development

ABSTRACT Higher education curricula require regular renewal. Varied expertise is needed to meet the multi-faceted challenges of curriculum development, hence the importance of collaborative approaches. Co-design is one approach to curriculum making as a relational practice, with evidence showing it can improve pedagogical quality and stakeholder involvement via a collaborative ethos that breaks through constraints of individual imagination and assumptions. The actual doing of co-design in higher education remains largely undocumented, limiting our understanding of this crucial feature of contemporary pedagogical innovation and development. This paper combines the theory of practice architectures with practitioner inquiry to explore three co-design projects within a large curriculum transformation initiative at an Australian university. Each involved a course coordinator, educational developer and learning designer working with tutors, students, industry representatives and media producers. Analysis focuses on how co-design team members connected their own actions to those of others, and how they collectively accomplished things that could not have been achieved alone. Identifying these highlights co-design as a process of learning, coming to practise differently, shaped by the site at which it unfolds, but also reshaping this wider context. This analysis sheds new conceptual light on the black box of co-design as enacted in higher education.

CHAPTER 4: the Place of Knowledge, Graduate Attributes and Technology in the 21st-Century Higher Education Curriculum

The purpose of this chapter is to explore the complexities and challenges for higher education curriculum transformation in the 21st century. More specifically, the focus is on the ways in which such transformation could place equal value to disciplinary knowledge, graduate attributes, and technology. In other words, how to enable students to learn so that they can use acquired disciplinary knowledge, graduate attributes, and technology to enable them to adapt to changes brought about by 21st-century demands. By means of a literature review as a research methodological choice, the chapter explores the value of placing disciplinary knowledge, graduate attributes, and technology side by side in the centre of the curriculum.

Multidimensional Approach to Curriculum Transformationin Increasing Multicultural Appreciation

The need for curriculum transformation in Indonesia to support multicultural education is increasingly evident. This study focuses on how a multidimensional approach to curriculum transformation can effectively enhance students' appreciation of multiculturalism. This approach fosters tolerance and respect for cultural, ethnic, and religious diversity. This study used qualitative methods. Data were collected through in-depth interviews and documentation. Data analysis using thematic coding and triangulation techniques to ensure data validity, consistency, and reliability of findings. Curriculum transformation at State Junior High School I Medan integrates cognitive, affective, psychomotor, and socio-cultural dimensions to foster multicultural appreciation. Key changes include shifting the curriculum's focus from academic achievement to developing tolerance and respect for cultural diversity. Teaching materials now incorporate multicultural perspectives, and project-based participatory learning methods actively engage students in cultural activities. Classrooms are organized to promote gender and religious balance, and assessments are more holistic, evaluating students' academic performance and involvement in multicultural activities. This transformation creates a more inclusive and culturally responsive educational environment, helping students develop the academic and socio-emotional skills needed to live in a diverse society. This approach prepares students to be more tolerant and inclusive, positively impacting their interactions in an increasingly globalized world. This research provides valuable insights for educators and policymakers on increasing multicultural appreciation among students.

Integrating employability learning and career development learning: Insights into a business school approach

This practitioner reflection shares insights based on our seven-year journey pursuing an ambitious curriculum transformation espousing partnerships pedagogy within the School of Business (SOB) at Western Sydney University (WSU). With a significant proportion of first-generation and culturally and linguistically diverse students, employability is of strategic significance for WSU. The objective was to integrate employability and career development learning while addressing confidence and self-esteem deficits among graduates. Massification of the higher education sector, new universities, courses and pathways along with the competition among university graduates for employment all compound the issue. This challenging landscape required a unique approach to achieve a fundamental shift in learning and outcomes to prepare students for life beyond university. A massive curriculum transformation was endorsed and led by a cross-disciplinary team adopting partnerships pedagogy to transform the student learning experience. This reflection documents the practitioner journey involved in developing a program expressly targeting graduate employability for business students. Emphasis is on the experiences and challenges encountered while implementing a partnership-based approach to build, sustain, and cultivate graduate employability, through the development of industry networking experiences.

Starting with the end in mind: Transformative curriculum development in Competency-based medical education (CBME)

Starting with the end in mind: Transformative curriculum development in Competency-based medical education (CBME)

Examining the level of Entrepreneurship education and development within the South African higher education: Towards entrepreneurial university

In response to unemployment and socio-economic challenges in the South Africa's higher education institutions introduces entrepreneurship education (EE) with the aim to create sustainable job opportunities. However, higher education (HE) struggles to integrate EE within the university programmes and make it as practical as possible. Furthermore, fostering entrepreneurial mindset and intentions among students is not an easy task. The primary objective of this conceptual paper is to examine the level of entrepreneurship education and entrepreneurial intentions among the students within the South African higher education. We used qualitative case study methodology, to purposive select 30 articles using a google scholar search engine. The paper was driven by three research questions, namely, what is the level of entrepreneurship education among students in South African higher education? What are the entrepreneurial intentions of these students? Does the design of the EE curriculum foster students' entrepreneurial mindset and intentions? The findings identified a need to curriculum transformation that integrate EE across various disciples; not just a stand-alone module that fails to foster a broad-based entrepreneurial mindset. Furthermore, the findings shows that policy support and infrastructural development should be geared towards the growth and sustainability of EE programs and launching of innovation hubs and other support structures within universities to provide practical EE experiences.

Analysis of the Implementation of Training and Development Programs for Teachers in the Context of Curriculum Change: Evaluation and Recommendations

The implementation of training and development programs for teachers plays a crucial role in enhancing their skills and capabilities, especially in the context of curriculum change. This study conducts a comprehensive analysis of such programs, focusing on their effectiveness, challenges, and areas for improvement. Through a literature review approach, various scholarly works, empirical studies, and best practices are examined to evaluate the impact of training and development initiatives on teacher performance and student outcomes. The evaluation encompasses aspects such as program design, delivery methods, content relevance, participant engagement, and organizational support. It delves into the strategies employed to address the evolving needs of teachers amid curriculum transformations, considering factors like technological integration, pedagogical innovations, and curriculum alignment. Furthermore, the study explores the role of continuous professional development in sustaining teacher motivation, fostering a culture of lifelong learning, and adapting to dynamic educational landscapes. Based on the analysis, several recommendations are proposed to enhance the efficacy of training and development programs for teachers. These recommendations encompass tailored professional development pathways, collaborative learning communities, mentorship programs, feedback mechanisms, and resource allocation strategies. The findings of this study contribute valuable insights to educational policymakers, administrators, and stakeholders involved in designing and implementing teacher training initiatives within the framework of curriculum change.

Challenges and Strategies of Developing Certified Anesthetist Nurse Practitioners in the Post-Pandemic Era in Taiwan

<p>臺灣的麻醉護理在專業定位、執業範圍、證照考試和標準化訓練制度等方面面臨著諸多挑戰，尤其2020 年衛生福利部雖將麻醉護理師正式納入專科護理師之制度內，但後續所推行之標準化課程也衍生出更多待解決之難題，如：未導入核心能力架構及評量機制、欠缺思考成人學習理論、龐大的訓練課程時數、麻醉專師之師資量能不足及欠缺系統性師資培育等窘境。本文提出二項教育改革的因應策略，首先是建構以勝任能力導向的麻醉專科護理教育架構並發展麻醉訓練專師之系統性評量工具，即「可信賴專業活動」，未來則需建立共創教學和共享資源文化，以促進教師之間的協作和知識分享，期能提高教學品質，並為教師和學員帶來更豐富、多元化的學習體驗。本文呼籲麻醉專師訓練應即刻進行課程再造，打破傳統以知識和時間為本的教學框架，改以混成授課、自主學習作為課程規劃與執行之原則，積極接軌「勝任能力導向教育」的全球發展趨勢，朝向共創、共享之目標邁進。</p> <p> </p><p>Anesthetist nurse practitioners in Taiwan encountered several challenges, particularly in terms of professional identity, scope of practice, certification, and standardized training programs. In 2020, the Ministry of Health and Welfare in Taiwan recognized anesthetist nurse practitioner as one of the advanced practice nurses and included them under the regulation of the nurse practitioner system. However, the implementation of the nationwide standardized training program had faced some unre-solved issues and challenges including that the lack of alignment with competency frameworks or pro-grammatic assessments, the extensive increase of training courses, neglects of adult learning theories, shortage of nurse anesthetists instructors, and lack of faculty development system for nurse anesthetist instructors. This article proposes two initiatives as responses to educational reform: 1. constructing a competency-based framework and developing programmatic assessments for training Student Reg-istered Nurse Anesthetist Nurse Practitioner (SRNANP) ; 2. establishing a culture of collaborative teaching and resource sharing. The new culture enhances teaching quality and provides a richer, more diverse learning experience for both trainers and trainees. The article emphasizes the need for im-mediate curriculum transformation in SRNANP training. It emphasizes on the removal of traditional knowledge-centric and time-centric teaching frameworks and focused on adopting blended learning and self-directed learning principles. By aligning with the global trend of competency-based educa-tion, we can actively move toward the goal of co-creation and resource sharing</p> <p> </p>

Implementasi Profil Pelajar Pancasila Dalam Kurikulum Merdeka Mandiri Berubah Pada Pembelajaran Biologi Di SMA Kabupaten Kuningan

Student Profile Pancasila, is the goal in the independent curriculum transformation, This independent curriculum also strengthens the achievement of the Pancasila student profile developed according to the themes determined by the government, where to become an outstanding and productive individual in the 21st century, one must have global abilities and character in accordance with Pancasila values. The characteristics of the Pancasila Student Profile are: having faith and devotion to the One Almighty God and noble character, global diversity, mutual cooperation, independence, critical thinking, and creativity. Analyzing the Pancasila Student Profile is developed in the learning process, in previous research, there has not been a study regarding the analysis of strengthening the Pancasila student profile. This research is qualitative research, involving participation from high school students in the 10th grade, with a total of 8 schools, data observation with analysis using triangulation. The aim is to analyze the strengthening of the Pancasila student profile in the learning process, viewed from the teaching module with 5 aspects, namely: a) The arrangement of learning objectives according to the achievement of Phase E learning and including prerequisite knowledge. b) Understanding of Biology according to Phase E. c) Project-based or case study learning. d) Literacy and numeracy. e) The Pancasila student profile in the independent curriculum seen from assessment. The implementation of strengthening the Pancasila student profile in biology learning shows that there are still deficiencies in 3 schools, especially in the arrangement of learning objectives, which are not appropriate because the competencies in the learning achievement are not stated and the strengthening of the Pancasila student profile is not included. Issues in project-based learning plans and issues in the module are not contextual and the measurement of biology understanding is in line with the Learning Outcomes, but the presentation of questions is not in accordance with the revised Bloom's taxonomy. The implementation of strengthening the Pancasila student profile in the learning process is crucial in efforts to improve the quality of education in Indonesia in accordance with the needs of the times.

Does work-integrated curriculum transformation affect learning experience, student competencies, and learning interactions? The role of teaching strategy moderation

Does work-integrated curriculum transformation affect learning experience, student competencies, and learning interactions? The role of teaching strategy moderation

Research on the Method of Practical Localization Transformation of Innovation and Entrepreneurship Curriculum

Innovation and entrepreneurship education is an important content of higher education, which is of great significance for cultivating students innovative spirit and practical ability. However, at present, there are problems in innovation and entrepreneurship courses, such as the content divorced from reality and single teaching methods, which need for practical and localized transformation. This paper puts forward the countermeasures of practical and localized transformation of innovation and entrepreneurship curriculum from four aspects of course content, teaching method, practical platform and evaluation mechanism, aiming to improve the quality and effect of innovation and entrepreneurship education.

Supporting Care Transformation Through a Comprehensive Graduate Medical Education Curricular Program in a Department of Internal Medicine.

The imperative to train physicians in skills required to lead care transformation is increasingly recognized, yet few Graduate Medical Education (GME) programs exist to meet this need. Describe the development, outcomes, and lessons learned from a novel GME care transformation curricular program. Department of Internal Medicine (IM) at Dell Medical School at The University of Texas, Austin. Between 2020 and 2023, 33 IM residents and fellows completed training with participation in the Care Transformation program. Department leadership developed a comprehensive educational and experiential program that included (1) Dell Medical School-wide Distinction in Care Transformation curriculum; (2) Primary Care Residency track with care transformation projects; (3) participation in the national Veterans Affairs Chief Resident in Quality and Safety program; and (4) Hospital Medicine Fellowship in Quality and Safety. Each trainee led a care transformation project spanning a variety of topics and settings. Graduates who responded to a follow-up survey (22 of 33 graduates) reported they used skills learned through the program in their current roles and these experiences better prepared them for fellowship and/or faculty positions. The Care Transformation program provides real-world experiences and skillsets that are increasingly valuable in modern healthcare delivery.

The exploration of academic staff’s perceptions of the concept of curriculum decolonization in the selected Eastern Cape TVET college

This study aimed to explore the perceptions of academic staff on the concept of curriculum decolonization in a selected technical and vocational education and training (TVET) college in Eastern Cape Province. South Africa has been confronted with calls for curriculum decolonization and at some point, students all over the country decided to embark on a nationwide protest asking for the decolonization of the curriculum in the institutions of higher learning between 2015 and 2016 through the #feesmustfall movement. The study focused on one Eastern Cape TVET college as an institution of higher learning as a case study. A qualitative approach was adopted, and an interpretive paradigm was employed. There are about eight TVET colleges in Eastern Cape Province offering different courses. The researcher purposively selected two lecturers from each of the five campuses, one assistant director academic and one deputy principal academic to get to a sample size of 12. Critical theory guided this investigation. Data was analysed thematically. The study revealed that some academics do not know what decolonization all is about. There is no formal involvement of lecturers, when it comes to the process of curriculum decolonization at the said TVET college, however, there are engagements on general perspectives about transformation in TVET college sector. The study recommends that TVET colleges should develop a policy on curriculum decolonization. TVET colleges should form a committee that will look at matters of curriculum transformation, which should be inclusive of lecturers, students, managers, and relevant external expects of curriculum transformation.

Balancing Tradition and Modernity: Evaluating the Impact of Pesantren Leadership on Curriculum Transformation Outcomes

Balancing Tradition and Modernity: Evaluating the Impact of Pesantren Leadership on Curriculum Transformation Outcomes

Successful Integration of Cultural Learning Into English Teaching: Curriculum Transformation and Implementation

Successful Integration of Cultural Learning Into English Teaching: Curriculum Transformation and Implementation

Towards decolonisation of primary school education in South Africa

Background: Despite the end of apartheid in South Africa in 1994, most black schools in the country still embrace coloniality through policies and practices. This leads to disempowerment, loss of identity, inequalities and inferiority in the learners, which are nurtured till their adulthood. It is therefore important to decolonise the inherited curriculum and recognise African identity, culture and system as valuable for Africans.Aim: This article aims to explore coloniality within the primary school education system in South Africa and aims to motivate curriculum transformation that will divest coloniality in Africa.Setting: This article centres around South African Primary schools.Methods: This article employs a desktop approach and a systematic literature review. To collect the data, the study selected articles from different search engines such as EBSCO, Science Direct and Google Scholar. This enables the synthetisation of previous works to provide knowledge on the topic. The decoloniality theory underpins the study.Results: Primary school education in South Africa is influenced by coloniality; hence, there is a need for transformation.Conclusion: The primary school curriculum in South Africa needs to be revised in a decolonised manner to suit a multi-racial or ethnic South Africa for the realisation of an equitable and just future for Africans.Contribution: This article provides knowledge about coloniality within the context of primary schools in South Africa and further recommends curriculum transformation to a truly African manner. It thus aligns with the journal’s theme and scope, which is the interrogation of coloniality in South African primary schools.