Curriculum Integration

Using the four-phase action plan described here, districts can effectively create multidisciplinary units and see them through to successful adoption. T o develop an interdisciplinary curriculum, a district needs an action plan. Here is such a plan, based on extensive field work. The plan's four phases conducting internal and external action research, developing a proposal, implementing and monitor ing a pilot unit, and adopting the pro gram can be accomplished over a three-year period.

ABSTRACTThe research aims to find out information about the learning system applied during the COVID-19 pandemic, information related to the efforts made by education units in Aceh Barat Daya in implementing the policies of the central government and local governments during the learning period of the pandemic and knowing the integration of education related to the COVID-19 pandemic  in the school curriculum. The research method is quantitative with data collection techniques through questionnaires. Furthermore, the data was analyzed and based on the results obtained showed that the learning systems that were generally applied during the pandemic were blended, offline and online learning. Practical learning aktivities during the COVID-19 pandemic are generally carried out  online and offline. Semester exams are generally conducted online. Face-to-face learning is carried out through the division of study groups, while online learning is carried out by utilizing learning applications...

Em tempos de crise de legitimidade e orçamentária, muitos têm ido às praças explicar às pessoas comuns o que a universidade faz. Este texto propõe uma reflexão sobre as relações entre universidade e sociedade a partir da extensão universitária. Para tal apresenta reflexões sobre a universidade a partir do incômodo no qual estamos envoltos. Se também temos críticas à universidade, que caminhos podemos trilhar para que possamos defendê-la e, ao mesmo, tempo reinventá-la? Como se aliar aos que estão fora da universidade sem considerá-los como aqueles que precisam ser esclarecidos sobre as benesses da ciência e da universidade? Como inspiração para a reflexão proposta, apresentamos o livro O ideal de universidade de Robert Paul Wolff e algumas experiências extensionistas. Tendo como pano de fundo diferentes visões de universidade, argumenta-se que se almejamos uma sociedade democrática, precisamos buscar caminhos de desenvolvimento da ciência e da tecnologia e, portanto, da universidade, coerentes com essa perspectiva.

Artificial intelligence (AI) is being used in a wide range of sectors and businesses to assist with tasks that traditionally require human intelligence, such as speech recognition, problem-solving, natural language understanding, and decision-making. This research delved into the dynamic field of marketing communications with an emphasis on the use of artificial intelligence and its potential effect on the future of marketing communication. A comprehensive review of theoretical, empirical, and conceptual literature was conducted to provide a foundation of knowledge on marketing communications and artificial intelligence. Six marketing communications professionals selected via purposive sampling from various organizations were interviewed to meet the objectives of the research. An exploratory research design was adopted to understand the current marketing communications field and future dependence on AI. To address research objectives and offer insights into the topic, the qualitative research method—which involved semi-structured interviews with marketing communications practitioners—was employed. The transcription and coding of interview data were carried out to identify patterns and provide insights related to the role of AI in marketing communications. The study found that marketers see AI as a supportive and complementary tool rather than a replacement for human roles, while predicting a transformative impact on market communications in the future. However, concerns such as reduced creativity, a lack of education on AI tools, data privacy, and ethical conduct were highlighted.

Nordic entrepreneurship research (NER). It does so by providing a broader context for conducting entrepreneurship research, including historical, sociocultural, and disciplinary elements substantiating an understanding of "Nordic." Contextualizing NER this way, we attempt for the article to do what it says, i.e., to also write here in a style we argue is characteristically Nordic. This includes a priority to the local and particular, and a subsequent focus on questions resonant with nominalist research. We thereby enable an experience of NER as a cultural practice, as we argue that this is a crucial part of understanding what it is. Drawing on a tracing of NER in journal publications (in between 2001 and 2005), the article identifies trends and tendencies. We identify three generations of entrepreneurship research and suggest directions for the future development of the third. This way, the discussion and conclusions are drawn toward images of what a Nordic entrepreneurship research might become.

Curriculum integration and working in teams are two key characteristics of middle schooling in Australia today. As part of a new primary/middle teacher education program an interdisciplinary team of academics has developed a course that aims to teach pre service teachers how to plan for and teach an integrated curriculum unit in an authentic context: their 6 week school placement. This paper will describe the first cycle of an action research project detailing the issues for the third year pre service teachers and for the staff involved in teaching the course as they come to grips with new ways of working. This is an action research project and the data includes course materials, staff notes and journals and student assignments. A number of key issues have emerged from this trial including pre services teachers' knowledge of how curriculum is constructed at this stage of their career and the difficulties of modeling this approach.

Emerging from the global trend towards the digitization of education, this study investigates integrating digital technology, including learning management systems and educational applications, into English Language Teaching in Saudi Arabia. This provides a comprehensive understanding of its impact from the perspective of ELT supervisors. Employing a qualitative approach, 18 supervisors were purposively selected for their pivotal roles in guiding and implementing educational policies. Data were collected via open-ended questionnaires to explore the participants’ experiences, perceptions, and strategies regarding digital integration. Thematic analysis was conducted to identify key patterns and insights. The findings reveal a dual perspective: While supervisors recognize the potential of digital tools to enhance student engagement, diversify resources, and improve pedagogical outcomes, they also illustrate significant challenges, including inadequate infrastructure, teacher readiness, and curriculum alignment. A recurring theme is the variability in the effectiveness of digital integration, which is mainly contingent on the quality of implementation and teacher proficiency with technology. To address these challenges, supervisors asserted the necessity of robust professional development, curriculum integration, and institutional support to foster a culture of innovation and collaboration. The study offers practical insights for advancing digital integration in Saudi ELT, with implications for infrastructure, teacher training, and inclusive, technology-supported instruction.

The research compares Euclidean and Galilean methods in calculating triangle areas. It assesses how these different geometric frameworks influence problem-solving strategies and computational efficiency amongst thirty grade 10 male students at a selected school in Iraq. A mixed-methods approach was employed, using quantitative data from student assessments and qualitative data from interviews to evaluate the impact of these methods. The findings indicate that curriculum modifications, such as integrating Galilean methods alongside traditional Euclidean approaches, can enhance students' understanding of geometric principles and improve their problem-solving skills. Additionally, research indicates that students find Galilean methods enjoyable, motivating, and novels which clarifies concepts and positively influences their perceptions of mathematics. The study highlights the importance of curriculum development incorporating diverse methodologies to cater to varied learning styles and promote a more inclusive and effective learning environment. The implications extend to educational practices, emphasizing the need for educators to adopt multifaceted approaches that foster enhanced mathematical literacy and prepare students for real-world applications.

This study investigated the characteristics and rationale for teacher longevity and success in the secondary agricultural education classroom. The population was 7,300 (N = 7,300) secondary agricultural education teachers in the United States instructing grades 6-12 during 2017-2018. The sample frame was obtained through the National Association of Agriculture Educators membership list and a random sample (n = 187) of the population was selected using the Cochran’s (1977) formula for continuous variables. The instrument used to collect data for this study was developed from a review of existing literature and consisted of 80 statements organized in four categories: influencers for career choice, employer characteristics, role of the FFA Advisor and FFA involvement, personal characteristics and professional growth, and personal characteristic questions. Participants who identified the overall characteristics which reflect their classroom longevity and success were feeling secure in t...

His research is focused on computational plasma modeling using spectral and lattice Boltzmann methods such as in plasma turbulence () and plasma jets ( His research has also included fluid physics using Lattice-Boltzmann (); electric propulsion ( Ion3.pdf); spectral element, etc. (see Weighted Essentially Non-Oscillatory (˜bijcr/WENO4web/WENOppframe.htm), etc. Past research includes modeling single and multi-species plasma flows through ion thruster optics and the discharge cathode assembly; computer simulations of blood flow interacting with blood vessels; modeling ocean-air interaction; reacting flow systems; modeling jet engine turbomachinery going unstable at NASA for 6 years (received NASA Performance Cash awards). Dr. Richard is involved in many outreach activities: e.g., tutoring, mentoring, directing related grants (for example, a grant for an NSF REU site, see ). Dr, Richard is active in professional societies (American Physical Society (APS), American Institute for Aeronautics and Astronautics (AIAA), etc.). Dr. Richard has authored or co-authored about 22 technical articles (17 of which are refereed publications). For more info see .

This study aims to explore the role of Islamic Religious Education (PAI) in shaping young people's social awareness of environmental safety, especially in fire-prone areas in Ambon City. The background of the study is based on the urgency of environmental preservation amidst the increasing threat of ecological damage due to irresponsible human activities. PAI is seen as having strategic potential in instilling religious values ​​such as responsibility, justice, and balance, which are relevant to the principles of environmental preservation. Through a holistic and integrative approach, Islamic values ​​education is examined in relation to sustainable environmental practices, including the application of project-based learning methods and school community collaboration. This study also examines implementation challenges, such as lack of policy support and a predominantly theoretical approach. The findings indicate that the integration of religious values ​​and environmental practices in the PAI curriculum can increase ecological awareness and pro-environmental behavior among students. The novel contribution of this study lies in the theoretical and practical integration of PAI in the local context, as well as the emphasis on the importance of institutional support and teacher professional development for the success of environmental education programs. This study provides strategic recommendations for the development of an adaptive and applicable PAI curriculum to today's environmental challenges

A pair of courses, GES 131 & 132 (Foundations of Engineering I & II), form the two semester engineering component of Foundation Coalition's integrated freshman year at The University of Alabama. These courses replace two existing freshman engineering courses which are devoted to computer programming (FORTRAN) and engineering graphics. In order to present a more realistic and interesting introduction to engineering as a profession, the courses focuses on the engineering design process. Both courses are organized around four three-week long "design" projects. The projects are selected from a variety of areas, covering the breadth of engineering disciplines taught at UA. The design projects also complement the current subject matter of the integrated math, chemistry, and physics courses. For example, while both physics and chemistry are introducing the ideal gas law, the engineering project involves the design of a CNG (compressed natural gas) tank for an automotive application. Each design project requires a team report, in written and (sometimes) oral form. The students are introduced to a variety of computer tools to aid their presentation of reports, such as word processors, spreadsheets, and presentation packages. Student access to the Internet (for data collection) and e-mail (for communication) is also provided. This paper provides an in-depth examination of the first of these two courses. It includes a brief overview of the relationships that exist between the integrated courses in the freshman year, a detailed examination of the nature and scope of the design projects included within the course, and feedback from both faculty and students on the merits of the approach.

In this new decade of the twenty-first century, research reports the same concerns about agricultural literacy in primary and high school students globally. A systematic review of agricultural literacy studies published between 2000 and 2020 which assess the agricultural literacy of the target population; evaluated an agricultural education program or curriculum; or developed instruments to measure agricultural literacy was conducted. The review method followed an internationally recognized protocol for selecting, screening, analyzing, and reporting outcomes. Results found that definitions of agricultural literacy have evolved from an awareness to a measure of a deeper understanding developed throughout the years of formal schooling by both formal and informal education and experiences. Informal agricultural knowledge may be gained through numerous sources and misconceptions are apparent even among those with informal familial knowledge networks. Developing agricultural literacy in ...

The study analyses Henry Venn's Three-Self Mission Model's influence on the Vision 3000 church planting initiative of the Assemblies of God Ghana (2015Ghana ( -2019)). Rooted in AOGG's historical commitment to the 3S mission model, also applied to Vision 3000's operation. Through in-depth interviews with key stakeholders and thorough archival analysis, the study examines how the principles of self-governance, self-propagation, and self-support shaped both the achievements and limitations of this church planting program. The research reveals that the model facilitated significant growth with 2117 new churches established (70% of the target) of the initial target of 3000 churches. It also highlighted the complex tension between centralised oversight and local autonomy. The study demonstrates that Venn's model effectiveness varied significantly across different socio-economic contexts, with resource disparities and leadership development emerging as critical challenges. The COVID-19 pandemic's impact further exposed vulnerabilities in the 3S mission framework, particularly in economically disadvantaged regions. This research contributes to ongoing discussions about contextualising mission models in African Christianity, suggesting the need for hybrid approaches that balance Indigenous empowerment with flexible support mechanisms. The findings provide insights for church planting initiatives in similar contexts, emphasising the importance of adaptive implementation strategies that consider local economic and social realities. Three-self mission model, assemblies of god Ghana, vision 3000, church growth, indigenous church development

A gestão curricular realizada pelo professor implica uma (re)construção do currículo, tendo em conta os seus alunos e as suas condições de trabalho. Esta gestão curricular assenta, de modo central, em dois elementos. Um deles é a criação de tarefas, a partir das quais os alunos se possam envolver em actividades matematicamente ricas e produtivas. As tarefas podem ser de muitos tipos, umas mais desafiantes outras mais acessíveis, umas mais abertas outras mais fechadas, umas referentes a contextos da realidade outras formuladas em termos puramente matemáticos. Este artigo analisa a diversidade de tarefas que o professor de Matemática pode propor aos seus alunos, dando especial atenção aos problemas, exercícios, investigações, actividades de exploração e projectos. O outro elemento central da gestão curricular é a estratégia posta em prática pelo professor. Uma estratégia de ensino envolve usualmente diferentes tipos de tarefa, articuladas entre si. Um único tipo de tarefa dificilmente atingirá todos os objectivos curriculares valorizados pelo professor. Por isso, usualmente ele procura variar as tarefas, escolhendo-as em função dos acontecimentos e da resposta que vai obtendo dos alunos. O artigo aborda também a questão das estratégias de ensino, dando especial atenção a um dos níveis fundamentais deste processo -a planificação de unidades didácticas. Neste ponto, propõe uma distinção entre duas estratégias fundamentais, o ensino directo e o ensino-aprendizagem exploratório, procurando salientar os seus aspectos mais contrastantes. Analisa, igualmente, os diversos factores que influenciam a planificação de unidades didácticas e o modo como se processa a gestão curricular ao nível da sala de aula. O que os alunos aprendem resulta de dois factores principais: a actividade que realizam e a reflexão que sobre ela efectuam. Esta perspectiva sobre a aprendizagem é, de resto, apresentada por numerosos autores, de linhas teóricas diferentes, como Bishop e Goffree (1986) e Christiansen e Walther (1986). Quando se está envolvido numa actividade, realiza-se uma certa tarefa. Uma tarefa é, assim, o objectivo da actividade. A tarefa pode surgir de diversas maneiras: pode ser formulada pelo professor e proposta ao aluno, ser da iniciativa do próprio aluno e resultar até de uma negociação entre o professor e o aluno. Além disso, a tarefa pode ser enunciada explicitamente logo no início do trabalho ou ir sendo constituída de modo implícito à medida que este vai decorrendo. É formulando tarefas adequadas que o professor pode suscitar a actividade 1 Ponte, J. P. (2005). Gestão curricular em Matemática. In GTI (Ed.), O professor e o desenvolvimento curricular (pp. 11-34). Lisboa: APM.

Education sustainability represents an essential requirement for upcoming generations because it teaches students effective methods to support worldwide goals described by the Sustainable Development Goals (SDGs). The paper evaluates educational leadership's responsibilities toward integrating SDG awareness into curriculum management to demonstrate its impact on students' critical thinking along with problem-solving abilities and global citizenship development. The paper evaluates SDG-oriented educational models while investigating several teaching approaches that strengthen sustainable development. Leadership in education stands as a critical driving force to embed sustainability into academic spaces because it causes changes in both instructional material and institutional procedures toward enduring sustainability. This method demonstrates the vital work of curriculum managers and educators toward developing leaders who can tackle current and future global changes.

Education sustainability represents an essential requirement for upcoming generations because it teaches students effective methods to support worldwide goals described by the Sustainable Development Goals (SDGs). The paper evaluates educational leadership's responsibilities toward integrating SDG awareness into curriculum management to demonstrate its impact on students' critical thinking along with problem-solving abilities and global citizenship development. The paper evaluates SDG-oriented educational models while investigating several teaching approaches that strengthen sustainable development. Leadership in education stands as a critical driving force to embed sustainability into academic spaces because it causes changes in both instructional material and institutional procedures toward enduring sustainability. This method demonstrates the vital work of curriculum managers and educators toward developing leaders who can tackle current and future global changes.

This study critically explores the impact of integrating the Next Generation Science Standards (NGSS) with the International Baccalaureate Primary Years Programme (IB PYP) at the Canadian International School of Beijing (CISB). Grounded in constructivist and inquiry-based learning theories, the research examines how curriculum integration influences teaching practices and enhances student engagement and academic achievement in science. Employing a mixed-methods approach over six months, data were collected through classroom observations, teacher interviews, student surveys, and NWEA MAP Growth assessments in science. Findings revealed significant shifts in instructional strategies, with teachers adopting more inquiry-driven, student-centred practices. Student engagement improved substantially, with increased enthusiasm for science learning and higher participation in hands-on and collaborative activities. Quantitative data from NWEA MAP Science assessments indicated notable gains in student performance, with 55% of students meeting or exceeding projected growth targets. Teachers reported both the pedagogical benefits of curriculum integration and challenges related to time constraints and professional readiness. The study concludes that integrating NGSS with IB PYP effectively supports differentiated instruction and critical thinking development, though sustained professional development and tailored support are essential for successful implementation. These findings contribute to international curriculum reform discourse, offering a replicable model for enhancing science education in diverse, multilingual school contexts.

Resumo
O conceito de Extensão Universitária Brasileira foi introduzido a partir de influências internacionais, mas rompendo com o caráter assistencialista inicial, consolidou-se com ideias locais como um dos três pilares fundamentais da universidade brasileira, articulando-se de maneira indissociável com o ensino e a pesquisa. A extensão é definida como um processo dialógico, que visa promover uma interação transformadora entre a universidade e a sociedade, com impacto social e na formação dos alunos, preferencialmente interdisciplinar e interprofissional. A partir da Constituição de 1988, a extensão foi formalmente reconhecida e integrada ao currículo das instituições de ensino superior, culminando na exigência de que 10% da carga horária dos cursos seja dedicada a atividades extensionistas. A trajetória reflete uma busca contínua por conectar o conhecimento acadêmico às demandas sociais, democratizando o acesso ao conhecimento e contribuindo para o desenvolvimento social e científico do país. Apesar da falta de recursos financeiros e de estruturação, a prática extensionista é o principal meio de contato da universidade com a sociedade brasileira.
Palavras-Chave: Conceito de Extensão Universitária; Indissociabilidade entre Ensino, Pesquisa e Extensão; Educação Superior na Constituição de 1988; Impacto Social da Universidade.

Abstract
The concept of Brazilian University Extension was introduced through international influences, but by breaking away from its initial assistentialist aspect, it became consolidated with local ideas as one of the three fundamental pillars of the Brazilian university, indissociably linked with teaching and research. Extension is defined as a dialogical process that aims to promote a transformative interaction between the university and society, with impact in society and in student education, preferably interdisciplinary and interprofessional. Since the Constitution of 1988, extension has been formally recognized and integrated into the curriculum of higher education institutions, culminating in the requirement that 10% of the course load be dedicated to extension activities. This trajectory reflects a continuous pursuit of connecting academic knowledge with social demands, democratizing access to knowledge, and contributing to the social and scientific development of the country. Despite the lack of financial resources and structuring, extension practice is the main means of contact between the university and the Brazilian society.
Keywords: Concept of University Extension; Indissociability between Teaching, Research, and Extension; Higher Education in the Constitution of 1988; Social Impact of the University.

Resumen
El concepto de Extensión Universitaria Brasileña se introdujo a partir de influencias internacionales, pero rompiendo con su carácter asistencialista inicial, se consolidó con ideas locales como uno de los tres pilares fundamentales de la universidad brasileña, articulándose de manera indisociable con la enseñanza y la investigación. La extensión se define como un proceso dialógico que tiene como objetivo promover una interacción transformadora entre la universidad y la sociedad, con impacto social y en la formación de los estudiantes, preferiblemente interdisciplinaria e interprofesional. A partir de la Constitución de 1988, la extensión fue formalmente reconocida e integrada al currículo de las instituciones de educación superior, culminando en la exigencia de que el 10% de la carga horaria de los cursos se dedique a actividades extensionistas. La trayectoria refleja una búsqueda continua por conectar el conocimiento académico con las demandas sociales, democratizando el acceso al conocimiento y contribuyendo al desarrollo social y científico del país. A pesar de la falta de recursos financieros y de estructuración, la práctica extensionista es el principal medio de contacto de la universidad con la sociedad brasileña.
Palabras clave: Concepto de Extensión Universitaria; Indisolubilidad entre Enseñanza, Investigación y Extensión; Educación Superior en la Constitución de 1988; Impacto Social de la Universidad.

The integration of the United Nations' 17 Sustainable Development Goals (SDGs) into secondary education systems has been recognized as a critical strategy for promoting global sustainability. In the Greek context, a mixed-methods investigation was conducted to identify and evaluate effective practices for embedding the SDGs in secondary school settings by 2026. Drawing upon the theoretical frameworks of Education for Sustainable Development (ESD) and Experiential Learning Theory (ELT), the study sought to examine the extent to which institutional leadership, teacher preparedness, curriculum design, and stakeholder collaboration contribute to the establishment of sustainability-oriented education. Quantitative data were collected through surveys administered to 286 secondary school teachers, while qualitative insights were derived from semistructured interviews involving educators, school administrators, and external stakeholders such as NGOs and local community representatives. The findings indicate that leadership support constitutes the most influential predictor of successful SDG implementation, particularly when accompanied by strategic planning and the provision of targeted resources. Teacher training initiatives were found to significantly enhance the instructional capacity for sustainability-focused pedagogies, especially in the context of project-based and participatory learning models. Furthermore, partnerships with non-formal educational actors were shown to facilitate access to additional expertise and learning materials, thereby enriching both curricular and extracurricular initiatives. Programs such as sustainability clubs and interdisciplinary projects were identified as effective mechanisms for fostering critical thinking and applied problem-solving among students. Nonetheless, several systemic constraints-most notably institutional rigidity and limited resource allocation-were observed to impede widespread adoption. It is therefore proposed that by addressing these structural challenges and drawing upon international best practices, Greek secondary schools may achieve more robust alignment with the 2030 Agenda for Sustainable Development.

Atendendo ao chamado do Fórum Nacional de Pró-Reitores, órgão consultivo do Conselho Nacional das Instituições da Rede Federal de Educação Profissional, Científica e Tecnológica (Conif), o presente artigo faz uma breve análise de conteúdo dos relatórios de gestão do Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina (IFSC), especificamente em relação aos indicadores de extensão, e identifica aspectos contextuais do desenvolvimento dessa dimensão educacional na instituição. Os resultados apontam para um cenário conhecido e recorrente em todo o país: desenvolvimento da prática extensionista concomitante a esforços políticos organizados para maior clareza conceitual e melhor sistematização dessas atividades dentro e fora dos currículos. No IFSC, é a partir de 2008 que a extensão se torna uma possibilidade de atuação, quando o Cefet passa a ser Instituto Federal -equiparandose às universidades, portanto. O recorte 2008-2019 centra esforços em apresentar o máximo de dados possíveis a partir de extrações dos relatórios de gestão publicados pelo IFSC, enquanto autarquia federal. Existe atualmente um grupo de trabalho dentro do Forproext que busca padronizar os Indicadores Brasileiros de Extensão Universitária (Ibeu).

Technological advances have opened new horizons and expanded the frontiers of education. Among the various technologies with great educational potential, Artificial Intelligence (AI) has opened new horizons to improve teaching and learning practices. We specifically focus on applying the ChatGPT model, a cutting-edge natural language processing tool, in educational settings. Through a comprehensive approach, this essay explores how ChatGPT can increase student engagement, personalize more meaningful learning experiences, and provide immediate and constructive feedback to students. We advocate ChatGPT's potential to transform traditional teaching methods by offering a more interactive and personalized educational approach. However, we recognize that ethical considerations must be addressed for successful implementation.

Resumo A extensão universitária se desenvolveu a partir da segunda metade do século XIX como uma terceira missão da universidade, para além do ensino e da pesquisa. Em seu primeiro século de existência, a extensão universitária foi essencialmente difusionista, ou seja, buscava levar os conhecimentos da universidade para os demais setores da sociedade de modo unidirecional. Uma mudança conceitual profunda se produziu a partir da década de 1960 com base nas críticas e propostas de Paulo Freire. No Brasil, um novo conceito dialógico e participativo de extensão universitária se desenvolveu com intenção de promover mudanças sociais na comunidade não acadêmica, e também causar mudanças importantes na universidade. Uma das implicações desse novo conceito é que, ao transitar por um caminho de duas vias, a extensão universitária adquire implicações pedagógicas, tendo em vista que promove aprendizagem e desenvolvimento em múltiplas dimensões. No presente artigo, são discutidas as conexões ent...

There is a tremendous need to transition from teaching science focused upon teacher lectures to teaching that puts the student and the learning process in the center by active scientific experimentation. Teaching using the research approach encourages cooperative learning in problem solving through which the student gains experience with formulating questions, constructing a set of experiments, gathering data and drawing conclusions. The research-based teaching approach is conceived as the right method to foster STEM educated population (STEM refers to science, technology, engineering, and math). A high-quality STEM-oriented education is essential for gaining the intellectual tools to integrate successfully into society and workforce. The initiative's goal: to increase substantially the number of high school graduates with the type and level of educational achievements in STEM that will enable them to pursue a science degree on the way to gaining employment in a scientific or technological industry. The application of teaching that is based on the research approach in science classes raises many limitations among teachers. Therefore, a unique regional innovative program was established in order to increases teachers' self-confidence in carrying out the process. An exceptional coalition of stakeholders was formed: Academic colleges; research institutes; local industries; municipalities' educational leaders; the Ministry of Education, and schools. This initiative constitutes a special cooperative effort with all partners guided by the same goal and measured against the same objectives in order to attain a regional impact. The purpose of this paper is to investigate the action process for improving implementation and to evaluate reaching its' goals.

In this paper we take an interest in how the entrepreneurship discourses in society find their way into the school system, thereby fostering enterprising selves and producing gender relations. We argue that the initiatives taken to inform and transform pupils and students into 'creative', 'experimenting' and 'entrepreneurial' citizens draw upon neo liberal thoughts of infinite space of action for the individual and the market as the place of transformation and valuation; open for everyone, fair to everyone. Arguably, this tends to make the feminist project outmoded, and the notion of gender obscure. However, we will show how entrepreneurial discourses in school, drawing on the idea of enterprising self, nevertheless invoke different gender positions. This paper aims at illustrating how enterprising selves are produced in empirical cases through images and ideals of entrepreneurs and entrepreneurship that are conveyed to teachers and pupils through pedagogical concepts and study materials. The analysis is based on material from three non-profit associations that are actively involved in inducing entrepreneurship and entrepreneurial learning into the Swedish school system. Of particular interest is how gender is invoked in these cases and the analysis therefore directs the attention not only to what is presented, but also of what is absent and suppressed.

Artificial Intelligence (AI) has enormous potential to make a transformative impact in multiple fields. It has made significant strides in Higher Education by reshaping traditional administrative processes, learning, leadership, and teaching. This review explores the substantial impact of integrating AI in Higher Education Institutions (HEIs), from improving education delivery to enhancing student outcomes and streamlining administrative processes and strategic leadership. By catering to the diverse learning needs of students with the help of tools that directly a ect academics, monitor student engagement and performance, and provide data-driven interventions, AI o ers what the HEIs have long been waiting for to revolutionize the overall Higher Education landscape. This review also highlights that with AI's ability to streamline administrative tasks by enhancing admissions and enrolment processes, academic records management system, and financial aid and scholarships processes, AI not only facilitates improving the overall processes but also makes sta and faculty members focus less on mundane and monotonous tasks, hence concentrating more on the responsibilities and strategic initiatives that require focused attention. We identified that the key to unlocking the significant potential of AI is responsible strategic leadership. Strategic leadership requires aligning AI integration goals with the strategic mission of HEIs, fostering an environment ready to embrace innovation and ensuring that the required accountability and governance frameworks are in place for AI integration and usage. It is also the role of leadership to consider ethical considerations, collaborations with the relevant stakeholders, concerns about job displacement, and potential biases, ensuring that AI is used to its full potential for the benefit of faculty, sta , students, and society. We conclude the paper with AI-driven future implications, i.e., emerging technologies, continuous enhancement and AI-based enhanced research accomplishments.

Flexibility is a desired characteristic that people must have to adjust to inevitable processes of economic, cultural, and political globalization. Engineering education reform is often used as a justification for changes in curricula, delivery modes, and problem solving that should lead to curriculum integration, modular pedagogies, and systemic reform. Some educators have incorporated the concept in their programs and courses in a variety of ways whereas others have resisted changes to this day. Yet a detailed analysis of the meanings of flexibility, its origins and different forms, along with its challenges and opportunities for engineering education, remains to be done. This article surveys the historical origins of flexibility, identifies different forms of flexibility in engineering education, outlines existing challenges to flexibility-drive educational reform, and provides alternative views to the existing interpretation of flexibility in engineering education.

Islam memiliki potensi untuk mendukung pencapaian tujuan pembangunan berkelanjutan (SDGs), namun tantangan dalam implementasinya masih menghambat kontribusinya secara optimal. Penelitian ini bertujuan untuk mengeksplorasi bagaimana nilai-nilai pendidikan Islam dapat diintegrasikan dengan prinsip-prinsip SDGs dan untuk mengidentifikasi tantangan serta peluang yang ada. Menggunakan metode studi literatur kualitatif deskriptif, penelitian ini menganalisis artikel-artikel dari jurnal bereputasi yang membahas integrasi pendidikan Islam dalam konteks SDGs. Hasil penelitian menunjukkan bahwa meskipun terdapat keselarasan antara nilai-nilai Islam dan tujuan SDGs, implementasi praktis sering kali terhambat oleh keterbatasan sumber daya dan dukungan kebijakan. Temuan ini memperkaya pemahaman tentang peran pendidikan berbasis nilai dalam pembangunan berkelanjutan dan menawarkan panduan bagi pendidik dan pembuat kebijakan. Implikasi dari penelitian ini mencakup kebutuhan untuk pengembangan kurikulum yang lebih inklusif, dukungan kebijakan yang lebih besar, dan penelitian lanjutan untuk mengatasi tantangan implementasi dan memaksimalkan kontribusi pendidikan Islam terhadap SDGs.

This study presents an interdisciplinary approach, fusing cinematic narratives and real-world AI practices to explore the commodification of neuroscience data. It delves into the ethical implications of integrating AI with human cognition, drawing parallels between Hollywood portrayals-such as AI: Artificial Intelligence and The Terminator series-and current industry practices by companies like Meta. The aim is to provide actionable insights for fostering innovation that is not only technologically advanced but also ethically sound and socially responsible.

Resumen Las nuevas tecnologías vienen incorporándose lentamente en las actividades de los docentes en los diferentes niveles de la educación, sobre todos si hablamos particularmente de la provincia de Catamarca. Actualmente en las escuelas de nivel primario y secundario, cuentan con muchos recursos técnicos que antes eran escasos y desactualizados, pero la capacitación de los docentes en la utilización de ellos está desfasada. Esta situación crea un problema ya que los alumnos poseen las computadoras, las escuelas tienen los dispositivos tecnológicos pero son poco utilizados en las actividades áulicas habituales. Si bien muchas de las capacitaciones son realizadas a través de diferentes organizaciones nacionales y provinciales, siempre son insuficientes para la cantidad de docentes que posee Catamarca, por otra parte, por lo general los horarios en que se realizan no permiten la asistencia masiva y atender particularmente a cada uno de los requerimientos. Por lo que a través de este...

The burgeoning field of Generative Artificial Intelligence has profoundly transformed the landscape of higher education, particularly in the domain of personalized learning. This comprehensive investigation examines the multifaceted role of GenAI tools in higher education, scrutinizing their capacity to amplify student engagement, deliver customized content, and enhance learning outcomes. Furthermore, the research delves into the critical ethical and pedagogical implications associated with the integration of these transformative technologies within the higher education ecosystem. This study adopts a multidimensional approach to analyze GenAI's impact on personalized learning, offering insights for educational stakeholders to navigate challenges and harness its potential in higher education.

The aim of this study is to investigate the integration of climate change education into the curriculum in Indonesia from teachers’ perspectives. Specifically, the paper will explore teachers’ beliefs and values concerning climate change education as well as the integration strategies they prefer at the intersection of complex factors such as political, cultural, as well as institutional and individual considerations. Using the teacher environmental identity perspective, narratives about climate change integration from 21 teachers in Indonesia are analyzed. The findings are organized into four environmental identity constructs, namely, master storyteller, early adopter, reluctant implementer and discouraged believer. These constructs reflect the complexity of climate change integration while affording insights into the personal and professional dimensions of teacher identity, as well as relational aspects that merit consideration. Moreover, the findings point toward the curriculum constructs likely to operate in this context that also present some challenges and opportunities.

This paper presents the analysis on the topic on STDs, HIV and AIDS for year one in the Primary Teacher Education (PTE) curriculum for Primary Teachers' Colleges (PTCs). It will highlight on reasons why the topic was selected for exploration, what is meant for knowing the topic, why it is worthy students' attention and insights gained from the investigation. The topic was selected with the learning outcomes of naming the common STDs and their signs and symptoms, mentioning the various ways in which STDs, HIV/AIDS is acquired and developing behavioral change to control their spread and preparing and teaching lessons concerning STDs, HIV and AIDS. This topic was selected because the AIDS pandemic has greatly affected the supply of education by losing teachers, tutors, administrators and other support staff. This later affects the teaching learning process as increased absenteeism leads to interruptions in teaching resulting in poor quality of education (Haribhondu & Oliveras, 2013). It is therefore important that teachers are alerted to know how STDs like AIDS/HIV influence education. According to UNESCO (2006) education has a critical role in preventing future HIV infections by helping learners and educators in formal and informal settings to avoid infections. Additionally, UNESCO recognizes the responsibility of addressing and responding to the impact of the epidemic on formal and non-formal education systems and need to expand efforts to address issues related to care, treatment and support of those infected and affected by HIV. The infusion of the content of STDs into the PTE curriculum was done with the intention of promoting access to information related to STDs like AIDS by students. More importantly, this topic was selected for analysis so as to make me literate about the content so that am in position to handle issues related to HIV/AIDS in the college. Wood (2009) clarifies that HIV/AIDS literacy is becoming an increasingly important factor in determining the teacher's ability to handle challenges and stress that affect the education system as a result of the pandemic. Baxen, Wood &Austin (2011) describe AIDS&HIV literacy as the teacher' ability to know the biomedical facts of the virus on addition to possessing a wider and holistic understanding of the cultural, economic and social consequences of the pandemic. This examination of the topic is relevant as it will enable me to critically analyze the nature of students I have with focus to the pandemic. The nature of the classroom climate should provide a friendly environment characterized with freedom of expression, care, openness and trust. While delivering my lessons, it is necessary that the classroom discourse and attitudes do not promote stigmatization inclined to the virus (Traore& Savarand, 2004). This analysis has helped me to realize that since this topic on STDs like AIDS is sensitive, strategies identified for use should create a safe and engaging space where myths, stereotypes, perceptions and misconceptions should be addressed. Related to the above, despite the fact that STDs or HIV/AIDS cannot be transmitted in the college or school setting, schools are often targeted for fear of parents, staff, administrators, young people and the community due to misunderstandings on the spread of STDs or AIDS (Mwamadzng &Nassanga, 2005). This finding is important in facilitate understanding so as to avoid both fear and discrimination among the victims within the college community by stressing the rights of HIV infected victims and others to privacy, confidentiality and participation in the college community. Haribhondu & Oliverus (2013) emphasized that training teachers on HIV/AIDS gives them skills to manage HIV/AIIDS related issues like overcoming barriers of talking about sexuality through the use of interactive methods of teaching in the

Educational Research (ER) has been pointing out the need to consider new approaches to teaching and learning, particularly in Higher Education (HE). Given the challenges of our societies today many studies refer that there are important competences that must be developed by HE students, beyond the academic knowledge. Among these, and in particular in the filed of science, we can highlight the following ones: questioning, group work, problem solving, communication and technology (ICT) abilities and openness for life long learning. It is also well known that the numbers of failure in physics courses in HE is a problem that teachers are facing nowadays, namely in Portugal. Indeed current research in science education indicates that the levels of interaction between teachers and learners in formal instructional settings are often very low and also that students often say that physics is boring and has no interest because it deals only with formulas and academic settings with no relevance for real world life. In this study we analyse the effect that curriculum integration had in changing the physics classroom environment and the learning process of future civil engineers. An integrator curricular component ("The Physics Elevator Project") has been used in order to combine a real word problem with all the course contents and the development of students competences in active learning environment. This study has been carried out in a HE Institution in Portugal ("Instituto Superior de Engenharia do Porto"/ISEP) with first year students of an introductory physics course for civil engineers and in the first semester of the school year 2006/2007. Besides the discussion of the theoretical framework in which the study was based we also bring to this paper the results of the implemented strategy. These suggest the educational relevance of the strategy, both for the students and the teachers involved.

The increasing integration of Artificial Intelligence (AI) in education brings both transformative opportunities and ethical challenges. These challenges prompt the need for frameworks that ensure responsible use. We introduced the ETPAAA Framework, which consists of six important components in this paper: Ethics, Transparency, Pedagogy, Accessibility, Accountability, and Adaptability. The framework provides a comprehensive guide for implementing AI in educational contexts responsibly. As institutions adopt AI technologies such as ChatGPT, they enjoy numerous benefits, including personalized learning experiences and administrative efficiency. However, the ethical concerns related to privacy, academic integrity, data security, and potential biases in AI algorithms require careful consideration to maintain educational values. The ETPAAA Framework leverages established theories, including constructivism, ethics of care, and transformational learning, to promote an ethical and student-centered approach to AI. The Ethics principle encourages institutions to implement AI with respect for student privacy and academic honesty, ensuring that AI enhances rather than undermines moral development. Transparency in AI systems allows educators and students to understand how AI tools operate, including data usage and potential biases, building trust and empowering informed decision-making. Pedagogy emphasizes that AI should support traditional educational methods in order to foster active learning, critical thinking, and student engagement rather than replacing human educators. Accessibility ensures that AI applications are inclusive and enable students from diverse backgrounds to benefit equally and accommodate different learning needs. Accountability addresses the responsibilities of students, educators, and institutions in using AI tools ethically; this reinforces ethical awareness and ownership of learning processes. Adaptability highlights the importance of evolving AI applications to meet changing educational demands, promoting a flexible approach to integrating AI advancements without compromising the framework’s ethical standards. The interconnectedness of these principles allows the ETPAAA Framework to guide institutions in managing the risks associated with AI in education while maximizing its benefits. Ethics and Transparency work together to foster trust, enabling students and educators to understand and engage with AI responsibly. Pedagogy and Accessibility ensure that AI enhances inclusive, personalized education, promoting an environment where all students can succeed. Accountability and Adaptability encourage continuous refinement and responsiveness to technological advancements, supporting a sustainable and responsible AI-driven future in education. The ETPAAA Framework provides educational institutions with a roadmap for navigating the complexities of AI integration, helping them develop policies that promote responsible use, support student engagement, and uphold educational values. This approach aligns with the changing role of AI in education, ensuring that technological advancements benefit students and educators while preserving the core principles of academic integrity, privacy, and inclusivity. The adoption of the ETPAAA Framework enables a balanced approach to AI in education, where AI tools enhance learning outcomes without compromising ethical standards or the essential human elements of education. Through this framework, institutions can achieve an equitable and ethically grounded integration of AI, fostering a positive impact on student learning experiences and preparing students for a future where AI plays an increasingly central role. As AI continues to reshape education, the ETPAAA Framework offers a valuable structure for institutions to implement AI in ways that uphold the values of integrity, fairness, and adaptability, contributing to a responsible and sustainable educational system

Primary care psychology is a growing field that requires specific training opportunities for successful practice. The knowledge and skills that practitioners need for work in this setting are outlined here in detail. This curriculum integrates literature and experience in family psychology, health psychology, and pediatric psychology; considers multiple levels of education and training; and provides illustrative examples. It is a first attempt in an evolving process of integrating historical and cutting edge literature from many areas of psychology and other disciplines to contribute to comprehensive primary care psychology training. It can be used by programs and individual practitioners alike in designing education and training experiences.

Present work develops a PC simulation game to conduct a study with the main objective to train children with psychomotor disabilities (coordination, equilibrium and movements). The child interacts with simulated environments which contain the needed stimulus to develop the eye-hand coordination, the child responds to the game with mouse movements by means of audible orders. The main objective for the present work is to enhance the child´s psychomotricity with more precise movements. Converting the game in a mean to children rehabilitation, this can be used in homes aided by child´s parents. Another purpose is to have a didactical tool for professors of special education.

floriano viseu, João pedro da ponte desenvolvimento do conhecimento didáctico do futuro professor de matemática com apoio das tic development of didactical knowledge of the mathematics teacher supported by ict RESUMEN. El profesor de matemáticas en prácticas ha vivido como alumno, a menudo, situaciones de aprendizaje muy diferentes de las recomendaciones curriculares actuales. Es el caso de Fábio, quien al principio de sus prácticas propone a los alumnos sobre todo ejercicios y usa solo la tiza y la pizarra. Considerando que el conocimiento didáctico se reformula desde la práctica, este artículo analiza la influencia de un dispositivo de formación que integra las TIC (e-mail y foro) en el desarrollo de aspectos de ese conocimiento -propuesta de tareas y formas de usar materiales tecnológicos. El estudio de caso de este profesor en prácticas, cualitativo e interpretativo, se basa en entrevistas y en el análisis de la documentación generada en el dispositivo de formación. Los resultados ponen de manifiesto que las TIC permitieron el intercambio y la discusión de experiencias de clase y el trabajo conjunto con otros profesores en prácticas y sus tutores. Fábio pasó a proponer a sus alumnos, además de ejercicios, tareas más abiertas y desafiantes y a proporcionarles la exploración de materiales tecnológicos. Sus reflexiones sobre las tareas y las formas de integrar los materiales tecnológicos en sus clases contribuyeron a ampliar su conocimiento didáctico y a que viera su propia práctica como campo de aprendizaje.

This chapter aims to conduct a review of existing literature on the artificial intelligence applications in education in the context of generation AI students. Particularly, this chapter looks into opportunities and challenges through the systematics literature review. Challenges identified include the risk of youth over-reliance on AI, and the widening of the digital divides between the privilege and the underprivilege youth. Educators and practitioners are concerned on the potential bias of AI algorithm, privacy, and the ethical issues, especially when children use AI. On the other hand, some opportunities emerged including the automation of many routine tasks, the delivery of personalized learning tailored to students' abilities and interest and the giving of real-time feedback. This chapter suggests for the inclusion of AI literacy in schools as this will be needed in the future workplace. Ethical, privacy and safety issues should also be freely discussed in schools involving youth so that they can make better decisions.

The paper presents a typology of curriculum structuring criteria, describes the typology's implications for curriculum development and evaluation and concludes with a set of potentially fruitful research directions. To begin the discussion, a definition of curriculum needs to be stipulated, since any concept of curriculum structure presupposes a concept of curriculum.

Este artigo teve por objetivo analisar a reorganização do Curso Técnico em Agropecuária Integrado ao Ensino Médio, de tempo integral, do Instituto Federal de Rondônia, Campus Ariquemes, diante da pandemia de Covid-19 e seus impactos na permanência dos estudantes de 1º Ano. Os procedimentos metodológicos utilizados foram a pesquisa bibliográfica e a pesquisa documental. O levantamento e a análise foram realizados no 1º semestre de 2021, com suporte em documentos institucionais e relatórios de resultados do processo e finais do ano letivo de 2020. Conclui-se que o uso de artefatos tecnológicos com acesso à internet, para garantir a continuidade do Curso, representou uma alternativa excludente para os estudantes desprovidos de condições materiais para a realização das atividades remotas.

En este trabajo se busca crear e implementar ambientes de aprendizaje en educación media desde la disciplina del diseño y en el área de tecnología; para desarrollar competencias ciudadanas. Los escenarios que se manejan en los ambientes, serán herramienta de producción conceptual y cognitiva; empleada en la didáctica del área de tecnología para la enseñanza de temáticas específicas de esta materia. En la planeación de los ambientes de aprendizaje, se toman algunas metodologías proyectuales, llegando a la metodología design thinking como una herramienta de producción conceptual. Para esto, se hace un estudio de caso en el colegio IED El Virrey José Solís, ubicado en la Localidad 5 Usme, con estudiantes de Ciclo V, es decir grado décimo y undécimo. Para el proceso investigativo hubo siempre participación activa de los estudiantes para asegurar mejores resultados en el proceso. Ellos son partícipes del proceso de construcción de los ambientes de aprendizaje, son protagonistas en posibl...

Artificial  Intelligence  (AI)  is  transforming  professional marketing  practices  as  well  as  marketing education. This paper employs the science fiction novel “The Space Merchants” by Pohl and Kornbluth as a metaphorical framework for critically examining AI integration in marketing curricula. The authors review existing literature examining the impacts of AI on marketing practices and education. Furthermore, they establish a qualitative methodology analyzing a real-world case study, current applications of AI in marketing  education,  and  discuss  ethical  frameworks  surrounding the use of AI. Utilizing “The Space Merchants” satirical portrayal of consumerism, they reflect on AI’s potential to commodify marketing education, homogenize student thought, and undermine educational integrity. Also examined are AI’s capabilities to enhance personalization, engagement, and teaching efficiency. Ultimately, the paper argues for educators’ indispensable role in ethically leveraging AI to enrich the student experience. The unique fictional  lens  highlights  the  need  to  balance  advancement  and  responsibility  in  AI-enabled  marketing education.  This  comprehensive  ethical  analysis  aims  to  significantly  advance  the  discourse  on  AI's evolving function in shaping the next generation of marketing professionals. Furthermore, by adopting a transdisciplinary approach through the integration of science fiction and ethical critique, the paper seeks to  catalyze  broader  transdisciplinary  conversations  between  the  technical  and  social  sciences  on  the impacts of emerging technologies like AI on education.

Background: This paper explores K-12 interdisciplinary learning in the humanities (IL-Humanities), an area that, until now, has seen limited research focus compared to its STEM counterparts. We asked: (1) What are the outcomes of IL-Humanities in terms of interdisciplinary competences? (2) How do learners in these environments engage in cross-disciplinary knowledge building and transdisciplinary identity work? Methods: We assessed the efficacy of IL-Humanities across ten Israeli middle schools through a pre-post intervention/comparison design, utilizing the novel Interdisciplinary Competences Assessment (ICA). Qualitative insights into the learning processes within classrooms were derived using discourse analysis methods. Findings: Students' interdisciplinary competences were found to increase following the IL-Humanities interventions. Qualitative analyses offered "thick descriptions" of the process: Students leveraged cross-disciplinary transfer of knowledge to deepen their understanding of complex phenomena and used personal narratives to engage in identity work. Contribution: This study enhances interdisciplinary education research by: (1) providing and operationalizing a model of interdisciplinary competences as an assessment tool; (2) demonstrating the effectiveness of IL-Humanities environments in developing these competences; and (3) advancing our understanding of learners’ engagement with cross-disciplinary knowledge
building and transdisciplinary identity work.

Behavioral health integration in the patient-centered medical home (PCMH) offers opportunities for psychologists to play leadership roles. Widespread practice transition to PCMH models of care are expected to substantially impact the psychology workforce. Conservative estimates suggest that approximately 90% of the 93,000 clinically trained psychologists would be required to meet projected need in these settings. This has implications for how health service psychologists are trained. In addition to relevant clinical competencies, they must be versed in system/program development, administration, evaluation, quality improvement, and interprofessional collaboration. Herein, the need to introduce psychologists to the many potential roles in the PCMH is underscored. Inherent to effective work in the PCMH is the synthesis of professional competences in addition to those traditionally included in psychology training. We offer a competency-based PCMH training framework adapted from levels ...

Purpose – The physical condition of children needs to be analyzed in the field, whether COVID-19 affects their health or not, and how to implement post-pandemic healthy living behaviours in the school and community environment so that children are truly safe when hanging out with their friends.Design/methods/approach – This research uses a case study qualitative method by collecting data using observation, interviews, and document analysis. Source triangulation is a means to assist in the validity of the data.Findings – The results showed that the children’s physical health began to improve. It is supported by the current improvement in children’s health, as well as free physical activity that can be carried out at school or in the community. In addition, a COVID vaccine helps the child’s immune system to be more robust against disease. The implementation of clean and healthy living behaviours in schools and the community is very supportive, as evidenced by hand-washing equipment in...