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Promoting diversity in the scientific workforce is crucial for harnessing the potential of available talent and ensuring equitable access to Science, Technology, Engineering, Mathematics, and Medicine (STEM-M) careers. We have developed an innovative program called Postbaccalaureate Research Opportunity to Promote Equity in Learning (PROPEL) that provides scientific and career development training for postbaccalaureate scholars from historically excluded backgrounds in STEM-M fields with an interest in pursuing a PhD or MD/PhD degree. Our program is distinct from other postbaccalaureate programs in that scholars are hired by individual labs rather than funded centrally by the program. This funding mechanism removes the idea that central funding is necessary to encourage faculty to train diverse scholars and allows the program to scale dynamically according to the needs of the scientific community. The PROPEL program started in 2020 with six scholars and has since grown to an enrollment of over 100, making it the largest postbaccalaureate program for biomedical research in the country. Here, we describe the program structure and curriculum, our strategy for recruitment, the enrollment trends, the program demographics, metrics of scholar engagement, and outcomes for scholars who completed the program in 2023. Our experience demonstrates the strong demand from both scholars and faculty for programming of this type and describes the feasibility of implementation.

This paper uses sensemaking theory and frame analysis to examine how a non-system actor's framing for advancing LGBT inclusion, what they called "code-switching," was taken up. Drawing on qualitative interview data generated as part of a larger mixed-methods study, this article examines the material and ideological affordances and constraints of elementary educators implementing the Inclusive Curriculum Law in Illinois (House Bill 246), a law promoting LGBT representation in history textbooks and curriculum. Findings highlight how the impetus to code-switch created a disconnect between policy and perceived practice, which in turn complicated organizational efforts to transform inclusive instruction. As our analyses illustrate, problem framing--refracted here through a non-system agent--not only shaped the direction of proposed solutions but also played a critical role in coordinating individual action and sensemaking.

This study was conducted to determine whether the mock board examination performance can predict a candidate's performance in the Licensure Examination for Certified Public Accountants (LECPA). It covered the Bachelor of Science in Accountancy (BSA) graduates from a higher education institution in Pagadian City, Zamboanga del Sur, Philippines, who took the mock board examination and were first-time LECPA takers from the October 2022 to May 2023 batches. Participants were directly included in the study. A simple linear regression analysis was utilized to determine whether a candidate's performance on the mock board could predict their LECPA performance. The model summary revealed a value of 0.474, which is below 0.5. Therefore, the study concluded that the mock board examination can predict overall LECPA performance. This result implied that higher scores on the mock board examination correlate with a higher probability of passing the LECPA. Based on these findings, the learning institution should regularly improve the mock board examinations. Suggestions include aligning the difficulty level of the mock board with the LECPA and having the assessment conducted by a Certified Public Accountant (CPA) examiner other than the mock board lecturer.

Course-based, service-learning, study-away opportunities for university students can result in transformational learning for students. Within the context of Mezirow's transformative learning theory (2008), this study explored university students' perceptions of a course-based, service-learning, study-away experience in a culture greatly different from their own. Students participated in a semester-long course with a spring break service-learning study-away experience in the Zuni Pueblo, an indigenous community in New Mexico. Data included individual and group reflections during and after the trip as well as post-graduation (i.e., 3.5-4.5 years after the course). Student reflections indicate that course-based, service-learning, study-away experiences for university students, especially one that provides cross-cultural experiences, can result in transformative learning that may have lasting personal and professional effects. The results of this project may be used by faculty and administrators in academia to provide creative, comprehensive, and transformational intercultural opportunities for students, helping to create leaders in their fields.

In an increasingly complex and uncertain world of the future and aligned with the emergence of Society 5.0, exploring alternative futures of education and the curricula in terms of fulfilling the mission of education systems is necessary. Therefore, this study set out to do foresight for the primary school curriculum in Iran. The study was conducted using the scenario planning method, which resulted in four alternative scenarios. The first scenario, called "The Magic School Bus" represents "curriculum as a personal roadmap." The second scenario, entitled "The Pursuit of Happyness" describes the "curriculum revival." The third scenario, named "The Ice Age" represents the "curriculum collapse." The fourth scenario, entitled "Dead Poets Society" narrates the situation of "curriculum in limbo." The findings showed that innovation comes from agency of players rather than impeccable structures and requires a transformation in perspectives about the educational aims in the digital era, as well as an increase in the authority and empowerment of schools. A key policy priority should thus be developing practical ideas for reshaping the curriculum and producing prototypes of future-proof educational models.

Peer-assisted learning and group facilitation have been proven to foster active participation in small-group learning, and these effective teaching modalities have been shown to enhance learning outcomes. This study introduced a student peer facilitator role in an anatomy small-group curriculum for pre-clerkship medical students and explored its impact on academic performance and retention. Students were required to rotate through this facilitator role and lead their small group during their designated sessions. Data collection methods included pre-course and post-course surveys, individual quiz grades, and retention quizzes sent 1 month after each quiz. Overall, the data revealed a significant increase in the overall combined quiz averages across the curriculum for facilitators compared to participants despite having no notable increase in preparation time (p = 0.004). While facilitators scored significantly higher on the course quizzes, the slight increase in their average retention quiz scores was not significant. This study was unable to identify any significant benefits to retention for either facilitators or participants. In all, this study suggests that a peer facilitation paradigm can be an effective educational modality for medical students, and future studies should explore ways to improve knowledge retention through this role.

In music educators' endeavoring to integrate equity into our curriculum, adopting a rhizomatic approach could provide a valuable perspective for reassessing the Western classical tradition as the norm. From a philosophical perspective, the rhizome is perceived as an interconnected multiplicity, where various elements are intricately connected without a central or hierarchical control system. In essence, a rhizomatic approach is more expansive than top-down alternatives and inherently places greater emphasis on equity. Given a rhizome's noncentered and nonhierarchical nature, the concept of a rhizome encourages engagement with music comparatively or relationally, fostering a broad perspective that recognizes the interconnectedness between musics. More importantly, lessons using a rhizomatic approach may promote teachers and students to view all forms of musics as equally significant, honoring diverse musical traditions rather than exclusively prioritizing Western classical heritage.

Although the written physical education curriculum is the same throughout the country, the implementation phase in schools differs from each other. Hence the purpose of this study is to examine the implementation process of the 5th-grade physical education and sports curriculum (2018) in different school contexts. Case study pattern was used. The participants of the study are two physical education teachers in Eskisehir. The data collection process consisting of observations, interviews, and field notes was completed in the fall semester of the 2018-2019 academic year. As a result of the analysis, the implementation process of the curriculum sub-theme which is related to the main theme of "taught curriculum", was reached. In conclusion, it can be said that the implementation process in schools is mostly teacher-centred, including the teaching of sports techniques and evaluating the psychomotor domain. It was observed that the game-based and student-centred structure of the updated curriculum was not sufficiently implemented by the teachers in the study. Also, it can be stated that the sufficiency of physical education course materials and the suitability of the areas used in physical education lessons are important factors in the implementation process of the curriculum.

This article explores the limitations of traditional maximum performance tests in psychological assessments within educational settings, highlighting the need for efficiency assessments to better understand students' real-world capabilities. While maximum performance tests like IQ and achievement tests reveal peak abilities under optimal conditions, they often fail to reflect students' proficiency and speed, crucial for classroom success. Efficiency assessments, such as Curriculum-Based Measurements (CBMs), provide valuable insights by evaluating both accuracy and speed, offering a more practical measure of skill mastery. By integrating these assessments, psychologists can more accurately identify areas of need, inform targeted interventions, and monitor progress, ensuring tailored support for each student's unique learning profile. This comprehensive approach enhances academic development, ensuring that students receive the necessary support to thrive in educational settings.

Antiblackness is a persistent feature of American society with continued implications for the experiences, outcomes, and well-being of Black communities. In the wake of widespread protests against antiblack police brutality and heightened awareness of racial injustices in 2020, federal, state, and local political actors swiftly began a concerted effort to maintain the illusion of racial progress within the United States. These efforts, which we identify as manifestations of what Carol Anderson (2016) describes as White rage, have taken the form of educational censorship policies that have been successfully enacted in at least 18 states. This study interrogates the policy development process of two such censorship policies in Texas and North Dakota. Drawing on Black critical theory and insights from critical policy analysis, we demonstrate the ways that antiblackness was made legible in the policy development process and conclude with recommendations for combatting the further spread of antiblack educational censorship.

School teachers must be prepared for ongoing, unpredictable and rapid changes in the world, therefore, they need specialised and general knowledge to be able to think independently and imaginatively. The purpose with this article was thus to report on the effectiveness of a self-directed professional development (SDPD) intervention that guided teachers to enhance their curriculum as praxis, especially for 21st-century education. Self-directed learning (SDL) and the capability approach were used to support teachers, through SDPD, to become the teachers they would want to be or could be in the 21st century, in terms of enhancing their curriculum as praxis. Qualitative research was conducted in South-Africa with Grade 9 teachers. Pre- and post-SDPD interviews were conducted, and the SDPD-intervention continued for 3 to 5 months. The results from our research show that the SDPD-intervention effectively supported the participating teachers to enhance their curriculum as praxis.

An increasing number of K-12 schools and educational organizations in the U.S. emphasize Global Citizenship Education (GCE) in their curricula. As a kind of social studies education, GCE is often marketed as an effective means to provide students with the knowledge, skills, and dispositions to succeed in our unpredictable, challenging future. However, there is little research on how students, the target audience, perceive and may be influenced by GCE. As such, this study explores how transnational high school students in the U.S. respond to the GCE to which they are exposed and whether and how these views differ by their gender, racial, and socioeconomic identities. Through descriptive statistics, the data show that when students engaged with GCE, they (1) perceived themselves to learn more skills and conceptual understandings rather than factual knowledge, (2) perceived their schools' formal curricula and diversity at school to contribute most to their learning, and (3) were influenced to change more in their thinking, not actions. These findings raise questions about how to balance teaching skills and knowledge, as well as GCE's challenge in promoting critical action. Further, based on t-tests and ANOVA, the data show that girls perceived themselves to learn more global citizenship at school, that more aspects of school contributed to their GCE, and that GCE influenced their lives more significantly, compared with boys. While the study did not find statistically significant differences in participant perspectives based on socioeconomic status, it did show that in terms of racial differences, Asian transnational students saw themselves as being the least influenced by GCE, compared with White and other students of Color. Given these findings, further research is required to explore how GCE may be implemented more equitably for diverse students.

The purpose of this study is to provide students with a 21st century training that can be easily applied to industrial automation training, both online and in person, and that goes beyond traditional learning methods. It involves creating and programming a training package that is compatible with the Ministry of National Education (MEB) curriculum, using the project-based learning (PBL) method and a curriculum that focuses on skills acquisition. Two different brands of programmable logic controllers (PLC) have been integrated into the manufactured training set so that the set can be used to conduct various PLC trainings. In the training set, product separation can be carried out using the electro-pneumatic system with a turntable and two conveyor belts. Motor controls, sensor applications, electro-pneumatics, touch panel and various PLC controls can also be carried out with the training set. The set focuses on the grafcet diagram method and can show how to program the same scenarios in different PLC models. By using PLC software components in the training set, students also get the opportunity to develop and experience their own unique SCADA (supervisory control and Data Acquisition) software with visual programming. This study also includes a sample curriculum prepared for PBL. In this way, all on-set training can be done using the PBL method and students get a 21st century experience. They also get the opportunity to improve their skills. PBL is an innovative and process-oriented learning method and is supported by the Ministry of Education (MoE). The prepared curriculum also includes the learning plan and measurement and assessment scales (rubrics). We anticipate that this package will be effective and useful in providing students with 21st century job skills and abilities in the field of industrial automation engineering, both online and face-to-face.

The study aimed to identify effective innovation indicators in public education schools in the Kingdom of Saudi Arabia. A mixed-method sequential exploratory design was used starting with interviews of fourteen experts in the fields of talent, creativity and educational excellence. A questionnaire was developed that consisted of seven main innovation indicators, divided into 78 sub-indicators based on the results of these interviews. The questionnaire was administered to a sample of 694 participants including school principals, deputies and teachers. The findings revealed that the overall achievement of innovation indicators in public education schools was moderate. These results suggest that there is a moderate level of implementation of innovation indicators. Further efforts are needed to enhance their effectiveness in Saudi public schools. The study provides a valuable framework for educational policymakers and school administrators to promote innovation within educational environments. This framework can serve as a guide for future efforts to improve the innovative capacity of public schools and enhance their ability to achieve educational excellence. The study offers practical insights for fostering a culture of innovation that supports continuous improvement in the Saudi education system by focusing on strengthening the identified indicators.

The modification of the ACEP cycle is a pedagogical strategy consisting of four components: (A) Activities. (C) Classroom discussion. (E) Exercises. (P) Performance. The application of ACEP cycle modifications is used as a strategy to improve writing skills. This is the primary focus to consider in improving writing skills. The purpose of this study was to evaluate how effective the process of learning writing skills was by applying ACEP cycle modifications. This study used a mixed-methods approach. At the qualitative stage, an explanatory description design strategy is applied to collect comprehensive and in-depth information about the learning model applied by the teacher in the classroom. A pre- and post-test control group design is used in the quantitative stage. The average score of students using the ACEP cycle modification was 82.64, higher than that of students who studied under the demonstration learning model which was 80.03. This finding is reinforced by the result of the significance coefficient = 0.006 < 0.05 so H0 is rejected. Thus, there is a difference in average student learning outcomes between the modification of the ACEP cycle and the demonstration learning model. ACEP cycle modification has practical implications for writing skills. First, it can easily identify the initial condition of students' writing skills. Second, ACEP cycle modification allows teachers to better understand how students build an understanding of writing concepts. Third, students can actively participate in the learning process and fourth, teachers can observe the construction stage and measure student progress more accurately.

As the population of English language learner (ELL) students continues to rise, so does the number of ELL students with disabilities. This unique group of students represents over 1.3 million students in the public school system in the U.S. This article focuses on a study, which utilized an exploratory qualitative approach using semistructured interviews to examine the perspectives of school administrators in the Pacific Northwest on equitable educational experiences for ELL students with disabilities. These findings emphasize the necessity for administrators to view themselves as critical players in providing equitable educational experiences, addressing biases, and fostering an environment where every student thrives.

This study focuses on the development of a measurement instrument to identify Middle and High School mathematics and science teachers' beliefs about the main factors of underrepresentation of African American students in STEM (Science, Technology, Engineering, and Mathematics) fields. The research method using the stages of instrument development were (1) test design which involved construction of initial item pool by conducting extensive review of literature and coding of participating teachers personal statements (2) determination of validity which involved expert review process to confirm construct and face validity of items, (3) pilot testing which involved collecting data from a second set of participants, (4) determination of reliability which involves conducting a reliability analysis based on data collected from pilot testing and (5) determination of factorial structure which involved Exploratory Factor Analysis (EFA) to identify underlying factors in participating teachers' belief structures. First, to obtain trustworthy information, voluntary middle and high school mathematics and science teachers were asked to write personal statements where they explain their main reasons for choosing teaching as a career. Secondly, qualitative data obtained from participating teachers' personal statements were coded. Coding was applied to identify and to group the phrases or sentences that convey the same or similar reasons. Then results from an extensive literature review on this topic were blended in teachers' common expressions which were determined because of coding procedure. Then 8 content experts assessed content validity and face validity. Finally, the survey was piloted to African American middle and high school mathematics and science teachers. Fifty-three (53) surveys were completed and received back from teachers. Then, exploratory factor analysis was conducted to identify any underlying factors in the scale. Reliability analyses were also conducted for both the entire survey and for each of the factors. Results of the study suggested four underlying components: (1) Access and Resources, (2) Role Models and Representation, (3) Bias and Discrimination, (4) Curriculum and Pedagogy.

The Syariah Penal Code Order, 2013 (SPCO 2013) has formally become the law of Brunei Darussalam, with its first phase of implementation commencing on 1st May 2014. This paper aims to explore the impact of SPCO 2013 on Islamic Education in Brunei. Therefore, this study discusses the Brunei education system prior to and since the implementation of the SPCO 2013 and aims to provide a critical analysis of the action taken by the Brunei government to bring about changes in both its secular and religious schools. Mixed methods research is used to make more rigorous inferences about the research problems. Interviews have been conducted with the respective government officers for data collection. The data were collected and then analyzed using the thematic analysis technique, followed by descriptive quantitative analysis. The findings of this study indicate that the SPCO 2013 has had a significant impact on the Brunei Education Curriculum in both of its Public Schools and Religious Schools. Therefore, the findings conclude that curriculum revision was crucial to ensure that it was in line with Islamic teachings and did not contain any elements that contradicted Shariah law, and this also helps to promote awareness and avoid misconception of the SPCO 2013 among non-Muslim students who are an integral part of the Brunei society.

Work-integrated learning (WIL) has become an increasingly common feature of higher education curricula. Two aspects of WIL, authenticity and consistency, are valued in different ways by the stakeholders involved. Authenticity, by its very nature, supports the idea of learning being personalized and unique. Consistency, on the other hand, is focused on 'sameness'. This paper, set in the Irish context, considers the balance to be struck in attempting to optimize the authenticity of learning while simultaneously attempting to ensure consistency in its assessment. Following a participatory research and action approach, the study involved semi-structured interviews with key scholars in the field (n=7) and nine participatory workshops with groups of students, educators and practitioners across a range of disciplines and contexts (n=120). The findings touched on definitions, understandings, expectations, roles, contexts and priorities. Solutions are suggested and implications for practice and policy highlighted.

Pedagogical content knowledge (PCK) traditionally has been used in research concerning prospective and practicing classroom teachers. This essay argues that PCK is also relevant to other professions including those advancing quantitative reasoning (QR). To illustrate, the case of PCK for teaching QR is considered. Those in fields such as public health, journalism, meteorology, and government increasingly find themselves responsible for helping the public understand an ever-growing amount of quantitative information that has a bearing on societal well-being. Several examples illustrate how such professionals' responsibilities require knowing prevalent QR patterns in society, strategies for fostering sound reasoning, and the general nature of school curricula. Professional organizations in education, colleges of education, and educational researchers would benefit from expanding PCK research to encompass multiple professions. These expanded research and development efforts would simultaneously address urgent societal needs.

What pupils learn in school should ideally be useful throughout their whole lives. It should help them in further studies, in working life, and when acting as responsible citizens in democratic society. This is challenging for all subjects, including technology. Technology develops fast. It is most likely that wheels, wedges, and inclined planes will be used in the future, but it is difficult to know which programming languages, sources of energy, and materials that will be relevant a few decades from now. This article describe how these problems are handled in international curricula and standards, and by Swedish teachers, teacher students, and teacher educators. In curricula they are seldom addressed explicitly, but handled by giving deliberately vague descriptions of what students are to learn. The interviewed teachers, teacher educators, and teacher students were unused to think about future-compliant or timeless knowledge. When prompted to do so during the interviews, they found it easier to describe timeless skills than timeless factual knowledge. Prominent among their suggestions were abilities related to engineering design processes, technical problem solving strategies, fundamentals of computer programming, and engineering mechanics.

This essay explores the potential of short international study trips and virtual exchanges to foster EdD learner engagement with new ideas, practices, and peoples in other parts of the world. To frame the discussion, I consider alignment of frequently articulated goals for international learning with CPED (2022) Guiding Principles for Program Design, and related EdD preparation needs in three areas: culture and communication, global views, and professional expertise. I draw on research literature and my own work to discuss goals, curricular activities, and reported evidence associated with both approaches. I identify strengths and challenges for each approach. The essay concludes with recommendations for designing and leading short study trips and virtual exchanges for EdD learners.

Youth-adult partnerships are a powerful means to nurture and amplify youths' voices and create social change. Drawing on our own framework, critical positive youth development, and our experience pilot testing the #PassTheMicYouth curriculum, we identified four promising practices to cultivate youth-adult partnerships. 4-H professionals can use these strategies with youths to prepare them to partner with community-based organizations and to maintain enduring and effective relationships.

The 2020 Dietary Guidelines for Americans now include recommendations for infants and toddlers. Extension educators can use these expanded guidelines to provide feeding recommendations for caregivers of infants/toddlers. The purpose of this study was to explore 1) the infant and toddler feeding topics that Extension educators discuss with caregivers through formal curricula and informal conversations, 2) educators' perceived barriers to teaching and discussing topics with caregivers, and 3) the optimal format of resources for educators and the communities they serve. Findings from this study confirmed a need among educators for infant/toddler feeding programs and resources offered through Extension.

This research aimed to (1) study the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (2) develop a curriculum of intangible cultural heritage based on experiential learning theory, and (3) compare undergraduate students' understanding of intangible cultural heritage before and after teaching. The sample group was 50 students who were selected to attend the Intangible Cultural Heritage curriculum in the spring semester of 2023. The research tools were (1) Lesson plans (2) a Questionnaire on the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (3) an Interview form on the current situation and existing problems regarding students' understanding of intangible cultural heritage, (4) understanding intangible cultural heritage test, (5) Observation of Students' Behavior form, and (6) Interview form on opinions about teaching. This study was conducted in three steps: (1.) The study on the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (2.) The development of a curriculum of intangible cultural heritage based on experiential learning theory, and (3.) The experimental and improvement of curriculum. The results of the study showed that: 1) The current situation and existing problems of the intangible cultural heritage of college students have three aspects: students, teachers, and the school environment. The most important current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage was the school environment aspects. 2) The Curriculum of intangible cultural heritage based on experiential learning theory includes 6 elements: Principle, Goal Contents, Learning process, Learning resource, and Evaluation. The learning process consisted of 4 steps: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualization, (4) Active Experimentation 3) The curriculum based on experiential learning theory can improve undergraduate students' understanding of intangible cultural heritage.

Complex thinking competency enhances the high cognitive capacities necessary for the future of education. This study aimed to analyze these capacities through its sub-competencies (critical, systemic, and scientific thinking). We worked with the Cross Industry Standard Process for Data Mining methodology, with an original database of class data of 33,319 unique students, 46 different variables, and a random identification number. The variables were sociodemographic information, academic information, subject admission, competencies, and activities. Statistical analyses identified correlations between competency and sub-competencies. The findings show that (1) critical thinking is strategic in the development of complex thinking and its sub-competencies; (2) Development of Critical Thinking skills early in the curriculum can lead to a cascade effect, enhancing competence and sub-competence development; and (3) an overall performance encompasses the semester results. The study is of value to the academic, technological, and social communities to provide opportunities for the design and implementation of challenging scenarios for the future of education.

The humanities have the potential to enhance STEM curriculum in career-oriented professional degree programs. As part of a larger college-wide initiative to develop interdisciplinary curricula, the National Endowment for the Humanities (NEH) awarded a grant to New York City College of Technology to explore the relationship between the humanities and career-focused degree programs in STEM departments. This article describes the design and implementation of coursework that bridges the curricular divides between humanities disciplines and technical or career-focused disciplines by bringing the humanities to bear on science and technology-oriented courses. Specifically, the humanities served to improve technical skills for students in STEM-oriented professional degree programs.

Dementia is a major global concern, with 50 million people already affected worldwide in 2018, and this number is expected to triple by 2050. Healthcare practitioners, specifically occupational therapists, are responsible for providing care and ensuring the well-being of people with dementia. However, occupational therapy students may not always have the necessary knowledge and skills to effectively communicate and support dementia patients, which could negatively impact the quality of care they provide. To explore this issue, a study was conducted with final-year pre-registration occupational therapy students at a public university in England. The study used a qualitative methodology, with semi-structured interviews of students. The objective was to understand the perspective of their learning experiences about communicating with dementia patients. The analysis revealed three main themes: dementia content and teaching methods, gaps in learning about communication with people with dementia, and limited placement opportunities. The study also encouraged occupational therapy students' suggestions for improving the curriculum for future students. The findings also contributed to existing literature in the field and suggested areas for further research.

This article explores the potential for students-as-partners models developed in the scholarship of teaching and learning and educational development fields to be expanded to new agendas such as humanitarian developments and other agendas related to the so-called civic university. There is a growing appetite for students and staff to work in partnership due to the mutual benefits for both parties (Mapstone et al., 2017), yet the majority of the published works on students as partners is almost exclusively reporting upon partnership activities relating to curriculum and wider student experience developments in higher education. This paper explores the literature on best practice for working with students as partners in order to create new recommendations for how the students-as-partners model can be applied successfully for community and humanitarian development projects, rather than curricular, teaching, or research projects By drawing on literature from student voice, student engagement in quality assurance, and co-design, this paper will highlight the great potential of student-staff partnerships for addressing other development agendas globally.

Occupational therapy practitioners address pain management across settings, populations, and the lifespan. Occupational therapy practitioners offer unique contributions to pain management through biopsychosocial approaches, targeting supported self-management and occupational engagement. Comprehensive pain education is necessary to prepare entry-level occupational therapy practitioners to address pain in practice, yet no standards exist in entry-level occupational therapy education. This survey describes the status of pain-related education in entry-level occupational therapy programs across the United States. A total of 41 entry-level occupational therapy programs completed the survey. Total instructional time for pain content was reported to be an average of 9.68 hours, ranging from 1 to 30 hours, indicating significant variability. Average lecture (4.88 hours) and lab-based (5.05 hours) time devoted to pain content were similar. More time was devoted to teaching pain interventions (4.91 hours) than pain assessments (2.82 hours). Most programs integrated pain content throughout the curriculum (73%). One program utilized a standardized pain curriculum (International Association for the Study of Pain Occupational Therapy Curriculum). Open-ended questions revealed a breadth of evidence-based resources, pain assessments, and interventions covering all domains of the biopsychosocial model of pain. The majority of faculty (61%) felt their current amount of pain education was insufficient, citing the need for increased time and educational activities for pain education across all program years. Given the essential and unique role of occupational therapy practitioners in pain management, improving pain education and practitioner competence is an important consideration across entry-level occupational therapy education. Further discussion is needed regarding educational standards and entry-level occupational therapy curricula relating to pain management.

The objective of this research aimed to establish a connection between the inclination towards lifelong learning and the degree of adherence to the curriculum among educators in primary and secondary educational institutions. In the 2021-2022 academic year, data for this screening model investigation were collected from 281 teachers employed in the central Karesi and Altieylül districts of Balikesir. The data were acquired using the 'Lifelong Learning Tendencies Scale,' designed by Diker Coskun (2009), and the 'Curriculum Fidelity Scale,' developed by Burul (2018). The data analysis employed descriptive statistics, Two-Way MANOVA, Pearson Correlation Analysis, and Regression Analysis. According to the results, it was detected that there were moderate lifelong learning tendencies and high degree of fidelity to the curriculum. Regarding the second discovery, it was established that school type and years of professional experience significantly influenced the differences observed in teachers' lifelong learning tendencies and their adherence to the curriculum levels. Furthermore, a statistically significant but modest correlation was identified between teachers' lifelong learning tendencies and their levels of curriculum fidelity.

This study explores the Implementation Analysis of the Merdeka Belajar Curriculum at SMKN 10 Luwu to foster creative and innovative students. The research delves into the curriculum implementation process, challenges faced, and outcomes through qualitative descriptive methods, including interviews and observations. Findings reveal successful implementation for the 2022/2023 academic year, showcasing teachers' proficiency in lesson planning and differentiated learning. Challenges include teachers' creative teaching methods, school environment considerations, and resource constraints. Addressing these requires training, community support, improved infrastructure, increased supervision, and collaboration. While the curriculum is effectively applied, refinement is ongoing, and some teachers encounter challenges in assessment timing. Despite this, teachers at SMKN 10 Luwu actively engage in the implementation process.

Background: The use of the Curriculum Assessment Policy Statement (CAPS) and delivery of Physical Education (PE) concerning time allocation, resources and number of learners per class is crucial for optimal delivery to the intermediate-phase (IP) learner. Aim: This study aimed to determine the gap between the understanding and the interpretation of the content and requirements of the CAPS document, and the delivery of PE in the IP, in selected public schools in the Alberton region of Gauteng province, South Africa. Setting: Alberton, a suburb of Johannesburg, was identified. This geographical area was divided into four segments. Two primary schools from each segment were purposefully selected according to the quintile levels. Methods: A mixed method of data gathering was used. Questionnaires were administered and focus-group discussions (FGDs) were held. Participants were selected using a purposive sampling method. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using direct quotes and themes. Results: The findings are in line with the results of the South African Universities Physical Education Association (SAUPEA) National Research Project in that teachers require further training on the interpretation of the CAPS document. Aspects of the CAPS document cannot be executed because of time allocation, class size, and a lack of resources and equipment. Conclusion: To adhere to the expectations of the CAPS document, the use of available facilities, equipment, number of learners per class, and time allocation in PE need improvement. Contribution: Enriching the PE curriculum through collaborating with stakeholders in local communities and governmental support.

This research paper aimed to develop a training curriculum to enhance the competency of music teachers in Buriram Province who graduated from Rajabhat University and became professional teachers in active learning management. The study involved 50 music teachers who participated in workshops and academic exchange forums. The training curriculum consisted of eight components, including the development of active learning unit plans and lesson plans. The research instruments used were the training curriculum, the active learning unit plan assessment form, and the active learning lesson plan assessment form. The use of the curriculum resulted in positive outcomes, with most of the active learning unit plans receiving high assessment scores, and the academic exchange forums effectively showcased best practices. This study provides insights into the development of a training curriculum aimed at enhancing the competencies of music teachers in active learning management, which can be adapted to other teaching fields.

This research explores the issues of applying bilingual education in China Panorama Curriculum, with purpose to enhance cross-cultural adaptability of ASEAN students in higher education. Employing questionnaires and interviews with a longitudinal analysis based on factors like age, gender, nationality, and time in China, to investigate the cross-cultural adaptability of ASEAN students in China, focusing on psychological and learning environment adaptation. The research uncovers challenges in adapting to the Chinese cultural landscape and proposes solutions. Cultural disparities between China and ASEAN nations are identified, with the bilingual education approach proving beneficial in fostering classroom participation and cultural exchange. However, psychological challenges persist, impacting mental well-being and academic performance. The research reveals the limited social life of ASEAN students in China, confined to campus interactions, suggesting improvements in English proficiency among teachers and encouraging active student participation in social activities. While bilingual education holds promise, the research emphasizes the need for comprehensive strategies, including teacher training and addressing socioeconomic disparities. The findings offer insights into cross-cultural adaptation complexities, highlighting the potential of bilingual education within the Panorama Curriculum. Caution is advised when generalizing beyond ASEAN students in Guangxi, China, considering potential variations in cultural, social, and educational contexts internationally.

Educators may occasionally neglect certain parts of the curriculum that they consider relatively unimportant. There are instances when inadequate time and pupils' readiness for central examinations are cited as justifications for these occurrences. The aim of this research was to examine the reasons that lead teachers who teach courses that are tested on the Upper- Secondary School Entrance Exam, which is the central exam for 8th graders, to ignore the curriculum according to the opinions of the teachers. The research was designed according to the case study, a type of qualitative research. The study group of the research consists of a total of 15 teachers, 6 of whom work in private schools and 9 of whom work in public schools, in the province of Hatay in the 2021-2022 academic year. A purposive criterion sampling method was used to select the teachers. Research data were collected through a semi-structured interview form and analyzed by content analysis method. It was found that most of the teachers interviewed ignored or abandoned the curriculum because of central exams or external pressures. It was stated that some reasons related to school administrators, parents and students forced teachers to make changes in course teaching methods and processes or forced them to abandon the curriculum.

The inconsistencies between agents of the educational system, where it reigns tensions and disjointed mechanisms that express failures of multidisciplinary action, make schools behave like pseudomorphic systems. This article examines interactions between autonomy and control, resorting to a qualitative study with a quantitative approach to schools' strategic documents and inspectorate reports using NVivo. It provides a multiperspective cross-analysis of school narratives regarding (i) principals' vision, (ii) school strategic orientation, and (iii) internal and external evaluation reports. This article exposes how schools demand an organised, intentional, and planned way of using self-knowledge to enhance teaching and learning. It uncovers that innovation is an undervalued facet in the school organisation and a marginal element of the school evaluation. Additionally, it reveals system inconsistencies regarding external evaluation and school organisation. The difficulty of school change asserts that educational systems need to deepen interconnections to prevent schools from keeping a traditional functional structure masked by modern educational discourses, meaning pseudomorphic guidance.

Gender disparity in education begins in the early years of education with the ignorance of genderresponsive instructions. Despite progress being made toward gender parity, inequalities persist in boys' and girls' education, particularly in developing nations. Rwanda addressed this issue by integrating gender into its curriculum. However, the implementation requires teachers' proficiency in gendersensitive instructions that prevent gender inequality in the teaching process. To enhance teachers' understanding and application of gender-sensitive instruction, the African Institute for Mathematical Science, through its Teacher Training Program [AIMS-TTP], supported by the Master Card Foundation, trained teachers on gender-responsive pedagogy. Therefore, this study examines trained teachers' understanding and implementation level of gender-responsive pedagogy in the teaching process after attending AIMS-TTP training. The study was conducted in 14 districts of Rwanda, and a web-based survey design was used to collect data from 351 teachers selected through purposive and random sampling. They completed a gender-responsive pedagogy questionnaire with a Cronbach alpha reliability of 0.71. Data were analyzed using Microsoft Excel 2016 for descriptive statistics and STATA v.18 for hypothesis testing. Results showed that both male and female teachers hold high levels of understanding and application of gender-responsive pedagogy, with over 80% agreement. No statistically significant difference in understanding and application of gender-responsive pedagogy was found between teachers based on gender, school location, school type, and teaching experience. Statistical comparison of teachers' agreement using the chi-square (X [superscript 2]) test showed a p >0.05. The findings imply that training positively impacted teachers' understanding and application of gender-sensitive pedagogy. Therefore, we recommend expanding such training in other districts where interventions were not implemented.

The purpose of this study was to understand the current status of ICT integration in South African schools. Yet, this study focused on the Tshwane West District schools in Gauteng Province, South Africa. This study employed a descriptive research design to understand the aforesaid phenomenon. Data was collected through interviews and open-ended questionnaires with 10 teachers and one curriculum specialist. This study employed thematic analysis as a qualitative research method. Furthermore, Roger's Diffusion of Innovations is used as a framework. Despite the existence of policies, this study revealed that the integration of ICT remained a significant challenge for several instructors in South Africa. The most interesting part was that schools had improved on most ICT tools to enable access to learning with technologies, but to a greater extent, insufficient internet coverage in classrooms made it impossible for most teachers to appreciate the benefits that come with using tools such as laptops, whiteboards, and online videos. This research proposes the installation of pocket Wi-Fi devices in every classroom in schools to provide comprehensive internet access. This will facilitate interaction between instructors and students through up-to-date learning management systems subscribed to by schools, as well as films. This will promote a digitally viable learning environment that promotes creative opportunities for learners.

Cyberbiosecurity and workforce development in agriculture and the life sciences (ALS) is a growing area of need in the curriculum in higher education. Students that pursue majors related to ALS often do not include training in cyber-related concepts or expose the 'hidden curriculum' of seeking internships and jobs. Exposing students through workforce development training and hands-on engagement with industry professionals can provide learning opportunities to bridge the two and is an area of growth and demand as the workforce evolves. The objectives of this work were (1) to learn key concepts in cybersecurity, including data security, visualization, and analysis, to name a few, through class activities and engagement with professional partners and (2) to understand what knowledge students gained from participating in the course could transfer over for when they enter the workforce. Three themes emerged from the study where students, through direct engagement with industry partners, gained more insight about the industry applicable to their studies; they established work environment expectations for entering internships and official job placements and established ways in which the workforce development training informed their future careers.

This paper provides theorisation about a novel concept for education: an integrative philosophy of knowledge (IPK). This is proposed for school curricula to relate multiple subjects to big questions of personal and existential importance. Critical contemporary issues such as climate change education require multiple subject contributions but there is little clarity in the English education guidance on this drawing together, beyond the encouragement to do so in priority areas. Leading British thinkers have engaged the idea of the unity of knowledge, not without difficulty and criticism. The paper identifies reasons for a practical approach to consilience in school curricula. In addition to preliminary theorisation, in methodological 'harmony', this paper adds tentative empirical findings from a related research project that provides quantitative indications that such multi-subject connection is likely not happening. The findings are not definitive, but the perceptions of three groups of beginning and experienced teachers (secondary Religious Education (RE), secondary science and primary teachers) indicate that school curricula do not reflect an integrative approach to climate change education, and sex and relationships education, despite policy priority. A significant national survey could not detect many signs of connection. The paper speculates that RE could have a key epistemic role for the curriculum as a whole in this regard.

Students of color, particularly Black students, navigate a complex environment when they attend Predominantly White Institutions (PWI) of higher education. The counterspaces framework outlines the processes which occur when marginalized groups of individuals gather with one another in a space 'counter' to settings where they experience marginalization. This study utilized the counterspaces framework to understand the experiences of a group of mostly Black students who participated in an action research curriculum program called Youth as Researchers at a PWI. The study found that the Youth as Researchers program functioned as a counterspace for a group of predominantly Black students by providing a space to acknowledge shared experiences with the campus environment, allowing group members to recognize their unique abilities as students and activists, and positioning group members alongside supportive others through which to navigate the research experience. Overall, the counterspaces framework has utility for scholars and practitioners working with marginalized groups in higher education settings.

LIS education has historically come under fire for what some perceive as a disconnect between what is taught in the classroom and what the job really entails. This study is part of a larger research study that used a sequential explanatory mixed-methods design to investigate liaison librarians' perceptions of their academic preparation to take on the liaison role, specifically whether and how their LIS program curriculum prepared them for this role. This qualitative strand of the study relied on in-depth semi-structured interviews of survey participants to explore two research questions: What are the perceptions of academic liaison librarians regarding the degree to which their programs prepared them for their current role? And which factors influenced these perceptions? This research identified the main reasons hindering the effectiveness of LIS education for preparing librarians for the liaison role to be a range of complex issues that LIS programs and educators should consider, such as changing career plans among students who did not initially plan to become liaison librarians, students not taking certain courses due to scheduling or course timing issues, and the abstract nature of some course content which obscures connections to real-world practice. Participants also identified courses in collection development, reference, instruction, and research methods as those that should take center stage when preparing liaison librarians. These results have the potential to inform various aspects of LIS program curriculum planning and design and provide course-selection guidance for LIS students considering a career in academic libraries.

Objective: To explore the perspectives and practices of high school health education teachers implementing health literacy with a focus on the social determinants of health within the context of a concern for social justice. Design: Qualitative content analysis was used to assess high school teachers' accounts of the practices used to teach health education in line with their professional preparation, the Texas Essential Knowledge and Skills (TEKS) standards, the textbook(s) used and the district's health education curriculum. Setting: A large urban independent school district in southern Texas, USA. Method: Six high school health education teachers' interviews were analysed using the social ecological framework and a social justice framework to identify themes that aligned with the teaching practices used to facilitate critical health literacy. Results: Although teachers were unfamiliar with the term Social Determinants of Health, they were able to speak to the challenges that their students faced in everyday life. The need for support and the remedying of knowledge deficits were two important themes. Conclusion: Health education teachers often lack the preparation to teach about the social determinants of health in a manner that resonates with students' backgrounds. The current TEKS standards provide insufficient guidance, emphasising kinesiology, diet and movement over a focus on critical health literacy and the social determinants of health, resulting in a limited and inadequate curriculum for high school students.

Teaching introductory sociology is one of the primary means by which sociologists mobilize knowledge. Ongoing critical reflection on the content of sociology textbooks is therefore an important disciplinary enterprise. The current critical moment in which many nations, institutions, and publics face a reckoning with their historic and current relationships with Indigenous peoples presents sociologists with the opportunity to examine how Indigenous peoples, histories, and perspectives are to be found in these pedagogical materials. Drawing on Critical Indigenous scholarship that "disrupts the certainty of disciplinary knowledges[']" concept of "connected sociologies," we examine the state of inclusion of Indigenous content in introductory sociology curriculum. To achieve this, we conducted a content analysis of 10 of the top-selling English-language Canadian introductory sociology textbooks, and we drew directly from interviews with Indigenous scholars. By introducing the literature on solidarity and allyship in the final section, we conclude with teaching and learning actions to incorporate in sociology courses.

To be able to form and develop competencies with regard to the nature of science (NOS) for students, the teachers must have appropriate conceptions about NOS. Therefore, this study explored levels of conceptions about the nature of science of future physics teachers who have experienced two different physics teachers-education curricula using the survey research methodology. The findings indicated that both curricula have developed positive conceptions of the nature of science for pre-service physics teachers, especially for elements related to creativity in science, subjectivity in science (theory-ladenness), and the tentative nature of scientific knowledge. However, besides good conceptions, naive views could be found in some other elements, such as the purpose of the experiment and the validity of observationally based theories and discipline. Finally, students did not express enough conceptions of the function of scientific theories and the logic of testing them. When differences among generations were investigated, the new generation, who has been experiencing a new curriculum established in 2019, was found to have better conceptions when it came to the scientific definition of science, laws, and theories, as well as scientific methods. However, they hold more inadequate conceptions of the elements of the social and cultural embeddedness of scientific knowledge. These differences were suggested and discussed to be mainly stemmed from the appearance of a course called "Introduction to Natural Science and Technology" in the new curriculum. This paper discusses the implications of this study for investigating NOS conceptions and developing physics teachers-education curricula.