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Field-based education is an integral component of undergraduate geoscience curricula and provides educational and social benefits associated with enhanced learning. But field excursions can too often end up as simple show-and-tell events and fall short of implementing effective teaching practices and achieving desired student learning gains. Moreover, logistical and economic pressures tend to discourage or create obstacles for the inclusion of field-based activities in undergraduate geoscience programs, especially in commuter-based colleges and universities. This case study shares how a one-day field trip offered at a commuter-based undergraduate campus of Indiana University was deconstructed to identify content-specific learning outcomes, and then reconstructed to a unit-based learning progression. The site-specific geologic content focused on describing and correlating outcrops of Paleozoic sedimentary strata in the Starved Rock area of Illinois. Shifting from a single-day field trip to a multi-session learning progression focused on instructional scaffolding and emphasized formative assessments that integrate cognitive learning theories including retrieval practice, elaboration, spaced practice and dual coding. Common practices of field geologists such as creating sketches of outcrops (dual-coding) were purposefully integrated as meaningful activities with opportunities for peer mentoring and reflection. Restructuring to a three-week unit included pre- and post-trip assessments to enable instructors to identify and address knowledge gaps and facilitate self-driven learning opportunities for students.

The purpose of the study is to explore the potential of integrating Instagram in university-level English for Specific Academic Purposes (ESAP) courses, focusing on Business English for Advanced Students. Using a mixed-methods approach, it combines qualitative data from observing the completion of Instagram-based assignments and subsequent semi-structured group interviews with quantitative data from a five-point Likert scale questionnaire distributed to the students who participated in the study. The research sample consisted of twenty-six undergraduate students from the Faculty of Commerce at the University of Economics in Bratislava, Slovakia, who completed four Instagram-based tasks related to communication, international marketing, promoting Slovakia, and success, which were linked to topics covered in the course during the winter semester of the academic year 2020/2021. The findings show that Instagram can be used effectively in ESAP courses mainly due to its popularity, visual appeal of posts, and, most importantly, as a platform that serves as a powerful marketing tool. The results indicate that the implementation of Instagram activities was positively perceived by most students, with high levels of agreement regarding the relevance, engagement, and creativity of the tasks. The study highlights the potential benefits of using Instagram in ESAP, providing insights into effective language learning through authentic, business-related tasks. Ultimately, integrating Instagram into ESAP can enable students to develop the language skills and competencies needed in real business contexts.

This study aimed to explore the familiarity with and opinions toward Education for Sustainable Development (ESD) among Montenegrin students at the end of their basic school years and upon entering upper-secondary school. The participants of the study were gathered in 2022, and the data were recorded via an online survey platform. The results were obtained from 705 students in the first grade of upper-secondary school. The results indicate a notable lack of student familiarity with the content of the ESD curriculum, despite it being a compulsory part of the basic school since 2014. The content listed in the curriculum of ESD for basic school is only sporadically or rarely integrated into teaching practice. Respondents mostly showed a neutral opinion toward the ESD content and its implementation practices. They did not demonstrate a clear majority opinion toward embracing sustainable thinking and behavior. Based on the study findings, there is an urgent need for comprehensive teacher training in all subjects for basic school teachers. The study recommends developing effective assessment tools for ESD concepts, providing teaching materials, and appropriate literature to integrate ESD content into each subject, ensuring the competent achievement of ESD goals.

Purpose: To align with the artificial intelligence and robotics (AIR) research and policy agenda, this paper puts forth an adapted five big ideas framework specifically tailored to teaching young children about artificial intelligence (AI) via robotics. Design/Approach/Methods: Grounded in early childhood education research, the proposed framework emphasizes the use of robotics and play-based learning to make AI accessible and encourage engagement among young children who have not started formal schooling. Findings: We comparatively analyze the commonalities and differences in AI big ideas between the original K-12 framework and the redeveloped early childhood education framework. To pique children's interest, key concepts are presented through interactions with robotics and robot role-play. This paper also provides recommendations for age-appropriate topics, storytelling, and play-based teaching methods. Originality/Value: This framework aims to equip researchers and educators with strategies for successfully integrating introductory AI education into early childhood classrooms. Teaching AI in a developmentally responsive manner can help nurture young children's curiosity toward and understanding of an increasingly AI-driven world.

The evolving linguistic landscape in 21st century classrooms necessitates a re-evaluation of pedagogical approaches, exploring the potential of multilingual writing techniques within TESOL settings. This article draws on my self-study as a TESOL educator navigating contexts and shifting from an English-only approach in the classroom to an openness of language(s) approach (Ortega, 2019). Following Hamilton's (2018) case study approach, I investigate the feasibility of implementing a multilingual pedagogy in an international school in Toronto and explore its influence on students, teachers, and the learning process across the domains of (CMLA) (Prasad & Lory, 2020). For this paper, I focus on data that highlight and reflect the impact of multilingual pedagogy on students, teachers, and the teaching/learning process. I performed a qualitative thematic analysis and found that multilingual pedagogies benefited students on many levels. I conclude with a personal reflection on both the affordances and challenges of implementing multilingual pedagogies.

Many post-secondary institutions contain organizational values, which describe enduring beliefs that support strategic priorities and guide members of an organization. Relatedly, the adoption of health-promoting frameworks calls on embedding health within post-secondary institutions' core values. The study objective was to map Canada's post-secondary values to determine how health is integrated within value statements. Mixed methods were used to map institutional values, contextualize well-being, and identify thematic messages of health-related content contained within values. Most institutions espoused values (n = 64, 71%), yet only a small proportion of these institutions espoused health within their value statements (n = 7, 11%). Qualitative analysis revealed three thematic messages: (i) health as a descriptor for other institutional priorities, (ii) wellness broadly acknowledged or embedded within non-health values, and (iii) well-being as a core value or commitment. These novel findings suggest more institutions must embed health as a core value to demonstrate institutional commitment.

This study examines interdisciplinary and transdisciplinary interconnections within STEAM (Science, Technology, Engineering, Art, and Mathematics), the humanities, and their collective impacts on civilizations over time. This study includes a comprehensive overview of STEAM education and its integration with historical context and explores relationships beyond the acronym of STEAM itself, with an emphasis on STEAM advancements, the humanities, and digital citizenship for contemporary learners. The role of humanities in relation to STEAM is considered for delving into the historical background of robotics, the technological evolution from simple machines to complex tools for machine learning, engineering innovations during Industrial Revolutions, the Renaissance for creativity, and the Maker Movement for makerspaces in fostering innovation. The researchers consider how scientific, technological, engineering, and mathematical advancements have shaped societal development, as well as the historical roles of artistic expression on cultures. An analysis of interdisciplinary and transdisciplinary connections among STEAM disciplines within historical contexts creates a holistic educational view of societal evolution. The researchers also reflect on the contemporary implications of historical STEAM developments, advocating for the integration of historical context into STEAM curricula -- and STEAM curricula into the humanities -- for cultivating critical thinking, creative thinking, and a deeper understanding of civilization's interconnectedness.

Amidst increasing religious disaffiliation, often due to a perceived tension between faith and the STEM disciplines, Catholic schools provide critical opportunities for young people to recognize how these domains can be mutually elevating. The field, however, lacks guidance as to how this integration should occur in practice. This conceptual paper first provides an overarching framework for how aspects of the Catholic tradition, like Scripture and the Catholic social tradition, can shape traditional educational domains of STEM teaching and learning. Secondly, we provide a heuristic of three criteria for deeply engaging students at the interface of the Catholic faith and the STEM disciplines. Finally, we narrow in on K-12 science standards and provide six examples of how the three criteria can be applied to authentically and deeply advance understanding at the intersection of science and the Catholic faith.

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.

This integrative literature review explores the imperative for implementing Sports Development Officer (SDO) roles within higher education institutions (HEIs). The review synthesizes existing literature to highlight the importance of sports development in promoting holistic student development, enhancing campus culture, and fostering essential life skills. It underscores the need for dedicated SDO positions to address the evolving demands of sports management, provide strategic leadership, and optimize resource allocation. Best practices and innovations in sports management, including leveraging technology and promoting diversity in sports participation, are identified, offering valuable insights for HEIs. The review also discusses policy implications, advocating for institutional commitment to sports development and the professionalization of sports management through curriculum integration. By prioritizing sports development and embracing evidence-based practices, HEIs can enrich the student experience, promote well-being, and cultivate vibrant campus communities. This review provides actionable recommendations for policymakers, university administrators, and sports management professionals to harness the transformative power of sports within HEIs.

Different goals of high schools and vocational schools in Indonesia become the main factor causing the distinction of preparedness of chemistry teachers in using the Science, Technology, Engineering, and Mathematics (STEM) approach in their teaching. Yet the High School Chemistry Teachers (HSCT) and Vocational School Chemistry Teachers (VSCT) need to have positive perceptions about STEM since it offers students meaningful chemistry learning. Through an explorative survey method, this research investigated in-service chemistry teachers' perspectives toward the potential of STEM learning in high school and vocational schools of chemistry. A number of 131 in-service chemistry teachers (82 HSCT and 49 VSCT) from Yogyakarta, Indonesia was voluntarily participated in this research through a saturated sampling technique. Perception Scale on STEM (PC-STEM) consisting of 54 closed-ended questions and seven open-ended questions were used to collect the data. Data analysis techniques involved one-way MANOVA testing, descriptive statistics, and content analysis with interpretive coding. The findings showed that HSCTs' and VSCTs' perspectives toward STEM were in the good category. Thus, integrated STEM learning is potential to be used in chemistry lessons at high school and vocational school. However, there were not any statistically significant differences between HSCT and VSCT participants' perceptions of how STEM was being used to teach chemistry. Unfortunately, despite their perception being good, both groups of teachers signified a poor experience in applying STEM in their chemistry lessons. Therefore, teachers' professional development program about STEM is needed for chemistry teachers to successfully implement STEM-based chemistry learning.

With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students' ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner' ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students' ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice.

Integrated STEM education within North America has become a popular pedagogy; however, teachers identify challenges that arise when planning for and implementing integrated STEM education. These challenges may threaten STEM teachers' capacity to balance disciplinary and integrated learning, a core feature of effective STEM education. The purpose of this study was to investigate how exemplary STEM teachers navigate tensions of practice to balance disciplinary and integrated learning. Through an in-depth qualitative methodology, drawing on interview and artifact data from 14 purposefully selected exemplary secondary and elementary integrated STEM teachers, this study identified tensions that teachers faced as they navigated planning for and implementing integrated STEM education: (a) curriculum content versus skills; (b) guided instruction versus inquiry and play; (c) process versus task completion; and (d) collaboration versus individual needs. In line with a Worldly Perspective (Rennie et al., 2020), balancing these tensions leads to enhanced integration.

Objectives: Increasing childhood health literacy (HL) is a crucial means of improving health outcomes and reducing preventable deaths globally. Understanding how to best support children's HL development in schools is essential. However, identifying pedagogical strategies that develop children's HL relies on a fit-for-purpose measure. Currently, no universally accepted approach for measuring HL among children exists. The purpose of this paper was to propose and discuss how a curricular approach to assessing children's HL could provide a means to overcoming the challenges with existing children HL measures. Design/Methods: The discussion is framed by the key components of assessment -- outcome of interest, and collection, analysis and interpretation of data -- and is underpinned by contemporary HL and educational research. Setting: The Australian Curriculum is used to discuss the approach in practice. Results: A curricular approach to HL assessment suggests that HL assessment may work best when it is relevant to the child and their context, is integrated with other areas of the curriculum, allows children to demonstrate a wide range of HL skills and contains an element of open-endedness. Measurement could be guided by a rubric (underpinned by a taxonomy), and interpretation of scores consistently aligned with the learning intentions outlined in the curriculum. Conclusion: A curricular approach provides a contextually adaptive framework from which HL assessment tools for children can be developed

An understanding of how sensemaking unfolds when elementary students engage in engineering design tasks is crucial to advancing engineering teaching and learning at K-12 levels. Sensemaking has been widely studied in the context of science as a discipline. In this paper, we seek to contribute to the more nascent efforts to build theory about the characteristics of sensemaking in elementary school engineering. We report on an interpretive case study of a 3rd grade student team who worked with minimal adult intervention to design a solution to an engineering challenge. Considering the entire trajectory of their design process, from the given problem to the solution, we observed that they navigated through multiple epistemic conflicts while making decisions that informed their final solution. We found that these conflicts served as "opportunities for sensemaking" and that exploring how the students resolved conflicts shed light on their sensemaking processes. Analysis of the team's navigation through epistemic conflicts to come to a design decision helped identify two distinct kinds of engineering sensemaking: student engagement in functional reasoning as they suggested design ideas, and student engagement in mechanistic reasoning as they interpreted test results. Both processes facilitated knowledge building, which in turn supported students' engineering design decisions.

Addressing calls to develop assessment theories for integrated teaching and learning, we propose an evidence-informed perspective on grading in Science, Technology, Engineering, Arts and Mathematics (STEAM) education. We leveraged a qualitative collective case study design to generate rich profiles of three exemplary STEAM teachers' grading approaches and practices. Data sources included semi-structured interviews and artefacts of teachers' instruction and assessment practice. We analysed qualitative data from interviews and artefacts using a general inductive approach. The teachers in our study pushed back against 'objective' views of grading, whereby grades are composites of summative assessments, in favour of informed and contextualised grading, which aims to document and support a negotiated understanding of each student's learning journey. Teachers' grading practices aligned with a hermeneutic approach to classroom assessment validity: the teachers (a) collected and interpreted a wide range of evidence of student (re)learning; (b) centred students' perspectives and evidences; and (c) employed their professional judgement to determine students' grades. Teachers characterised grading as a process of accounting for all available evidence, blurring the boundaries between formative and summative assessment. Documenting the learning process, rather than focusing on products, can support deeply integrated learning. Importantly, the teachers supported students in documenting their own learning and negotiating their grades with reference to self-generated evidence. This practice stands to reduce power imbalances between students and teachers and foster students' self-regulated learning. Our findings inform a framework which STEAM educators can use to guide grading in integrated classrooms, an enduring challenge for integrated learning.

An increasing number of practicing physician assistants (PAs) are using ultrasound (US) in clinical settings. However, a lack of US learning objectives for PA students limits the optimal integration of this imaging modality in PA curricula. This study surveyed PA program directors across the United States to create a list of US learning objectives for PA students and to gauge their attitudes toward integrating US into anatomy curricula. Thirty-one of the 280 PA program directors responded to the survey. While 87% of participants reported that their institution includes ultrasound in its curriculum, 71% disagreed that the state of the use of ultrasound throughout their PA curriculum is fine and needs no modification. Based on the responses of the survey participants, this study categorized US learning objectives into high, medium, low, and no agreement for integration in PA curricula. As over half of the learning objectives (73%, 43/59) had high agreement for inclusion in curricula, this study demonstrates an opportunity for educators to include US in PA curricula.

Engineering education has slowly been making its way into schools with the aim of promoting engineering literacy, which is central to learning and working in a technology-oriented society. Educators and policy makers advocate the need for developing students' understanding of the nature of engineering (NOE); yet, there is an ongoing debate on the heuristics that should be applied. In this article, we review and discuss current studies on engineering education in schools and the integration of engineering into the science curriculum. We describe four aspects of engineering fields: Structures, Machines, Materials, and Data, each uniquely characterized by the technology used and the artefact produced. We discuss the application of the Family Resemblance Approach (FRA) to the characterization of NOE, focusing on the cognitive and epistemic domain. Accordingly, we describe NOE through four categories: Aims & Values, Engineering Practices, Methods & Methodological Rules, and Engineering Knowledge, which can guide teaching and learning about NOE. Building on the FRA, this paper provides a framework for a continuous discussion on NOE and the theoretical and practical relationships between science and engineering.

The curricular integration of Media and Information Literacy (MIL) is crucial for cultivating informed, critical, and engaged citizens in contemporary society. It assists in addressing the challenges of the digital era and capitalizing on the opportunities presented by the ever-changing media landscape. Thus, the present systematic literature review uses the PRISMA guidelines to examine three dimensions in the process of integration of Media and Information Literacy (MIL) in the prescribed curriculum: formulation, implementation, and evaluation and challenges. Starting with the search criteria, 131 studies were found in the Web of Science, Scopus, ERIC, Dialnet and Google Scholar databases, published between January, 2013, and March, 2023, written in English, Spanish, Portuguese, and Turkish. The findings suggest that the will of the political sphere and the activism of the triad composed by passionate teachers, civil society, and academia, are key factors for promoting the introduction of MIL in formal education. Likewise, it is underlined that the evaluation of this education policy requires special attention, in order to guarantee the analysis of its reach, effectiveness, and capacity to adapt against the challenges that emerge in the media ecosystem. Thus, the intention is to provide up-to-date information for the creation of policies, research studies, and curricular content on this subject.

Young children are perfectly adapted to learning STEM concepts. A growing body of research indicates that experiences with science, Technology, Engineering, and Mathematics (STEM) are critical in preparing young children to think critically and creatively and solve problems. These are valuable skills young children need to succeed in school, work, and life. This raising awareness of STEM education needs has pushed for STEM integration in early childhood (EC) settings while giving limited attention to the teaching of STEM in the EC field and targeted STEM professional development programs. This qualitative study aimed to explore the EC teachers' pedagogical beliefs and practices about STEM-integrated curriculums and STEM teaching in pre-K settings after attending a series of STEM integration teacher professional development programs in an eastern state in the United States. Five EC teachers participated in in-person interviews after attending a series of professional development sessions designed to help teachers develop both content knowledge and pedagogical knowledge related to the STEM curriculum. A qualitative inductive approach was used for the data analysis. The analysis of data collected from interviews with EC teachers revealed that they were positively impacted by the STEM-integrated professional development, resources, and materials available to implement the STEM units. According to the teachers' beliefs, children were also positively impacted by their teacher's professional learning and high confidence in teaching STEM-related topics and activities. A discussion of the findings and implications for future research and practice is presented. Recommendations are also discussed for how teachers can effectively teach integrated STEM education.

The aim with this study was to analyse and explore how physical sciences, engineering science and technology subjects (technical electrical technology, technical civil technology, technical mechanical technology) can contribute to the alignment of the technical sciences curriculum. We used document analysis to collect data. An analysis of the curriculum and assessment policy statements (CAPS) for technical sciences, physical sciences, electrical technology, civil technology, mechanical technology, and textbooks for engineering science was done. The findings of the study suggest that the technical science curriculum is a replica of the physical science curriculum. We recommend that the technical sciences curriculum be reviewed such that relevant scientific concepts can be used to bridge the gaps identified in the curriculum. The implications are that a new, aligned technical sciences curriculum that is relevant for technology subjects must be developed.

In this paper, an application of open-ended textual feedback is presented as a tool to evaluate the perceptions and needs of teachers tasked with implementing computational thinking in the K-12 curriculum. Semantic analysis tools, including sentiment analysis and thematic analysis, facilitated the identification of common themes in openended textual feedback. Results show that semantic analysis techniques can be useful in evaluating formative assessment data or open-ended feedback to discover response patterns, which may aid in determining actionable insights related to adult learner perceptions, interests, and self-efficacy. Formative assessment data were collected from a unique professional development workshop to promote computational thinking and curriculum integration in core subjects, including writing, math, science, and social studies, with the goal of discovering the barriers that rural teachers face in developing and implementing lesson plans for grades 3-8 teachers in a rural midwestern state in the USA to promote computational thinking and curriculum integration in core subjects, including writing, math, science, and social studies, with the goal of discovering the barriers that rural teachers face in developing and implementing lesson plans.

This system-level ethnographic study of a strength-based approach to transforming a national invention education program makes visible how program leadership drew on research and their own expertise to shift who and how they served. With data analysis grounded in program reports, documentation, and internal and published research, the program's developmental trajectory is (re)constructed and (re)presented with contextual details provided by program leadership to bring forward how facets of a strength-based approach informed the overtime transformation. Working in conjunction with program leadership to identify common design elements across new program offerings, this study presents this program's principles for designing for instruction and considerations for curricular integration of invention education into K-14 educational institutions. Furthermore, how these principles align with a strength-based approach are discussed.

Entrepreneurship plays a pivotal role in fostering job creation and economic growth, underscoring the need to encourage and support youth in establishing and developing businesses. In Tanzania, where the unemployment rate stands at 2.75% as of 2021, the rising rate (from 2.2% in 2019) necessitates a profound discussion on education for poverty reduction. This study addresses three key questions: (i) from the international experiences, can the entrepreneurship education be effectively integrated into mainstream secondary schools? (ii) What strategies are preferably employed in other countries to integrate entrepreneurship into secondary education? (iii) Based on international experiences, what contextual approach can be adopted by Tanzania to integrate entrepreneurship into middle school education? By employing the PRISMA framework, document review was primarily employed to gain valuable insights. The findings highlighted the importance of teaching entrepreneurship from an early age, recommending strategies such as extracurricular activities, integration of entrepreneurship into related subjects like computer education, and offering it as a stand-alone subject, all while considering contextual factors. Although challenges persist, it is evident that Tanzania's main hurdle in entrepreneurship education and reducing unemployment lies primarily on political willingness rather than financial capacity.

National curriculum standards for different countries mean some International Baccalaureate (IB) schools must often balance IB and national standards. Literature on how schools find this balance is limited. Using a qualitative case study design, we examined the perspectives of teachers of English in a Chinese IB school that recently employed a two-model system to address government mandates while still adhering to IB policies. A two-model system occurs when the two curricula are taught separately rather than in an integrated way. Our findings describe teachers' understanding of a two-model system, identify challenges for teachers in its implementation, and suggest improvements. Results are confined to a single context of an English department in China and cannot therefore be generalized. Our findings reveal an overall theme of separateness identifying structural and conceptual factors affecting the relationship between the two models. The article discusses new ideas for curriculum structures that might inform school decisions for similar IB schools and schools with integrated curricula.

There is no general agreement about the best way of organising the curriculum. Debates often pitch a subject-based curriculum against an integrated curriculum although there is great variation among integrated approaches. Numerous claims have been made regarding the comparative merits of different approaches, but many scholars have noted the lack of a strong evidence base to support these. This article reports a review of reviews to examine how the learning outcomes of students following more subject-based or more integrated curriculum approaches compare based on empirical research that uses control groups. The literature from 1990 to mid-2022 was systematically searched. A final sample of nine reviews was included and critically appraised using the AMSTAR 2. The evaluation found that all reviews were of critically low quality. Within the reviews, relatively few primary studies concerned the primary school or secondary school level and had control groups. There was variation in outcomes reported between studies, but these tended to either find positive effects of integrated approaches or no differences between groups. Very few primary studies found detrimental effects of interventions involving integrated approaches. Various methodological issues as well as complexities of integration need to be considered when interpreting the findings. Overall, we conclude that based on the limitations of the current evidence, neither strictly subject-based nor more integrated approaches can be regarded as superior for students' learning outcomes. Implications for theory, research and practice are discussed.Context and implicationsRationale for this studyThere is a need for understanding the current evidence for comparative effects of subject-based and integrated curriculum approaches on students' learning experiences and outcomes.Why the new findings matterThe findings can inform the long-lasting, international debates regarding the best ways of structuring the curriculum.Implications for practitioners, curriculum designers and researchersThis review of reviews demonstrates that it is crucial for all stakeholders to move away from the false dichotomy of 'subjects' versus 'integration' and to recognise the various ways in which subjects can be integrated. Based on the reviewed evidence, neither strictly subject-based nor integrated approaches are superior for students' learning. A well-implemented approach drawing on the best of both worlds is likely required in practice, but more research is needed to explore this. The findings can inform researchers about what studies are needed to move the debate forward, including studies that use adequate control groups and consider affective outcomes.

The education system in Northern Ireland (NI) is complex with the diversity of management structures reflecting religious affiliation and academic selection. Within the system, integrated education provides a mechanism to promote reconciliation among divided communities. Integrated education has been aided by legislation--most recently, the Integrated Education Act (NI) 2022, which places responsibility on the Department of Education and the Education Authority to encourage, facilitate and support integrated education. However, there is no standardised or agreed operational methodology on assessing demand for this. This study aims to examine the current approaches to assessing demand for integrated education in NI by collating existing evidence from key stakeholders and reviewing academic literature. Publicly available information was synthesised from the websites of key stakeholders, and a rapid literature review was conducted to identify methods used in NI and internationally to ascertain demand for education provision. The literature review returned limited results, and the review of key stakeholders' websites illustrated that although existing methods used in NI monitor support in principle for integrated education, they do not capture the full range of factors considered by parents when selecting a school. As a result, the findings indicate a mismatch between articulated preferences for integrated education, the availability of places in integrated schools, and the uptake of these. This study concludes that although existing methods provide part of the evidence jigsaw necessary to assess demand, alternative approaches must be considered to acknowledge the existing complexities within the education system and wider societal structures in NI.

With the rapid emergence of artificial intelligence (AI) tools in the academic realm, understanding their implications, advantages, and challenges becomes crucial. ChatGPT, a leading AI conversational model, has gained significant traction in educational settings, warranting a comprehensive investigation into its academic impact. This systematic review aimed to elucidate the current state of research regarding implementing ChatGPT in academic cultures, focusing on its applications, challenges, and potential in reshaping contemporary pedagogies. An exhaustive review of 32 peer-reviewed articles from 2023 encompassed categorizing diverse research fields, journals, and studies. The research then delved into the challenges, factors affecting its use, and the myriad opportunities ChatGPT offers within academic settings. An overwhelming 75% of the studies emphasized the relevance of ChatGPT and generative AI tools within higher education, underscoring its importance. Significant challenges identified included pedagogical integration (31.25%) and student engagement (15.63%). However, ChatGPT's potentially inefficient content creation (25.00%) and enhanced personalized learning (21.88%) presented promising avenues for reshaping educational experiences. Furthermore, the tool's adaptability in catering to diverse student needs and fostering collaborative environments was notable. ChatGPT emerges as a transformative force in academia, with vast potential to revolutionize pedagogical practices. Yet, academic institutions must address inherent challenges to harness their full capabilities. Future directions point towards a symbiotic integration, with AI complementing human educators to promote inclusive, dynamic learning.

When implementing educational innovations, teachers' approaches to integrating new teaching demands are a crucial factor in their professional development. This becomes especially important in inclusive mathematics education, where teachers are demanded to integrate two jobs: (a) create joint learning experiences for all students and (b) provide focused learning opportunities for individuals. These jobs and the orientations in which they are pursued are perceived as conflicting demands by some teachers, while others do not. Within the model of content-related teacher expertise, this qualitative study investigates teachers' practices for integrating these demands by disentangling the interplay between teachers' self-reported practices and their underlying orientations about inclusive education. The analysis reveals that only some teachers explicate conflicts between inclusive teaching demands. It also shows that teachers command a variety of different practices for dealing with the new teaching demands and that some complex practices can indeed integrate different demands simultaneously. Implications include the insight that professional development programs on inclusive education should pay careful attention to teachers' articulated jobs and orientations in order to promote the integration of teaching demands. Beyond this specific professional development content, the search for practices for integrating demands arising from an interplay of jobs and orientations might be a promising professional development research approach for increasing the scope of professional development.

In this case study, two librarians reflect upon our efforts to design STEM-focused information literacy instruction for undergraduate students at an R1, land grant university. Designed around the principles of culturally relevant pedagogy, our curriculum integrates community-focused and regionally specific topics reflecting our students' lived experience, features the work of scientists from diverse backgrounds, and fosters discussions about equity in the library classroom. Our experience shows that this approach can help foster STEM identity development in students while strengthening inquiry-based learning through information research.

This study focused on the impact that online "just-in-time" learning modules had on teacher candidates' beliefs about media literacy as well as their personal beliefs about learning in an online environment with online learning modules. Our findings indicate that the delivery of a self-paced online learning module may be an effective solution for integrating content into otherwise "full" curricula. In order to most effectively implement this concept, however, programs should be prepared to overcome the negative perceptions that teacher candidates may have regarding online learning, particularly in a post-pandemic era.

There is a growing interest in STEM (science, technology, engineering, and mathematics) units and projects in the early childhood and elementary years. There are many advantages of embedding math in STEM contexts and activities; it can be excellent for reinforcing math (as well as science, technology, and engineering) concepts and skills. However, there may be unintended problems such as students becoming overloaded with the number of new STEM concepts, and essential domain-specific content being missed. This article provides an alternative interdisciplinary approach that maintains the positive aspects of STEM through careful integration while minimizing the possible negatives by focusing on the content that students most need to master. Math is at the top of that list. Guidelines for integrating this alternative approach conclude the article.

Anti-Indigenous racism is the result of a lack of knowledge about Indigenous peoples according to Senator Murray Sinclair (Sinclair, 2019). Teacher education is one of the most powerful ways to combat racism towards Indigenous peoples as it impacts not only pre-service teachers but in-service teachers, their students, and their families. Alberta's new Teaching Quality Standard was released in 2018 (TQS, 2020) and requires all Alberta teachers to possess and apply a foundational knowledge of Indigenous peoples. The article reports on the preliminary findings of a study examining how teacher education institutions in Alberta are integrating Indigenous perspectives into their programming. [Note: The page range (28-25) shown on the PDF is incorrect. The correct page range is 28-35. Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

The study's goal was to determine how peer tutoring affected the anxiety of undergraduate students studying Integrated Science at the University of Education, Winneba (UEW) in Ghana's Central Region. The study used a cross-sectional survey research design. Out of 193 students majoring in Integrated Science in their last year at UEW, the researchers chose a sample size of 82 for the survey using a simple random selection procedure. Interviews and a questionnaire served as the study's research tools. After the students completed the surveys, the respondents were then questioned to discover their answers. Statistical Package for the Social Science (SPSS) version 26.0 was used to enter, purify, and analyze the gathered data. The data were arranged into frequency and percentages using the descriptive SPSS function. Due to academic pressure and a fear of failing, the study's findings indicated that the respondents experienced extremely high levels of anxiety in Integrated Science. In addition, it was discovered that one of the main contributors to Integrated Science anxiety was that most students paid attention to what their peers had to say about the program, and in particular, some courses, which had instilled fear in them even before they had taken the course. The study suggested that teachers do their best to aid students' comprehension and that teachers should encourage students to interact more with one another.

The aim of this study was to develop a learning model that integrated ESD-oriented STEAM with fluid ideas to produce ESD-oriented STEAM-based learning. This study employs the Borg and Gall model which is simplified into three steps. The effectiveness and documentation were evaluated using questionnaires for experts and educational practitioners, observation sheets for student creativity and pre- and post-test sheets. The data analysis involves both quantitative and qualitative methods. The findings demonstrated the characteristics of STEAM-based physics learning tools including increased creativity and student learning outcomes. Analyzing how ESD-focused STEAM-based learning resources are used in the developed fluid material yields beneficial results. Student learning outcomes increased in the moderate category. The average score for student creativity was 86.12% in the very good category showing that the usage of learning resources including worksheets based on STEAM subjects and ESD was successful in enhancing creativity and student learning outcomes. This study has implications for improving student interest in physics education. The findings of this study can also be used to advise curriculum designers to incorporate this model for physics teachers to use while instructing physics in their courses.

With the continued interest in trauma-informed practice (TIP) knowledge at the P-12 level, it has become imperative to consider the role of teacher preparation programs in providing this crucial knowledge to preservice educators. The TIP program at Mountain U (pseudonym) School of Education (SOE) is working to increase the current TIP knowledge of preservice teachers so that they are ready to implement TIP from the beginning of their careers. This paper adds to the trauma-informed literature in teacher preparation by describing the TIP initiative at Mountain U. It provides a roadmap for schools and departments that want to undertake this endeavor and explains each step in the roadmap. This roadmap is a three-pronged approach that includes capacity building, individual course integration, and departmental integration through creative, flexible, and patient TIP support.

In this paper, the author analyses learning as a function of the threshold between parties and ideas. Using Bakhtinian dialogic theory, literacy learning in particular is envisioned as a dialogue of the threshold. This instructional threshold is viewed both in pedagogical and biological terms. The physiological process of learning is described, making a biological case for instructional scaffolding and the gradual release of responsibility in the classroom. The dialogue of different disciplines serves as integration of several thresholds and further strengthening of learning. Curriculum integration is then promoted as a means to lasting learning.

This study aims to investigate the impact of integrating Problem-Based Learning (PBL) and Organ System-Based Curriculum (OSBC) on medical students' academic achievement and career maturity within the context of medical education. An experimental design was employed, involving students from a medical school in China. Participants were randomly assigned to either a control group with a traditional curriculum or an experimental group receiving an integrated PBL and OSBC curriculum focused on cardiovascular system diseases. The intervention spanned four weeks. The results indicate that the experimental group demonstrated significantly higher academic achievement immediately after the intervention compared to the control group. This improvement persisted in a follow-up test conducted one month later. Career maturity also improved in the experimental group, albeit with a less sustained effect. The study underscores the potential of integrated teaching strategies in medical education for enhancing critical thinking and practical skills. However, long-term improvements in career maturity may necessitate further refinement of teaching methods. These findings contribute to the ongoing discourse on effective medical education strategies and emphasize the importance of a comprehensive approach to prepare students for academic excellence and clinical competence. Future research with larger sample sizes and consideration of additional influencing factors is recommended to gain deeper insights into the dynamics of medical education.

Researchers, organizations, companies, non-profits, practitioners, and to some extent, the public, are clamoring for massive reform in developmental coursework in higher education (American Association of Community Colleges, 2018; Edgecombe et al., 2014; Complete College America, 2012). One such reform is the push for integrated reading and writing (IRW) courses. The pressure for redesign of developmental reading and writing programs is intense, but other transformations in higher education are also shaping the future of developmental education. For example, as a result of joining Achieving the Dream's core program in 2019, the College of Southern Maryland (CSM) made a commitment to shift the majority of courses to a compressed 7-week format by fall term of 2021. After 18 months of implementation, CSM's new IRW curriculum in compressed terms appears to serve students about as well as the former multi-course, multi-level program. Even though the former program was robust, vigorous, and thorough, IRW in compressed terms appears to be equally effective in preparing students for success in credit-level courses, while saving them 15-30 weeks of time and up to 9 credits of cost, depending on where they were placed in the old system.