University Curriculum Research Articles

INTEGRATING THEORY AND PRACTICE IN CREATIVE DISCIPLINES: A LONGITUDINAL STUDY OF (RE-)ADAPTIVE LEARNING MODELS AND COMPETENCE DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE

This study scrutinises the prevailing paradigm of disseminating knowledge through conventional instructional methodologies such as lecturing, which often fail to cultivate the comprehensive skill sets requisite in contemporary professional environments. It addresses the disconnect between traditional teaching practices and learner expectations by proposing innovative instructional design frameworks. This research contributes to filling extant gaps in the literature regarding the dynamics of competence development across university curricula, where previous studies, overly reliant on self-assessments, have not adequately captured these dynamics. Employing a longitudinal, mixed methods approach and multiple forms of triangulation, this study comprehensively examines the processes of constructing, modifying, and enhancing professional knowledge, skills, and attitudes. It embraces technological integration, individualization, the transfer of theory into practice, re-adaptive teaching, and adaptive course methodologies. The significance of the findings is profound, offering critical insights into enhancing professional competence across diverse academic disciplines.

전국 교육대학교 실과교육과정 비교 분석

This study aimed to identify an optimal direction for curriculum development by comparatively analyzing the practical arts curriculum at universities of education nationwide. To this end, the study analyzed the curriculum for the class of 2024 at 10 universities, categorizing the curriculum into liberal arts and major courses, with subjects offered and corresponding credits (hours) analyzed. The study found significant differences in practical arts-related subjects offered across the universities. There were almost no required courses offered in general education, no elective subjects in the subject education and practice areas of the major curriculum, and no required subjects in the creative experiential activities. However, in the advanced course area, both required and elective subjects were offered for each practical arts education academic area, with home economics science being the most open. These results suggest a need to increase subject offerings in areas with insufficient or no availability and to ensure their incorporation into future practical arts education courses. For the practical arts curriculum of universities of education, the direction and content of curriculum innovation should reflect changes in the future educational environment. Moreover, efforts should be made to develop a platform to share and utilize information related to the practical arts curriculum.

Unified Portal for Developing Model Curriculum for Universities

Unified Portal for Developing Model Curriculum for Universities

혁신적 교수법 만족도가 기업가적 역량 및 창업의도에 미치는 영향에 관한 연구

In order for universities as higher education institutions to cultivate 21st century talent, it is a time when there is an urgent need for changes in the university education paradigm, such as applying new teaching methods at the micro level and reforming the university curriculum at the macro level. In this study, we applied various innovative teaching methods to entrepreneurship courses operated at universities and empirically analyzed the impact of the satisfaction perceived by learners on their entrepreneurial capabilities and intention to start a business. As a result of the study, satisfaction with innovative teaching methods was found to have a significant positive (+) effect on entrepreneurial competency and intention to start a business, and entrepreneurial competency also had a significant positive (+) effect on intention to start a business. Through this study, we were able to verify that innovative teaching methods such as PBL and flipped learning, which have been actively promoted in recent university education settings, can enhance the ultimate effectiveness of entrepreneurship education, including enhancing entrepreneurial capabilities and intention to start a business. However, follow-up research is needed on the selection and application of appropriate and efficient innovative teaching methods, evaluation and feedback, etc., taking into account the individual capabilities and levels of learners and the characteristics of entrepreneurship education in detail.

A cross-sectional study of university students' awareness, knowledge, and attitudes on organ donation and transplantation in Northern Cyprus.

Understanding the knowledge and attitudes of university students regarding organ transplantation and donation is crucial, as these students can significantly influence public opinion and behavior. This study aims to assess the knowledge and attitudes of North Cyprus University students towards organ transplantation and donation. A cross-sectional study was conducted with 400 students from Northern Cyprus University, divided into medical and social science faculties. A structured questionnaire was utilized to assess their knowledge and attitudes towards organ transplantation and donation. Descriptive statistics, Chi-square tests, and effect size calculations were employed for data analysis. Among the 400 students, 27% demonstrated sufficient knowledge of organ transplantation, and 62.7% had positive views on organ donation. Willingness to donate was expressed by 37% as living donors and 64% as deceased donors. There were no significant differences in knowledge and attitudes between medical and social science students. Factors such as sex, marital status, faculty, and contact with individuals with end-stage organ failure did not significantly influence the knowledge and attitudes. This study highlights the necessity for educational interventions and awareness campaigns to improve understanding and attitudes towards organ donation among Northern Cyprus University students. Incorporating organ donation education into university curricula, providing accurate online information, addressing misconceptions, and promoting awareness of donation centers and transplant hospitals are essential steps to mitigate organ shortages. Public engagement should be encouraged to foster a supportive environment for organ donation.

Enricher learning: Bridging the gap between academics and practicing accounting professionals

The objective of this study is to investigate diverse methods of enhancing learning in the field of accounting while bridging the gap between academic knowledge and the practical skills required by accounting professionals. The research employed a systematic literature review and utilized bibliometric analysis to assess enriching learning in accounting. Through methodological mapping, this research sheds light on emerging trends in the global adoption of new technologies, the integration of technology-enabled practices among accounting professionals, and the prevailing preferences influencing revisions to academic curricula in universities and colleges. Most studies emphasize the importance of integrating technology into accounting classrooms to enhance the learning experience. Beyond pinpointing the disparity between academic theories and practical accounting needs, this paper provides a robust framework for further research into enriching learning in accounting. The findings of this study hold significant implications for academia, higher education institutions, and policymakers. They underscore the importance of understanding enriching learning in accounting, as effective technology-enabled teaching and learning strategies play a pivotal role in equipping new graduates with the skills necessary to pursue their career goals and meet industry standards.

Perceptions of Students of Education Sciences on Research Ethics and (Re)Formation of the University Curriculum

Perceptions of Students of Education Sciences on Research Ethics and (Re)Formation of the University Curriculum

ASSESSING THE INFLUENCE OF ARCHITECTURAL TEACHING METHODS ON ADVANCING SUSTAINABLE ARCHITECTURAL PRACTICES

This study investigated the role of architectural education in Nigeria in preparing professionals for sustainable architectural practice, with a particular focus on advancing Sustainable Development Goal 4 (SDG 4). It assessed the relationship between the teaching methods employed in delivery of the architecture curriculum of universities and sustainable architectural practice among professionals. Using positivism as the philosophical stance, a quantitative approach was taken. Regression analysis was employed to analyse teaching methods and its impact on architects' professional practice. Findings revealed that educators who place emphasis on meeting deadlines, employed teaching methods that are flexible enough to adapt to changing needs, and adopting the practice of professional ethics in their teaching delivery have the highest positive influence on future architectural practice of their students. On the flip side, educators who accepted submission from students that were carelessly put together, and capitalize on relationships with their students (such as favouritism) tend to negatively affect the future architectural practice of their students. This research also revealed the crucial impact of architectural education approaches on advancing sustainable architectural practices in Nigeria, aligning with the objectives of SDG 4. It underscores the importance of teaching methods and recommends constant updates of teaching methods at the faculty level so as to have products who have a highly sustainable practice. Keywords: Architectural education, Architectural practice, Sustainability, Teaching methods

Obstacles to developing the university curriculum for active learning: A field study on a sample of university professors

نسعى من خلال الدراسة الحالية الى بيان طبيعة المعوقات التي تعوق تطوير المنهج الجامعي للتعلم النشط من خلال دراسة ميدانية على عينة من الاساتذة الجامعيين بلغت(100) فرد حرص الباحث على اختيارهم بشكل عشوائي وفق عدد من المتغيرات, ولجمع البيانات والمعلومات، تم تصميم استبانة بمجموعة من الابعاد ,وقد تحقق الباحث من اختبارات الصدق والثبات للاستبانة، وبعد ذلك طبقت الاستبانة على عينة البحث وقد توصلت الدراسة الى ما يلي: ان الاستبانة ككل حصلت على وسط حسابي (4.15) وهو يمثل الوزن المئوي(83%)، وبالتالي فالتعلم النشط جاء بمستوى جيد جدا ان مجال (المتعلمين) ومجال(الادارة الجامعية) احتلت المركز الاول ,اما المركز الثاني فكان من نصيب (مدرسي المنهج).

Study on the Ideological and Political Smart Teaching Model for Higher Vocational English Curriculum Based on the Production-Oriented Approach

With the comprehensive promotion of ideological and political education in college curricula, the reform of ideological and political education in higher vocational English curricula has also been fully implemented. To explore the integration of ideological and political education with English teaching based on the production-oriented approach (POA) theory, the paper proposes an innovative smart teaching model of integrated learning and application based on language context under the theory of ideological and political education in the curriculum, guiding students to engage in production-oriented language learning and achieving good learning outcomes. Based on this, the paper analyzes and studies the ideological and political smart teaching model of vocational English courses based on POA, and takes the comprehensive English course in Chongzuo Preschool Education College as an example to explore in depth for reference.

Awareness and knowledge of dementia and its communication disorders amongst Brazilian speech and language therapists.

Speech and language therapists (SLTs) play an important role in assessing and rehabilitating communication disorders in people with dementia, but there is evidence to suggest that they do not receive appropriate training to provide management and support during their training. To investigate the level of awareness and knowledge that practising SLTs from Brazil have about dementia and their role in the care of dementia through an online survey. An online survey tool was developed to collect information from practising Brazilian SLTs regarding their knowledge about dementia, awareness about their role in the care of people with dementia, and opinions on how SLTs may be better prepared to work in the dementia field. The survey was disseminated via social media, websites, and e-mail lists of researchers and stakeholders. A total of 227 SLTs completed the survey. Participants showed good knowledge of dementia in general, while their answers were less accurate on primary progressive aphasia. Regarding the awareness by SLTs of their role in the care of people with dementia, most agreed or strongly agreed that SLTs could help people in the diagnosis, treatment and prevention of dementia (> 80%). However, fewer participants agreed or strongly agreed that they felt confident in contributing to the treatment and diagnosis process of dementia (about 50%). To improve the training of SLTs in Brazil, most participants believed that it would be necessary to improve the teaching of dementia at the undergraduate speech and language therapy curriculum level and to develop recommendations or guidelines about speech and language therapy practice in dementia. The results of this survey point to a need for improvement in the knowledge and confidence of Brazilian SLTs about dementia. To reach this goal, targeted training courses and applied practice opportunities should be embedded within university curricula and training programmes. What is already known on the subject Many studies confirm the importance of speech and language therapy in the non-pharmacological treatment of people with dementia. However, other evidence suggests to a possible lack of training for Brazilian SLTs, especially in the curriculum of undergraduate courses. What this paper adds to existing knowledge This study reveals that Brazilian SLTs have substantial knowledge of dementia and recognize the significance of their role in treating people with dementia. However, a minority expressed confidence in their ability to assess and treat people with dementia. What are the potential or actual clinical implications of this work? The findings of this research demonstrate that Brazilian SLTs have good knowledge of dementia and endorse their professional role in dementia care; however, they lack confidence in their own skills and expertise in diagnostic assessment and treatment of dementia. Interventions aimed at boosting the SLT's confidence level could lead to improved patients outcomes and overall quality of care within clinical settings.

Mapping pedagogies of education for sustainable development in Scottish higher education institutions

Sustainable Development Goal (SDG) target 4.7 promotes education for sustainable development (ESD), urging higher education institutions (HEIs) to prepare students to address global sustainability challenges. Currently, the target indicators do not assess how ESD is enacted in HEIs, making ESD provision a black box in achieving SDG 4.7. This article proposes an analytical tool based on actor–network theory (ANT) to ‘unpack’ the black box of ESD pedagogies in HEIs. ANT allows a closer look at the web of human and non-human actors and their interrelations, visually mapping how ESD pedagogical practices are enacted. Drawing on public sustainability reports and ESD-related web pages of eight Scottish HEIs, we employed a hybrid data analysis approach to produce such a map. The aggregated actor–network map reveals clusters such as university sustainability bodies, ESD-related programs, curriculum elements, co-curricular training, and sustainability awards. Also, Scottish HEI reports and web pages tend to emphasise and quantify what is taught regarding sustainability issues and not elaborate on how ESD is taught. This way, ESD pedagogical practices, connecting students, educators, and curriculum to produce transformative learning, are missing in university reporting. Making those practices visible would provide further solid evidence of Scottish HEIs’ contribution to SDG 4.7.

The Correlation of the Concept of «Traditional Spiritual and Moral Values» and the Foundations of the Constitutional System of the Russian Federation as a Semantic Issue of Russian Statehood for Public Discourse

The paper presents the author’s viewpoint and assessment of existing attempts in public discourse to reflect on the current situation of society and the state through the choice of an ideological paradigm, interpretations of the relationship between the concept of «traditional spiritual and moral values» and the foundations of the constitutional system of the Russian Federation. The author presents semantic, substantive meaning of this question and a scientifically based answer thereto, including for the discipline «Fundamentals of Russian statehood» that was introduced into the universities curricula. It is concluded that «traditional spiritual and moral values» is essentially a framework. Not being a rigid, once and for all established construct, it experiences a modification of its content, expression, semantic accents as society develops and strives for a meaningful basis, which is the universal, supra-constitutional values of human society, which have found consolidation in the foundations of the constitutional system of the Russian Federation. Therefore, at the present stage there are no grounds for contrasting these categories. The author substantiates the viewpoint according to which it is logical to correlate the concepts under consideration based on the idea of constitutional patriotism. Awareness of the potential of the idea of constitutional patriotism as a civic value, its social and personal internalization and transfer to the category of an integral component of the identity of a citizen of the Russian Federation is named as the desired result of social development.

Evaluation of future nurses' knowledge, attitudes and anxiety levels about artificial intelligence applications.

Evaluating future nurses' perspectives on artificial intelligence, determining their missing or incorrect information on the subject and determining their anxiety levels are of great importance in terms of providing science and technology-based health services in the future. This research was conducted to evaluate the knowledge, attitude and anxiety levels of future nurses about artificial intelligence applications. The research was a descriptive type, conducted with 552 nursing students. In collecting data, 'Data collection form' and 'Artificial Intelligence Anxiety Scale' (AIAS) were used. Analysis of data was performed with descriptive statistics, Kolmogorov-Smirnov, Shapiro-Wilk, Spearman, Mann-Whitney U and Kruskal-Wallis tests. In the study, p < 0.05 value was considered statistically significant. It was determined that the students' average AIAS score was 51.68 ± 12.32. It was determined that 95.3% of the students did not receive training on artificial intelligence, and 94.0% did not have artificial intelligence-related subjects in their school courses. It was determined that 79.2% of the students wanted artificial intelligence-related subjects to be included in school courses. In the study, it was determined that the artificial intelligence anxiety levels of nursing students were high. It has been determined that students with negative feelings about artificial intelligence have higher artificial intelligence anxiety levels. Our suggestion; adding courses or subjects related to artificial intelligence to the university curriculum and starting to include nurses in the working processes during their student years.

Conhecimento ético e deontológico dos estudantes de medicina sobre a doação de órgãos e tecidos no Brasil

Organ donation and transplantation have been taking place in Brazil for decades, acting as an effective alternative for individuals who do not benefit from conventional treatments. This requires a regulatory framework that allows for organ removal while respecting bioethical and legal standards. This study aims to assess the knowledge of future health professionals regarding the ethical and deontological issues involved in organ and tissue donation. This descriptive and qualitative study was carried out with medical students from the first to the fifth year at a university in the west of the state of Paraná, Brazil, with a sample of 131 participants. The results showed 84.7% of students had never attended classes on the subject during their undergraduate years. Despite this lack of formal education, 53.4% correctly identified the concept of brain death. Additionally, 94.7% expressed willingness to donate their organs and 31% believed certain groups should be excluded from the transplant list. The findings suggest a gap in university curricula regarding the subject, yet students are actively seeking alternative ways to gain knowledge. Moreover, there was a high acceptance rate among students for post-mortem organ donation. Opinions diverged significantly on ethical and individual issues such as the exclusion of people from the transplant list.

A Systematic Review of Resilience, Anxiety, and Suicidal Ideation in Adolescents

Suicide is a big challenge in India. Adolescents frequently experience anxiety and suicidal ideation worldwide. Resilience is the capacity to bounce back from adversity and adjust to challenging circumstances. The purpose of this research is to understand the relationship between anxiety and resilience in suicidal ideation. We studied 54 citations of which 13 were found to be relevant and included in this study. The finding of the study is that there is a significant relationship between the level of anxiety with suicidal ideation. It is also found that resilience is negatively correlated with suicidal ideation. Internal elements (personal traits, positive self-esteem and coping abilities) and external factors (inclusive environments and social support systems) all contribute to youth resilience, with age, gender, and indigenous identity playing crucial intersecting roles. Throughout the result, it can be concluded that a significant positive correlation was found between suicidal ideation and anxiety in adolescents. Adolescent suicide ideation decreases with decreasing anxiety levels. Suicidal ideation and resilience were discovered to be strongly and negatively associated to each other. The main strategy to prevent youth suicide is to foster resilience, however it's unclear how exactly these factors could shield young people from suicidality. From the conclusion, it is suggested that more intervention techniques be introduced that promote resilience among adolescents specifically, should be taken into consideration and incorporated into the school, and college curriculum.

Cocreating eating disorder education solutions: A design thinking approach to dietetics curricula in Australia.

As the prevalence of eating disorders continues to increase, there is an urgent need to equip the emerging dietetics workforce to provide care to this growing population. The present study aimed to describe a five-step design thinking process that was applied to brainstorm ideas and develop and test solutions for consideration in the future. A pragmatic, five-step design thinking approach was used during a 1-day, in-person design thinking retreat. Purposive sampling was used to identify key stakeholders, including subject matter, learning and teaching, as well as lived experience experts, dietetics students and recent graduates. Reflexive thematic analysis was used to analyse brainstormed and design solution ideas. Seventeen participants attended the design thinking retreat in April 2023. Four education prototypes were developed and tested by stakeholders including: (1) a change to accreditation requirements for dietetics curricula; (2) a multimodal learning package for penultimate year students; (3) embedding disordered eating and eating disorder content into existing curriculum and upskilling educators; and (4) codesigning an eating disorder module. The design thinking retreat engaged a variety of stakeholders in curriculum design resulting in an array of prototype approaches that aimed to embed eating disorder content into university curricula. Further research is needed to test the prototypes and understand what impact this has on dietetics students' feelings of preparedness to provide care to people seeking this support.

Does Every Computer Scientist Need to Know Formal Methods?

We focus on the integration of Formal Methods as mandatory theme in any Computer Science University curriculum. In particular, when considering the ACM Curriculum for Computer Science, the inclusion of Formal Methods as a mandatory Knowledge Area needs arguing for why and how does every computer science graduate benefit from such knowledge. We do not agree with the sentence “While there is a belief that formal methods are important and they are growing in importance, we cannot state that every computer science graduate will need to use formal methods in their career.” We argue that formal methods are and have to be an integral part of every computer science curriculum. Just as not all graduates will need to know how to work with databases either, it is still important for students to have a basic understanding of how data is stored and managed efficiently. The same way, students have to understand why and how methods work, what their formal background is, and how they are justified. No engineer should be ignorant of the foundations of their subject and the formal methods based on these. In this paper, we aim to highlight why every computer scientist needs to be familiar with formal methods. We argue that education in formal methods plays a key role by shaping students' programming mindset, fostering an appreciation for underlying principles, and encouraging the practice of thoughtful program design and justification, rather than simply writing programs without reflection and deeper understanding. Since integrating formal methods into the computer science curriculum is not a straightforward process, we explore the additional question: what are the trade-offs between one dedicated knowledge area of formal methods in a computer science curriculum versus having formal methods scattered across all knowledge areas? Solving problems while designing software and software-intensive systems demands an understanding of what is required, followed by a specification and formalizing a solution in a programming language. How to do this systematically and correctly on solid grounds is exactly the supported by Formal Methods.

The impact of design thinking on the learning of basketball and badminton

This study investigated the impact of the design thinking strategy on students' acquisition, learning, and maintenance of basketball and badminton skills. Using an experimental method, researchers compared two groups: an experimental group (Group A) that utilized the design thinking strategy and a control group (Group C) that used traditional teaching. The sample consisted of 58 third-year students from the Faculty of Physical Education and Sports Sciences at Al-Mustaqbal University, representing both groups. The acquisition test, prepared by the researchers, covered comprehension, interpretation, and application of concepts. It followed the same lesson sequence as the control group. Pre-existing basketball and badminton skills tests from the Hilla College curriculum were used. Statistically significant differences were found between the experimental and control groups, with the experimental group outperforming the control group in both the acquisition (p &lt; 0.05) and maintenance tests (p &lt; 0.05). The design thinking strategy effectively enhances the acquisition and maintenance of basketball and badminton skills compared to traditional methods. It also increases student engagement by fostering active participation, discussions, and creative problem-solving.

Metaverse VR technologies in contemporary Chinese music education

ABSTRACT The research purpose is to explore the need to introduce innovations in the curriculum and the classroom in music colleges and universities influenced by virtual reality multimedia environments with elements of metaverse VR technologies. Particular attention is paid to the metaverse platforms with VR games in academic disciplines such as Applied Music, Fundamentals of Composition, and Learning to Play Musical Instruments. The practical part involves the analysis of the experimental and control groups of 240 individuals, selected and structured using the sampling method and the quasi-experimental method. Method Questioning is used by scholars to summarise the information and survey results collected from students. The experiment reveals that up to 72.2% of students suppose that the introduction of the art course based on digital multimedia virtual reality is effective, and their music teachers prefer to use multimedia virtual reality learning tools. The gamification elements in different musical disciplines are interesting for 78% of students. The results’ significance is the possibility to adapt the music curriculum in colleges to students’ needs. Further research is needed to evaluate the use of VR technologies for musical workshops as part of playing musical instruments and the basics of musical composition.