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The main objective of this research was to analyze the impact and development of intervention programs based on the Teaching Personal and Social Responsibility (TPSR) model within the school context. A systematic review was conducted in seven international databases. The keywords "TPSR" and "Education" were used in different combinations with other terms. Following the review process, 21 research studies met the eligibility criteria and were analyzed. Studies outside of USA represented most of the studies included in this review. The results showed the importance of continuing professional development and the fidelity of the implementations to achieve greater adherence to the TPSR model (teachers) and improvements in different dimensions (students): behavioral, psychological, social, and affective. Interdisciplinary and multidisciplinary application of TPSR could enhance the effects and benefits of TPSR. [ABSTRACT FROM AUTHOR]

Values are the trans-situational goals guiding human attitudes and behavior (Schwartz, 1992). As early socialization agents, teachers have a responsibility to promote democratic values of citizenship to create an inclusive, fair, and sustainable society, necessary for individual and collective well-being (OECD, 2019). By facilitating social and cognitive development through social interactions, the school setting helps spark curiosity, leading to reflection and adaptation. Across the curriculum, teachers use strategies like imitation, modelling, priming, and discussion to help children make sense of the world (Makarova et al., 2024; Oeschger et al., 2022). Yet little empirical evidence exists to support how teachers achieve this. The present study gives voice to educators through the personal experiences of ten UK primary school teachers. Semi-structured interviews were conducted, lasting between 50 and 90 min. Data was analyzed in two stages: First, a deductive structuring content analysis identified how values of self-transcendence versus self-enhancement and openness to change versus conservation, as defined in Schwartz's (1992) model, were reflected in the interview data. Second, an inductive thematic analysis yielded the following themes: mechanisms of value transmission; implicit vs explicit instruction of values; values that are most difficult to teach; value transmission through taught lessons; the role of collective worship and cultural days; opportunities for value transmission in the wider school environment; and the role that a school culture and ethos play in the transmission of values. This study supports the view that values are promoted through a variety of methods and across all areas of the school environment. [ABSTRACT FROM AUTHOR]

The prevalence of cancer is expected to increase worldwide for reasons related to a lack of awareness of cancer prevention, diagnosis, and treatment. Implementing cancer education programs in schools in the developing countries with similar demographic, economic, and health transition to that of Oman is crucial for enhancing students' cancer knowledge and promoting healthy behavior. This study aims to explore the perceptions of education, policymakers, and teachers regarding the inclusion of cancer education in secondary school curriculum. The study employed a qualitative method, conducting semi-structured interviews with ten education policymakers and ten school teachers. Interviews were audio recorded, transcribed, and analyzed verbatim and qualitatively using the framework approach. Three main themes have emerged: (1) perception of the importance of cancer education inclusion within the school curriculum, (2) the perception of cancer education implementation in schools, and (3) the perceived challenges of introducing cancer education in schools. Policymakers and teachers in Oman recognize the importance of cancer education in schools and emphasized the need to prioritize it due to the increasing prevalence of the disease and the belief that negative lifestyle habits played a role in its increased prevalence. Implementing cancer education programs in schools is essential in improving students' knowledge of cancer and health behaviors. Collaboration between the department of school health in ministry of education and in ministry of health and incorporating cancer education into different school activities can be beneficial. However, the perceived challenges of cancer education in schools include the decision on the priority of cancer education among other topics, the required procedures to introduce cancer education in schools, and the financial and logistics obligations of implementing cancer education programs. Therefore, addressing the financial and logistic requirements is essential to overcome the associated challenges for implementing cancer education programs within the school curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses implementing policies at Sekolah Rimba Indonesia, founded by Hanan Attaki. Sekolah Rimba adopts a nature-based educational approach and Islamic values, focusing on character development, life skills, and a deep understanding of religion. This article was written with the aim of providing a better understanding of the curriculum provided at Sekolah Rimba so that other schools can later implement this interesting and creative curriculum. The curriculum discussion at Sekolah Rimba was carried out because Sekolah Rimba has a combined curriculum between nature-based and religious education aligned with the current curriculum. Through observation and analysis, this article explores how the Sekolah Rimba curriculum is designed to create a holistic and contextual learning environment. The findings show that the educational methods used at Sekolah Rimba improve students' academic understanding and shape their morals and ethics, resulting in individuals with noble character who make positive contributions to society. This article also provides challenges and successes in implementing these criteria and recommendations for further improvement. Abstrak Artikel ini membahas penerapan kebijakan di Sekolah Rimba Indonesia yang didirikan oleh Hanan Attaki. Sekolah Rimba mengadopsi pendekatan pendidikan berbasis alam dan nilai-nilai keislaman, dengan fokus pada pengembangan karakter, keterampilan hidup, dan pemahaman agama yang mendalam. Artikel ini dibuat dengan tujuan agar memberikan pemahaman lebih mengenai kurikulum yang disediakan di Sekolah Rimba agar nantinya sekolah lain dapat menerapkan kurikulum yang menarik dan kreatif tersebut. Pembahasan kurikulum di Sekolah Rimba dilakukan karena Sekolah Rimba memiliki kurikulum gabungan antara pendidikan berbasis alam dan agama yang diselaraskan dengan kurikulum saat ini. Melalui observasi dan analisis, artikel ini mengeksplorasi bagaimana kurikulum Sekolah Rimba dirancang untuk menciptakan lingkungan belajar yang holistik dan kontekstual. Temuan menunjukkan bahwa metode pendidikan yang digunakan di Sekolah Rimba tidak hanya meningkatkan pemahaman akademis peserta didik, tetapi juga membentuk moral dan etika mereka, sehingga menghasilkan individu yang berakhlak mulia dan memberikan kontribusi positif bagi masyarakat. Artikel ini juga memberikan tantangan dan keberhasilan dalam penerapan kriteria tersebut, serta memberikan rekomendasi untuk perbaikan lebih lanjut. Kata Kunci: kurikulum sekolah; pendidikan; sekolah Rimba.

Injuries from car accidents, falls, disasters, and violence cause over five million deaths annually, with millions more affected worldwide. Despite the critical role of immediate first aid in mitigating injury severity and preventing death, many individuals lack basic first aid knowledge. This paper proposes the integration of first aid courses across educational stages, from primary to high school, to address this gap. By equipping students with essential life-saving skills, this approach aims to foster a culture of health awareness and resilience. Evidence supports the effectiveness of early first aid education in enhancing confidence, improving emergency outcomes, reducing healthcare system strain, and promoting psychological preparedness. Globally endorsed by organizations such as the WHO and IFRC, integrating first aid into the educational curriculum can prepare individuals to act confidently and appropriately in emergencies, contributing to safer communities and better health outcomes. [ABSTRACT FROM AUTHOR]

Students embark on museum field trips with the goal of having enjoyable and educational experiences outside of the traditional classroom setting. This study investigated how museum tour guides helped primary school children in Zimbabwe learn school curriculum content while on field excursions. The study employed qualitative research approaches where a sample of conveniently chosen 320 school children, 12 teachers, and 40 museum tour guides was used. It is revealed that there are three different categories of tour guides that are found in Zimbabwean museums and these are: evangelists, dictators, and benevolent demonstrators. It was discovered that students go on field trips in order to engage with and learn about the curriculum. According to the investigation, nine (9) tour guides were classified as benevolent demonstrators, ten (10) as dictators, and twenty-one (21) as evangelists. It was shown that evangelist and dictator tour guides hindered effective learning because they treated students like epistemic slaves. During field visits, benevolent demonstrators used active techniques of content delivery to encourage effective learning. According to the study’s findings, most tour guides fall short when it comes to promoting effective learning, and they should receive pedagogy and customer service training. [ABSTRACT FROM AUTHOR]

The school curriculum aggregates a set of meanings, with selection criteria for the production of knowledge. The research aims to understand the school curriculum and pedagogical practices of a quilombola school with multigrade classes. The curricular design of quilombo schools is characterized by the historical appreciation of their land and culture. Multi-grade classes, common in rural communities, are characterized by bringing together different grades in the same physical space, which are managed by the same teacher. In this context, it is important to reflect on the curricular guidelines and pedagogical practices aimed at quilombola school education with multigrade classes. A qualitative approach was adopted in the field survey, in which two teachers from a school in a quilombola community with multigrade classes took part; a semi-structured interview was used as the survey instrument. In their reports, the participants point to the need to build curricular policies in line with the demands of schools in which Quilombola education prevails, as well as pointing to the lack of commitment of public policies aimed at schools in Quilombola communities. They also highlight the need to build and value an education that maintains culturally constructed and legitimized knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The amazing rise in women stepping into entrepreneurship globally, growing at a rapid rate of over 10% annually, truly shines a light on the increasingly vital role women play in owning businesses. Especially in India, where economic changes like liberalization, privatization, and globalization are happening, women's presence in entrepreneurship, particularly through Self-Help Groups (SHGs), has become more pronounced. This study delves into what motivates women entrepreneurs in Andhra Pradesh, particularly within SHGs. We reached out to 300 women entrepreneurs across different districts using random sampling methods and analysed the data using AMOS. Finding: The research paper discovered a rich tapestry of motivations driving these women. Things like the desire for financial independence, the thirst for skills improvement, the aspiration for social recognition, and even the dreams their parents have for them all play significant roles in pushing these women forward. Result: The research demonstrates that these motivational factors indeed take a profound influence on women entrepreneurs, especially within the SHG setup in Andhra Pradesh. This isn't just academic; it has real-world implications. Policymakers, NGOs, and anyone working in development can use these insights to craft better programs and interventions to support women's entrepreneurship. Ultimately, this isn't just about business; it's about fostering economic growth and advancing gender equality, not just in Andhra Pradesh but everywhere. [ABSTRACT FROM AUTHOR]

Background:Adolescence is a tremendous transition period between childhood and adulthood. It is one of the mile-stone in every individual's life. The study focused on the educational stress among adolescents in Kerala. Objectives:The objectives of the study were identifying the level of educational stress among adolescents in Kerala and the relations between socio demographic variables with educational stress. Method:Using a stratified random sampling 60 adolescents of age ranging from 15 to 18 years from Thrissur district in Kerala were selected for the study. The tool used is Educational Stress Scale for Adolescents(ESSA) along with informed consent and sociodemographic details. Results:Result suggest that educational stress and age are not related to each other. Educationalstress varies among gender (male or female), class of study, family type (joint or nuclear), day scholar living with parents or grandparents, hostellers, area of residence (rural or urban) and school curriculum (state syllabus or CBSE). Conclusion:The study also provides scope for extended research in this field. The limitation and implications of the study also discussed. [ABSTRACT FROM AUTHOR]

This research aims to evaluate the improvement of proprioception capacity in 24 male subjects, aged 10 years, by applying an intervention strategy and proposing a specific competence within the physical education school program for the 4th grade in Romania. An experimental group (EG, n=12) underwent an ameliorative intervention for 14 weeks, having two lessons per week, while a control group (CG, n=12) followed the usual football training program at the club sport. Both EG and CG subjects were evaluated, under similar conditions, using four tests: Body Sway, Flamingo, March in place -- MIP and Circle, using scientific equipment OptoJump Next and GYko Microgate. The statistical analysis compared the results of the two groups, using the Kolmogorov Smirnov test to verify the normality of the distributions, and to verify the significance of the statistical differences, the Independent T-test and the Mann Whitney U-test were used. The results revealed statistically significant differences in three of the four applied tests, confirming the general efficiency of the experimental program. These findings support the possibility of optimizing the contents of the school physical education program to support the development of proprioception and body awareness in primary school children. The use of high-tech equipment, such as GyKo Microgate and OptoJump Next, can provide standardized data on neural processing of sensory information, thus contributing to a more accurate and efficient approach to school physical education. [ABSTRACT FROM AUTHOR]

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This article aims to discuss conceptions of School Curriculum from a historical approach. The initiative has as its principle to understand the contemporary curriculum expressed from the Base Nacional Comum Curricular (BNCC) and its intersection with emerging contemporary curricular components; namely, the Projeto de Vida. Supported by the so-called Pedagogy of Skills, BNCC has as a guiding instrument an Agenda for Youth (2018) - from the Banco Mundial (BM) Skills and Jobs report; and, in line with the aspects defended by Philipe Perrenout (2000) - uses as a theoretical contribution the socio-emotional competencies as a basis for the maintenance of jobs. Thus, articulated to meet this new demand, linked to Brazilian legislation, the curricular component Projeto de Vida is born as a structural menu that aims - in the long term - to ensure the full development of students. Focusing on critical theory, we prove the premise that - from the above - there is an emptying of systematized knowledge. The discipline Projeto de Vida expresses an adaptation of students to capitalist modes of production due to the mere qualification for new and/or habitual functions of immediatist work. [ABSTRACT FROM AUTHOR]

In the study reported on here we investigated the impact of Ubuntu on learner behaviour and academic achievement in secondary schools in the Gweru district of Zimbabwe. The study participants comprised 38 learners and 7 teachers from 4 secondary schools in the Gweru district. Data were collected through focus-group discussions, semi-structured interviews, participant observations and document analysis. We established that teachers and learners had a satisfactory understanding of how upholding values of Ubuntu contributed to academic achievement among learners. The findings reveal that in addition to other factors affecting academic achievement, like the school and home environment, learners who upheld the values of Ubuntu were disciplined, focused on their studies, and thus attained higher levels of academic achievement compared to learners who lacked Ubuntu and engaged in substance abuse, pre-marital sex, and lacked focus on their schoolwork. Based on the study we recommend that a course on Ubuntu be introduced in teacher training complemented by professional development workshops for teachers in the field to equip them with skills of integrating values of Ubuntu into the curriculum and thus foster the same among learners. [ABSTRACT FROM AUTHOR]

Childhood obesity is a major public health challenge. Previous research has identified the impact of school-based interventions for preventing and treating obesity; we hypothesized that when curricular changes are integrated, results could be exponentiated. This study aimed to systematically review and conduct a meta-analysis of the published literature analyzing information about school-based interventions inserted in the curriculum. The Cochrane Handbook methodology was followed. An electronic search was conducted in five databases, with a specific design strategy per database. Randomized controlled trials or quasi-experimental studies of children with nutrition and physical activity (PA) interventions inserted into the school curricula were included. The risk of bias was assessed with the Risk of Bias tool. The mean differences were pooled using a fixed-effects model for the meta-analysis. The certainty of the evidence was evaluated according to the guidelines of the Grading of the Recommendations, Assessment, Development, and Evaluations working group (Protocol ID: CRD42021270557). After the screening and selection process, 12 studies were included. The interventions identified, based on the school curricula, include classroom activities and homework, among others. A meta-analysis with five intervention groups presented an overall mean difference of −0.14 body mass index (BMI) Z -score (95% CI: −0.25, −0.03) after this intervention with high certainty of the evidence. This systematic review and meta-analysis suggest that nutrition and PA lessons inserted into the curricula and supported with additional activities (i.e. homework, workshops, etc.) could increase nutrition knowledge and improve attitudes toward fruit, vegetables, and water consumption, and BMI Z -score reduction. [ABSTRACT FROM AUTHOR]

Background. Addressing the purposeful development of endurance can be approached by examining its formation across various age periods. The aim of this study is to identify optimal age periods for fostering endurance among schoolchildren aged 7-18 years. Materials and methods: From September 15, 2022 to May 23, 2023, a total of 1,215 students from grades 1- to 11 from a school in Kirov in, Russia participated in this pedagogical investigation. The study involved girls (637) and boys (578), aged 7-18 years. All students were engaged in physical education at school 3 times a week for 40 minutes each lesson, while the children did not attend sports sections. During the study, endurance was assessed by the Cooper test (6 minutes). The Biostat program was used for statistical processing. Results. After the pedagogical experiment, boys from the 2nd grade had a significant improvement in endurance indicators, and a high increase was also noted in grades 8-11. The indicators became 12-16% higher (p<0.05). As for girls, the indicators in the 2nd grade, grades 9-11 increased significantly, the indicators became 12-15% higher (p<0.05). It should be noted that the indicators increased by 8% in all children in grades 4 (p>0.05). Conclusion. After analyzing the results of the study, we can say that the sensitive period for the development of endurance in girls and boys is the age of 8-9 years, as well as in boys it is 14-18 years, and in girls it is 15-18 years. Such results will make it possible to adjust physical education programs at school and the training of athletes in sports sections. [ABSTRACT FROM AUTHOR]

In the 1980s, there were major international meetings to promote environmental education, just as there had been in the 1970s. Spain wanted to participate in actions adopted at these meetings by signing inter-ministerial agreements, organizing congresses, and promoting the work carried out by the Spanish National Institute for the Conservation of Nature (ICONA). Environmental issues were even tackled in school classrooms through seminars and talks with the aim of raising awareness of a problem that affected everyone and that would worsen as time went by. Our work attempts to analyze these political actions and events and, above all, to analyze how environmental issues were incorporated into textbooks. Despite all of the above, we found that the incorporation of environmental education into Spain's primary education curriculum and textbooks was not significant. [ABSTRACT FROM AUTHOR]

This article provides an overview of the general secondary school Lithuanian curricula. The very first curricula were developed as early as under the tsar’s rule (in 1906 and 1917). Once the Lithuanian state was restored, school curricula were usually published by the Ministry of Education, with individual schools only occasionally publishing a curriculum of their own. During the Soviet era, curricula were developed solely by the Ministry. Since the restoration of the Lithuanian independence in 1990, the Ministry has maintained its role of developing school curricula and so there have been just a few independently published curricula so far. Notably, curricula are typically anonymous. We know the authors of the first two curricula: the curriculum for the academic year 1905–1906 at Panevėžys Teacher Training Seminary was designed by Vladimiras Lukinas, and the following year, the curriculum for the same seminary was developed by Jonas Jablonskis. After 1990, curricula have usually been developed by working groups established by the Ministry; the lists of their members are publicly available. The article highlights the structure, didactic attitudes, and the organization of topics within the curricula, and demonstrates that the authors of the first curricula followed the descriptive work on the Lithuanian language already published at the time, whereas once the Ministry of Education began publishing curricula, they themselves became guidelines for textbook authors. The trend remains the same to this day.

In this study, we discuss the Confucian tradition in today's multicultural China from two perspectives: that of the mandatory school curriculum, which represents 'official knowledge', and that of students from ethnic minority and/or religious backgrounds who are located on the cultural margins in China. The analysis draws on curricular narratives of the Confucian tradition for six major school subjects and semi-structured interviews with a group of university students from non-Han ethnic minority and/or religious backgrounds, whose lived experiences are rarely included in the national curriculum narrative. The analysis suggests that the interpretation of the Confucian tradition is a monopolising and dominant discourse that reinforces the cultural hierarchy between different cultural groups. However, the students appear to regard the Confucian tradition as only one culture and worldview in China, which can benefit from the critical reflexivity of other cultures. [ABSTRACT FROM AUTHOR]

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The proposed research topic wants to bring to the fore the evolution of education in Gorj in the period 1831/1832-1864 from the perspective of young women's access of the time to educational institutions, addressing both the situation of national schools in which young women had access alongside boys (only a few girls of the time, coming from renowned families), as well as the condition of the boarding school and schools which were specially established in order to provide the young ladies of the time a suitable education and elementary instruction. For centuries, the education and instruction of girls, regardless of the social category of origin was the prerogative of the family or of teachers or govemesses specially employed in this regard (in the case of ruling families or in the families of the great nobility). Gradually, however, simultaneously with the affirmation of the national project, the general interest in the organization of the educational system increased, the first manifestations in this sense being in the case of schools intended for the male part of the population. But despite the initial reluctance towards the education of girls in an institutionalized environment, the mindsets of the age changed, and after the adoption of the Organic Regulation and the adjacent School Legislation, there was an increasingly evident interest in female education and instruction, obviously also in Gorj county through the establishment, in 1845, of a private boarding school for girls, but also through the girls' cultivation in the beginner school in Târgu-Jiu, since its establishment, in 1832. Later, Constantin Săvoiu, in 1855, was credited with establishing a girls' school in which access was allowed to young ladies of the era, regardless of social status, a fact that facilitated the education and instruction of young women from the city on the banks of the Jiu River. [ABSTRACT FROM AUTHOR]

Copyright of Journal Educational Innovation / Revista Innovación Educativa is the property of Instituto Politecnico Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Extensive reading entails language learners' independent reading of abundant materials suitable for their proficiency levels. Previous studies have revealed extensive reading as effective for improving various aspects of second language (L2) proficiency. However, many Macau secondary schools have cancelled or reduced their extensive reading programmes (ERPs), prompting the need for a qualitative study to comprehend these modifications. In this case study, five L2 English teachers from different Macau secondary schools shared their beliefs and practices during semi-structured interviews. Qualitative content analysis of the interview transcripts revealed all teachers supported incorporating extensive reading in their respective English curriculums; they believed students' engagement in ERPs enhanced reading fluency and comprehension, vocabulary knowledge, and L2 learning motivation and confidence. However, the teachers also believed restricted time and unengaged students hindered the ERPs. The schools' possible misinterpretations of extensive reading and their potentially unrealistic expectations regarding short-term returns against limited investment in extensive reading may have contributed to the abandonment or reduction of ERPs. To engage students in ERPs, schools should allow students to choose their own reading materials, reduce the emphasis on extensive reading tests, incorporate more intrinsic and extrinsic motivators, and consider combining extensive reading with reading strategy instruction. [ABSTRACT FROM AUTHOR]

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Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article aims to showthe results obtained from a research carried out within a discipline of the Pedagogy course at UNIR, which had the intention of identifying records of the teaching of History and Culture of Indigenous Peoples in the Political Pedagogical Projects (PPP) as directed by Law 11.645/2008. The study was conducted in three private and public educational institutions in the cityof Ouro Preto do Oeste, Rondônia. Qualitative, documentary research (BOGDAN; BIKLEN, 1994) with theoretical basisin Brazil (1997, 2008, 2015); Neves (2013); Bergamaschi and Gomes (2012); Veiga (2002), among others. The results pointed out that, although the documents work according to the Law, there are still gaps regarding the inclusion of studies about the Historyand Culture of Indigenous Peoples. It is important to deepen this when composing the curriculum of the respective institutions, above all, considering the process of implementation of the Law, ensuring a contextualized study of the theme.

The current paper aimed to shed light on social media networks and the role of the curriculum in reducing their harm, by raising a set of questions revolving around: (the concept of social media networks, the emergence of social media networks, the characteristics of social media networks, some models of the most important social media networks, The reality of using social networking, aspects of using social networking, the positive and negative effects of social networking, in addition to the causes of misuse of social networking, and the role of the approach in reducing the harm of social networking. The paper also concluded by presenting a set of recommendations that can be benefited from. In the educational process to reduce the harm of social networking and benefit from its benefits. [ABSTRACT FROM AUTHOR]

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This article aims to understand the proposal of the National Common Curricular Base (NCCB) for the teaching and learning of indigenous history and culture in the curricular component of History, in the final years of Elementary School, in order to have an understanding of what should be worked in this stage of Basic Education. This is a documental and bibliographical research, with a qualitative and exploratory approach, having the objects of knowledge and Skills of the NCCB of History from 6th to 9th grades, related to indigenous peoples, as the corpus of analysis. It is believed that despite the existence of discourses in defense of cultural and identity diversity, as well as teaching that promotes knowledge of indigenous peoples and their historical, social, economic and cultural contributions, the NCCB, in part, structures the curricular component of History from a traditional and Eurocentric perspective, dividing its teaching in a quadripartite manner and placing European peoples at the center of the historical narrative. [ABSTRACT FROM AUTHOR]

The forms in which Environmental Education (EE) is included in the curriculum are a long-standing concern in the Latin American didactic field. In this paper we analyse the current curricular designs for the Basic Secondary School in the province of Buenos Aires, Argentina. Although in hierarchically superior regulations (Provincial Education Law and General Framework of Curricular Policy), EE is based on critical and ethnographic perspectives, it has an uneven transversal presence in the curricular designs. Some subjects present an empty EE curriculum, while others show fragmentary and contradictory perspectives. Only in Social Sciences, Geography and Citizenship Building is there a critical and ethnographic vision, linked to contemporary environmental conflicts. From Geography we recovered the experiential dimension and the enjoyment of the environment as a contribution to the pedagogies of environmental conflict and to the ongoing implementation the new national EE regulations. [ABSTRACT FROM AUTHOR]

Every time you watch a soap opera, a documentary dies,” says a character in the Italian comedy “Tuttelovogliono” (2015). The context in which this character makes the statement highlights the educational role of documentaries, compared to the first genre of film production. But first of all, what is a documentary? The special nature of this kind of film in general, as well as the use of photographic images and sound recordings in particular, have proven difficult to conceptualize by reference to the distinction fiction film/non-fiction film. There is also terminological confusion caused by different uses of the term “documentary” and the phrase “non-fiction film”. “Latosensu”, we can attest to instructional non-fiction films, product promotion films, historical documentaries or biographical films.

The state of health and the level of physical fitness of children are the parts of a serious problem that needs to be solved by teachers of physical education as well, but under modern conditions, this is not always possible. This studyis devoted to the identification of problems related to the above-mentioned issue, in which 78 respondents – teachers ofphysical culture from 52 secondary schools – took part. As a result of the study conducted by the method of questioning, it was found out that the most difficult to implement is the section “gymnastics”. The main problems are: the poor health of schoolchildren and poor physical fitness, the lack of sports and gymnastic equipment, as well as the increased workload of gyms. As an option to overcome the difficulties arising in the implementation of the section “Gymnastics”, many teachers are considering the possibility of using fitness technologies, however, in practice, only a smaller part of respondents implement them. The conclusion was made that the implementation of the gymnastics section in full under modern conditions is difficult to achieve, this is proved by the fact that the section is implemented in full only in 22% of educational institutions. It is necessary to adjust the physical education program for schoolchildren (within the section “Gymnastics”) or create such conditions for conducting lessons under which teachers will be given the opportunity to implement the developed programs in full.

This article examines latent ideologies in the teaching of health and cleanliness in the Israeli educational system. It compares second-grade school readers before and after the turn of the millennium, posing three questions: What pedagogical approaches were used in both periods to instil the values of health and cleanliness? In what ways have the topics of health and cleanliness changed over time? How has the teaching of these topics acknowledged diversity with respect to ethnicity and skin tone in each period? The findings reveal a significant shift from an education based on fear to one based on safety, from colourism to inclusiveness, and from particularism to universalism. However, the findings also indicate that prioritising universalism over multiculturalism in new readers may overlook the diverse and complex nature of Israeli society and potentially uphold existing social hierarchies and enhance a sense of alienation among children. [ABSTRACT FROM AUTHOR]

Because reading/writing is a fundamental tool for children's development, the main failure in its learning—developmental dyslexia—gives rise to many attempts to remediate. A recent remedy proposed by Mather (2022), published in Perceptual and Motor Skills [129(3), p. 468], is impressive through its radical nature and the extent of its consequences. It consists of delaying the teaching of writing to the age of 7–8 years, whereas, at present, most children in Western or comparable cultures learn to write even before compulsory school (generally at age six). In this article, I present a set of arguments whose addition and possible interaction lead, if not to reject, at least to restrict Mather's proposal. My arguments show both the inefficiency of Mather's proposal through two observational studies, its practical inapplicability in contemporary society, the importance of learning to write at least in the first year of elementary school, and the stinging past failure of a math reform of similar scope (i.e., learning to count). I also question the neurological theory underlying Mather's proposal, and, finally, I point out that, even if delaying learning to write were limited to students who Mather expects (at age six) to experience future dyslexia, this remedy would be inapplicable and probably ineffective. [ABSTRACT FROM AUTHOR]

Background & Aims: Education is the main factor of economic growth in a country, and the curriculum is the heart of any education system. As civilization makes the transition from the industrial era to one of sustainability, educational leaders around the globe ought to implement a learning system that prepares young people for life in a unified society. Every country that has experienced high growth for a long time makes great efforts to educate its nation and reinforce its human capital. In contrast, there is considerable evidence that many developing countries are not doing enough. Education has a legal claim on public funds for at least two obvious reasons. First, the social returns are likely to be greater than the private returns. Second, some families with low incomes and credit constraints may not be able to invest as much in education as they would like, even if a higher income is guaranteed for a diploma or university degree in the case of a successful job search. Therefore, public spending on education is established based on impartial opportunity and efficiency. This paper provides a starting point to explore what skills and concepts students should be studying to lead the future. The curriculum model provides an explicit outline of some of the competencies that will likely be required for whatever world scenario emerges. This study focuses on the key roles of education and its relation to economic development as well as the curriculum as a core part of the entire educational drive of nations. In particular, the aim of the present study was to study the goals and contents of the high school curriculum of Group 7 countries and Iran with a focus on the differences and similarities of cognitive and metacognitive skills, which were compared with Iran in order to reach an appropriate model. Methods: The method used in this study is qualitative, seeking to understand a research phenomenon in its usual environment that leads to a deep understanding of the studied phenomenon. In particular, this research is a documentary analytical research with a comparative approach. The statistical population of the research in the first study, which had a comparative approach, includes all documents, printed and electronic texts regarding the curriculum elements of the selected countries. It includes all articles, websites, studies, and research related to the research topic. In the Delphi method, the presence of experts and experts in the subject is emphasized. Statistical sample: In this research, in the first part, after searching the official portals of the countries and databases, all the documents that contain the content of the curriculum elements of these countries have been found. Data analysis in qualitative research is the process of classifying, describing, and combining data. In this section, after collecting the information and data, the contents were separated into 4 components: goal, content, method, and evaluation for each country. Then it was analyzed based on John Stuart Mill's agreement and difference model. The analysis in the quantitative part includes Kendall's coefficient and confirmatory factor analysis with the help of SPSS22 and Amos Graphics version 23 software. Meanwhile, Maxqda18 software was used in the qualitative part and model extraction. All documents were translated by translators from IACTI (Iranian Certified Translators and Interpreters). It must be acknowledged that the process of translating the documents was complicated and difficult due to the different languages and finding the appropriate equivalent in Persian. 212 participants, including secondary school teachers, university professors, and Ph.D. students in the fields of curriculum and education management helped to confirm and categorize the collected information. In the next step, the Delphi method was used to obtain the opinions of experts and reach a consensus about the studied components. With a 5-point Likert style scale 80% agreement was obtained, which was regarded as attaining a minimum acceptable interrater agreement. Results: This study was motivated by doubts that have been raised about the role of education and human capital in economic development. These doubts come from a variety of vantage points ranging from whether the research has correctly identified the impact of education to whether other institutional aspects of countries might be more important. They also encompass concerns about whether or not we really know how to change educational outcomes, particularly in developing countries. The eight studied countries were divided into two groups for comparison: (a) Group of Seven, and (b) Iran. The objectives and content included in the curricula of these countries were identified, and then similarities and differences between these two groups were analyzed. The results show the importance of both minimal and high-level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes clear that closing the economic gap with developed countries will require major structural changes in schooling institutions. Moreover, the results of this research showed that the goals and content of the curriculum of these countries often emphasize the areas of work and employment and are somehow economy-oriented. In Iran, there is not much emphasis on these areas in Iran. Although the principles and teachings of Islam pay attention to work, there is a lack of attention to this issue in the goals and content of the curriculum. It is suggested that there is an emergency need to review the national curriculum in Iran. Taking help from religious foundations in this field, such as paying attention to work and effort in Islam, avoiding laziness, and contentment, paying attention to halal earning and sustenance, etc., is very beneficial and enlightening. Using the fundamentals of Islam only in prohibitions and outward criticisms and only paying attention to prayer and fasting not only makes students evasive but also limits the main mission of religion which enlightens the path of people's lives and can open a way in their social and economic life. Pointing to the fact that the longest verse of the Holy Quran is in the field of economic transactions is one of the examples of the importance of the field of economics in Islam and proof of this matter. The lack of economic attention and cultivating students’ cognitive as well as metacognitive is felt in terms of preparing people for the future, after graduating from secondary education. It seems that it is better for the planners to update and modify the secondary school curriculum in line with economic development and changes in psychological knowledge. [ABSTRACT FROM AUTHOR]