Curriculum Theory and Development

It is now widely agreed that teachers are among the most, if not the most, significant factors in children's learning and the linchpins in educational reforms of all kinds. Despite the growing consensus that teachers matter, however, there are many debates about why and how they matter or how they should be recruited, prepared, and retained in teaching.

This study examines Saudi EFL students' perceptions of the Communicative Language Teaching (CLT) approach and its impact on developing the four core English skills: listening, speaking, reading, and writing. Using a qualitative research design, data were collected via semistructured interviews and focus group discussions with 30 purposively sampled participants from Taif University, representing diverse educational backgrounds and regions (urban and rural). Thematic analysis was employed to uncover key patterns in the data. The findings reveal that CLT significantly enhanced students' engagement and fluency, particularly in listening and speaking. However, challenges such as insufficient teacher preparedness, resource disparities between urban and rural settings, and linguistic anxiety were identified. STEM students demonstrated higher acceptance of CLT, likely due to their familiarity with interactive learning, whereas rural students faced more difficulties adapting to the student-centered approach. To address these challenges, the study underscores the necessity of comprehensive teacher training programs, curriculum reforms incorporating digital tools, and strategies to alleviate students' linguistic anxiety. Future research should explore the long-term effects of CLT implementation and the potential of blended learning approaches within Saudi EFL contexts.

Resumen: La expansión y crecimiento de los ambientes de aprendizaje como resultado de la integración de las TIC han facilitado el surgimiento de distintas formas de interrelación educativa, provocando un interés en el estudio de las ecologías del aprendizaje y de los ecosistemas educativos digitales. Cada vez es más necesario un cambio profundo en el proceso enseñanza-aprendizaje ya que el alumnado actualmente dentro del aula demanda un tipo de aprendizaje activo, vivencial y digital. El objetivo de este trabajo es analizar los nuevos modelos o paradigmas del aprendizaje basados en los intereses de las nuevas generaciones que aprenden en un contexto rodeado de las TIC. La metodología empleada fue cualitativa. Se realizó una revisión sistemática de la literatura científica con base en la adaptación de la metodología PRISMA. Los resultados nos muestran que la revolución tecnológica ha cambiado nuestra forma de hacer, de pensar y también de enseñar y aprender. Las TIC cobran una relevancia especial en todo este proceso. Con la entrada de la tecnología en las aulas nos situamos frente a nuevas ecologías del aprendizaje por lo que el modelo de escuela y de currículo actual evoluciona para dar respuesta a las necesidades de la sociedad.

Аbstrаct
Lucrаrеа еxplorеаză impаctul intеligеnțеi аrtificiаlе аsuprа profеsorilor și noi tеhnologii еmеrgеntе și disruptivе folositе în procеsul instructiv еducаtiv. S-а аplicаt un chеstionаr dе idеntificаrе а nivеlului dе cunoștiințе аlе cаdrеlor didаcticе privind intеligеnțа аrtificiаlă și аpoi sе prеzintă pе scurt 2 аplicаții  еmеrgеntе și disruptivе rеspеctiv Rеndеrforеst și Googlе Vids Аplicаții cе trаnsformă procеsеlе еducаționаlе, promovând colаborаrеа intеrаctivă și еxpеriеnțеlе dе învățаrе pеrsonаlizаtе. Аplicаțiilе АI, cum аr fi pеrsonаlizаrеа conținutului, еvаluаrеа аutomаtă și аsistеnții virtuаli, contribuiе sеmnificаtiv lа individuаlizаrеа еducаțiеi și lа еficiеntizаrеа sаrcinilor аdministrаtivе. Totodаtă, Wеb 3.0, cu аccеntul pе blockchаin și dеscеntrаlizаrе, ofеră noi modеlе dе gеstionаrе а dаtеlor și idеntității digitаlе, cu potеnțiаl dе аplicаrе în еducаțiе. Аcеаstă аbordаrе multidimеnsionаlă еvidеnțiаză fеlul în cаrе confеrințеlе еducаționаlе, prеcum CNIV, dеvin un cаdru dе disеminаrе а аcеstor tеhnologii, fаcilitând аstfеl intеgrаrеа lor inovаtoаrе în еducаțiа modеrnă.
          Cuvintе chеiе: intеligеnțа аrtificiаlă (АI),  аplicаții intеrаctivе, soft-uri еducаționаlе și blockchаin.

In the face of global challenges and the increasing need for education supporting sustainable development, innovative teaching methods combined with Information and Communication Technology (ICT) tools have significant potential to transform traditional and blended learning environments. This article explores the integration of games and simulations as educational tools in both conventional and hybrid classrooms to enhance student engagement, critical thinking, and sustainability literacy. Drawing on the principles of Sustainable Development Goal 4 (Quality Education) and Goal 13 (Climate Action), the study demonstrates how digital and analogue game-based learning (GBL), simulations, and immersive technologies such as virtual reality (VR) and augmented reality (AR) contribute to better understanding of complex systems and encourage behavioural change aligned with sustainability objectives. The paper synthesises findings from empirical studies, theoretical frameworks, and case-based analyses to examine how such technologies can be effectively integrated across educational levels. Blended learning models, in particular, enable educators to combine interactive digital resources with face-to-face pedagogical interactions, creating dynamic, student-centred learning environments. In traditional settings, low-tech simulations and serious board games still offer meaningful ways to convey sustainability concepts and foster collaboration. The effectiveness of these approaches is analysed in relation to cognitive and affective outcomes, including improved problem-solving skills, increased environmental awareness, and motivation to act sustainably. This review emphasises both the pedagogical benefits and challenges of implementing ICT and games across diverse educational settings. While increased engagement and experiential learning are often viewed as positive outcomes, barriers such as limited technological access, teachers' preparedness, and curriculum integration persist. The article provides practical advice for educators and institutions seeking to adopt these tools in a contextually aware and pedagogically effective manner. Ultimately, the study argues that thoughtfully integrating innovative teaching approaches with ICT-enabled games and simulations can enhance the quality and relevance of education for sustainable development, enabling learners to tackle global challenges with creativity, empathy, and systemic thinking.

Teknolojik gelişmeler ve değişmeler, eğitim kurumlarının yapı ve işlevlerini etkilemektedir. Öğretmen yetiştiren kurumların öğretmenlere bilgi teknolojilerinin değişik, en etkili ve en ekonomik kullanımlarını öğretecek şekilde sürekli yenilenen kurslar düzenlemesi gerekmektedir. İşte bu araştırma İstanbul metropolündeki okulöncesi, ilk ve orta öğretim kurumlarında hizmet veren öğretmenlerin okul etkinliklerinde teknolojik olanaklardan ne derece yararlandıklarını ve bu konuda aldıkları yükseköğretimin ne denli etkili olduğunu belirlemeye çalışmıştır. Çalışmada bir anket ve bu amaçla geliştirilmiş bir ölçek kullanılmış olup, 510 kişilik bir öğretmen grubuna ulaşılmıştır. Verilerin analizinde Anova ve Tukey testleri 0.05 anlamlılık düzeyinde yapılmıştır, ayrıca bazı değişkenler için oran ve yüzdeler hesaplanmıştır. Buna göre, (1) Farklı fakültelerden mezun öğretmenlerin sınıftaki öğretim etkinlikleri dışında kalan eğitim amacıyla yapmakta olduğu işlerde bilgisayar kullanım dereceleri arasında anlamlı bir fark vardır; (2) Farklı fakültelerden mezun öğretmenlerin teknolojik olanakları doğrudan öğretim etkinliklerinde kullanım dereceleri arasında anlamlı bir fark vardır; (3) Yükseköğrenimini farklı yörelerde tamamlayan öğretmenlerin teknolojik olanakları doğrudan öğretim etkinliklerinde kullanım dereceleri arasında anlamlı bir fark yoktur; (4) Mesleğe girişteki stajyer öğretmenlik dönemini mesleki gelişim açısından algılama düzeyi farklı öğretmenlerin teknolojik olanakları doğrudan öğretim etkinliklerinde kullanım dereceleri (teknoloji kullanım puanları) arasında anlamlı bir fark vardır; (5) Yükseköğrenimini farklı yörede bitiren öğretmenlerin İnternet kaynaklarının sınıf içi/dışı ders etkinlikleri için kullanımları arasında anlamlı bir fark vardır.

Η εργασία αυτή επικεντρώνεται στην αξιολόγηση του νέου Προγράμματος Σπουδών για τη Θεατρική Αγωγή στην ελληνική πρωτοβάθμια εκπαίδευση, με βάση την αναθεωρημένη ταξινομία του Bloom. Μέσω ποιοτικής ανάλυσης των αναμενόμενων μαθησιακών αποτελεσμάτων, διερευνάται ο βαθμός στον οποίο το νέο πρόγραμμα συμβάλλει στην ανάπτυξη κρίσιμων δεξιοτήτων απαραίτητων για την προσωπική και κοινωνική εξέλιξη των μαθητών. Τα ευρήματα καταδεικνύουν ότι το πρόγραμμα εστιάζει σημαντικά σε ανώτερες γνωστικές διεργασίες, όπως η δημιουργία, η ανάλυση και η αξιολόγηση, ενώ παράλληλα ενισχύει συναισθηματικές και ψυχοκινητικές δεξιότητες. Η προσέγγιση αυτή προάγει μια ολιστική και σύγχρονη θεώρηση της εκπαιδευτικής διαδικασίας στη θεατρική αγωγή, εστιάζοντας τόσο στην πνευματική όσο και στην κοινωνική και συναισθηματική ανάπτυξη των μαθητών.

Toate drepturile rezervate Asociației Masterpace ro. Nicio parte a acestui volum nu poate fi reprodusă, stocată într-un sistem de regăsire a informației sau transmisă sub nicio formă și prin niciun mijloc-electronic, mecanic, fotocopiere, înregistrare sau altfel-fără permisiunea scrisă prealabilă a editorului. Textele și materialele aparțin autorilor și reflectă punctele lor de vedere. Editorul nu își asumă răspunderea pentru conținutul științific al lucrărilor incluse.

Teacher education programs must offer pre-service students innovative technology-supported learning environments, guiding them in the revision of their preconceptions on literacy and technology. This present paper presents a case study that uses podcast to inquiry into future educators’ views on technology and the digital age. Results show future educators present rather conservative views on technology use and few of them relate to the theme from their future professional identity. Courses aimed at preparing future educators to make pedagogical use of technology should explicitly address students’ preconceptions so as to favor the educational approaches required for the development of the twentieth century skills.

Higher education (HE) systems and institutions have embraced virtual means for continuity of the core activities during the COVID-19 pandemic. The COVID-19 pandemic has affected the governance of teaching and learning in unprecedented ways with the emergence of new regulatory frameworks to steer teaching and learning. Higher education institutions (HEIs) in different countries have adapted to the changes coordinated by national accreditation agencies to sustain the interface between HEIs and different stakeholders . In sub-Saharan Africa, there was glaring evidence of unpreparedness of the HE systems to remain open and deliver teaching and learning during the pandemic. Most of the

This paper is designed to inform policy and promote discussion on programme development for initial teacher education and the mentoring of beginning teachers. This paper proposes expectations for teacher candidates at the point of graduation and entry into the profession: what they should be able to do, and the knowledge, competencies, dispositions, ethical principles, and commitment to social justice that they should possess. We begin by outlining the challenges involved in writing standards for initial teacher education. We then examine the current international and New Zealand contexts with the aim of understanding how best to design standards that will support quality teaching. This leads us to propose an inquiry-oriented model for graduate teaching – the Teaching for Better Learning model – together with related standards. The standards we propose are structured around a series of inquiries designed to establish learning priorities and teaching strategies, examine the enactment...

This paper sought to establish the influence of Laboratory Experiment Teaching Method on the Bachelor of Education (B.Ed) Science students' performance during teaching practice. The sample comprising 107 B.Ed Science students, their respective Head of Subjects, and the three faculty provided the study data through questionnaires, interview schedules and the teaching practice assessment form. The data were analyzed descriptively and inferentially. The study concluded that (i) the Laboratory Experiment Teaching Method as taught in the university-based subject Methods Course and applied by the B.Ed Science students on TP is limited. (ii) The HoS can be an important school-based resource for provision of technical support (iii) the classroom is a potential context for learning to apply as well as hone the Laboratory Experiment Teaching Method. The study recommended that (i) technical support be enhanced to further adoption of and hone the instructional practices found 'difficult' or superficially developed (ii) Lobby for a structured supervision partnership with the HoS (ii) faculty tu design a portfolio of learning experiences on application of the Laboratory Experiment Teaching Method that relate to the individual and context-specific needs, and use the data to improve the B.Ed Science students' experiential learning both at the university and at the school-based teaching practice experiences.

A fter repeatedly observing the little boy crying on the school bus, Melanie, a fifth grader, took a seat next to him and struck up a conversation. "You don't understand," said Tony, a first grader whose face was practically hidden behind the thickest eyeglasses Melanie had ever seen. "You see these glasses? I'm partially sighted. The kids trip me and make fun of me. I have special books for my subjects, but there are no books in the library that I can read." Later that day, Melanie approached her enrichment teacher and asked if she could make Tony her Type III Project for the year b by y Joseph S. R Joseph S. R enzulli, enzulli, Jennif Jennif er L. K er L. K oehler oehler , , and Elizabe and Elizabe t t h A h A . F . F og og ar ar ty ty

Land-based métissage is an arts-based framework for confronting colonial and ecological violence, which builds on literary métissage, a research praxis comprising interwoven autobiographical texts. Within colonial contexts, while often separated, reconciliation between settler and Indigenous peoples and with the more-than-human are entwined. Centring researcher self-transformation and land-based creative practices, land-based métissage calls researchers into embodied truth-telling about matters of common concern. It is an inward and outward-looking research praxis that seeks to hold ethical and productive space for creatively and heartfully navigating toward transformation in service of all life.

Academic libraries have changed significantly in the twenty-first century to meet the evolving demands of students, teachers, and researchers. In addition to facilitating research and data management initiatives, they now provide a vast array of digital resources, cloudbased libraries, and collaborative spaces. They also foster social responsibility and teamwork, form strategic partnerships, personalize services, and constantly evaluate and adjust their offerings. Because they serve as social, educational, and informational centres, libraries are essential to society. To bridge the digital gap and advance interactive learning, they have been embracing digital technologies, internet-based applications, and digital services. A library can become a "platform" rather than a "place" by embracing digital technology, promoting co-creation and collaboration, increasing knowledge about digital technologies, organizing and maintaining free educational materials (Open Educational Resources), fostering collaboration and social responsibility, forming strategic partnerships, personalizing services, and regularly evaluating and adapting. By doing this, libraries can develop into dynamic platforms that offer a range of computer-based materials, opportunities for virtual involvement, customized services, and areas for collaboration. Numerous benefits come with the shift to digital platforms, such as increased accessibility, better collaboration and knowledge sharing, faster access to materials, customized support, flexibility and convenience, global collaboration, lifelong learning, enhancement of communities, sustainability, and cost savings. The loss of standard space and ethical behaviour, reliance on technological advances, potential privacy loss, constraints of digital resources, challenges with preservation of digital materials, training and growth for staff requirements, possible loss of practical collections of records, a lack of digital literacy in the librarianship profession, and issues with creativity and licensing procedures are some of the disadvantages to take into account. To sum up, libraries must move to digital platforms successfully by finding a balance between the benefits of digital media and the need to keep traditional locations, making sure that everyone can use them, keeping information safe, and getting the community involved. Academic libraries may create a comprehensive and easily accessible ecosystem that satisfies the needs of their users in the 21st century by combining the benefits of the digital and physical worlds.

FORMA DE CITACIÓN:
Segura, M. (2025). La Transdisciplina en Investigación. Presentación en pdf ocupada en la Conferencia desarrollada en el marco del Coloquio de Investigación organizado por la Escuela de Idiomas de la Universidad Regional del Sureste. Academia.edu

The perspectives of indigenous science learners in developed nations offer an important but frequently overlooked dimension to debates about the nature of science, the science curriculum, and calls from educators to make school science more culturally responsive or 'relevant' to students from indigenous or minority groups. In this paper the findings of a study conducted with indigenous Maori children between the ages of 10 and 12 years are discussed. The purpose of the study was to examine the ways that indigenous children in an urban school environment in New Zealand position themselves in relation to school science. Drawing on the work of Basil Bernstein, we argue that although the interplay between emergent cultural identity narratives and the formation of 'science selves' is not as yet fully understood, it carries the potential to open a rich seam of learning for indigenous children.

First of all, the writers would like to thank Allah SWT for His enduring grace and protection so we can complete this paper entitled "CURRICULUM DEVELOPMENT" properly. We would like to thank the lecturer of this Curriculum and Materials Development subject Mrs. Eka Sustri Harida M.Pd who has guided us in making this paper. Also we would like to thank our friends who have supported us. We know that this paper is far from perfect, we would like to apologize if we have mistakes in writing this paper.

This paper explores the essential processes and principles involved in curriculum and materials evaluation, particularly in the context of English language education in Indonesia. It highlights the significance of systematic evaluation in assessing the effectiveness, relevance, and alignment of educational content with learning objectives. The study outlines the objectives, functions, and roles of curriculum evaluation, as well as various models such as the CIPP, case study, responsive, and illuminative models. Additionally, it delves into the evaluation of instructional materials, emphasizing their alignment with learner needs, cultural appropriateness, engagement potential, and flexibility. Key principles and criteria for evaluation are discussed alongside suitable instruments such as tests, portfolios, and surveys. The paper concludes by underscoring the importance of integrated evaluation practices in improving educational quality and guiding curriculum development and instructional decision-making.

Curriculum development in Indonesia has continually evolved to meet the changing needs of society, education policies, and global challenges. Various parties, including the government, educational institutions, teachers, and communities, play important roles in shaping the curriculum.Over time, Indonesia’s curriculum has shifted to adapt to national priorities and international standards. In the area of English Language Teaching, the syllabus has moved from traditional structurebased approaches to more communicative and competency-based models that emphasize practical language use.

"Curriculum development is a systematic process of designing, implementing, and evaluating educational programs to meet the needs of students, teachers, and society. Effective curriculum development involves a collaborative effort among educators, administrators, and stakeholders to create a coherent and relevant curriculum that aligns with learning objectives, standards, and outcomes. This process requires careful consideration of pedagogical approaches, assessment strategies, and technological integration to promote student learning and achievement. By developing a well-designed curriculum, educational institutions can improve student outcomes, enhance teacher effectiveness, and prepare students for success in an ever-changing world."

As a branch of historical studies, social history includes history of various aspects of ordinary people. The study on social history dates back to 90 years ago and started by establishment of Annals School. Despite major studies in Europe and United State of America, there were few studies on social history in Iran. This is while the subject of social history is amongst the courses of disciplines such as history, social science, librarianship and Iranology. Therefore, the aim of this research is to recognize the situation of social history studies in higher education system of Iran. Using the SWOT method, this study introduces the weak and strong points, opportunities and threats and presents the future trend, solutions and strategic analysis to reach an ideal situation in teaching social history in Iran's higher education system. The results of this research in dicate weaknesses in the oretical and research studies on social history in higher education system. However, an incr...

I am writing to draw attention to the critical yet underexplored relationship between psychoanalysis and pedagogy, which can significantly improve teaching methodologies and student learning outcomes. Despite their historical interconnectedness, these disciplines have grown apart, leaving a gap in educational practices that could otherwise benefit from psychodynamic insights.

This study investigated the influence of employability and technological skills on work performance among hospitality management graduates from Community Colleges in Misamis Oriental, Philippines. Using a descriptive-correlational design, the research assessed 150 graduates (2019-2023) across six employability dimensions (communication, problem-solving, numeracy, adaptability, leadership, interpersonal skills), technological proficiency, and work performance through a validated questionnaire. Findings revealed that graduates generally rated themselves highly across all employability dimensions in communication and lowest in numeracy skills. While demonstrating good general technological literacy, participants showed less confidence with industry-specific systems. Work performance was evaluated positively, with particular strengths in ethical conduct. Regression analysis determined that employability and technological skills collectively explained a significant portion of variability in work performance, with adaptability emerging as the strongest predictor, followed by leadership and technological skills. Surprisingly, communication, problem-solving, numeracy, and interpersonal skills showed no significant direct effects despite their theoretical importance. The findings suggest that educational institutions strengthen numeracy skills development and incorporate more hands-on training with industry-specific technologies, while emphasizing adaptability and leadership skills. Future research may explore why certain skills did not significantly influence performance and investigate specific components of adaptability that most strongly influence work performance in the hospitality industry.

The main argument of this article is that human living systems are open, dynamic, intentional systems and, therefore, are capable of building ever more complex behaviors through self-organization and self-direction. This principle underlying general human development is also applicable to the development of gifted and talented behaviors. These behaviors are dynamic because persons demonstrating such behaviors are forming dynamic, functional relations with a specific environment, with unique temporal trajectories capable of engendering emergent properties that feed into further development. This Contextual, Emergent, and Dynamic Model provides an alternative to traditional static, reductionistic, trait-based conceptions of giftedness. The article further elaborates on three dynamic facets of the making of gifted potential: selective affinity, maximal grip, and being at the edge of chaos. These facets allow for dealing with the genesis of talents, developing expertise over an extended period, and developing creative potential. Putting the Research to Use: The practice of gifted education is always guided by one's implicit or explicit theory of what constitutes giftedness or what makes some children gifted. This article attempts to situate giftedness in its functional context and show its dynamic and emergent qualities rather than defining it as a set of traits. If giftedness is a dynamic quality that has a developmental trajectory, then we need to be very specific about interventions. Because of its focus on developmental processes, the Contextual, Emergent, and Dynamic Model can help specify educational programming in terms of goals, tools, and support needed to facilitate specific lines of development for a given child or a group of children at a specific point in time. Assessment (identification) and educational provisions inform each other and thus become an integrated system. The dynamic facets of selective affinity, maximal grip, and being at the edge of chaos elaborated in this article can be readily used as heuristics to frame curricular goals and educational experiences.

Deoarece trăim intr-o societate bazată pe cunoastere, profesorii de educaţie muzicală trebuie să se adapteze la cerin­ţele impuse de dinamica contemporană. Nu mai sunt suficiente metodele deja aplicate, ci este necesar să se creeze, ală­turi de elevi, noi mijloace, noi metode de invăţare-predare-evaluare. Noile tehnologii sunt răspunsul la standardele societăţii ba­zate pe cunoastere. Tehnologia informaţiei si a comunicaţiilor (TIC) joacă un rol tot mai important in procesul edu­ca­ţional, inclusiv in educaţia muzicală. Softurile muzicale de care dispunem in prezent, diferenţiate prin concepţie, desti­naţie, modalităţi de operare etc. au revoluţionat lumea sunetelor prin multitudinea de posibilităţi de operare cu materialul muzical. DIGITAL TECHNOLOGIES IN MUSIC EDUCATION ACTIVITIES: DIDACTICAL ASPECTS Because we live in a knowledge-based society, teachers of music education must adapt to the contemporary dynamics of requirements. It is necessary to create, together with students, n...

This study looked at how well SS3 students in mathematics performed on the National Business and Technical Examinations Board (NABTEB) and West African School Certificate Examination (WAEC) in Epe Local Government Area (LGA), Education District III, Lagos State, Nigeria, between 2010 and 2021. The study sought to ascertain whether performance differed by examination body, evaluate gender disparities in WAEC mathematics performance, analyze the effect of gender on NABTEB mathematics results, and investigate the connection between WAEC and NABTEB results.
A sample of 22,440 WAEC students (12 schools) and 3,690 NABTEB students (10 schools) were selected from a population of 86,950 students (WAEC: 74,800; NABTEB: 12,150) from an estimated 40 public secondary schools using an ex-post facto design. Information was taken from NABTEB and WAEC records, which were then subjected to 0.05 significance level inferential statistics (Simple Regression Analysis) and descriptive statistics (frequency and percentage). The results showed that WAEC students did better than NABTEB students, with a 90% pass rate (A1–E8) and a 65% distinction and credit rate (A1–C6), as opposed to 50% and 80% for NABTEB, respectively.
Males outperformed females in both tests, according to gender analysis: in the NABTEB, males scored 55% A1–C6 and 85%, compared to 45% and 75% for females; in the WAEC, males scored 70% A1–C6 and 93%, compared to 60% and 87% for females. A substantial positive correlation between WAEC and NABTEB outcomes was confirmed by regression analysis (R = 0.709, R2 = 0.503, p = 0.010 < 0.05), suggesting that 50.3% of NABTEB variation is predicted by WAEC performance. According to the study's findings, math performance is highly influenced by both gender and the testing body, with male and WAEC students performing better. To reduce inequities, especially in NABTEB and among female students, recommendations include boosting resources, using practical teaching techniques, and raising the caliber of teachers.
Keywords: Statistical analysis, WAEC, NABTEB, Mathematics performance, gender, school location, educational assessment.

In a context of globalization that is increasingly eroding local values and cultural identities, the integration of local wisdom into higher education curricula offers an innovative solution to preserve and enhance those values. The research aims to identify and analyse effective strategies in integrating local intelligence into the curriculum, as well as measure its impact on student character education and multicultural abilities. The methods used in this research include examining literature by looking for literature in accordance with the context of the research. The findings show that the integration of local wisdom can be realized through several ways, such as inclusion in learning materials, the establishment of extracurricular activities that focus on local values, as well as the development of a school culture that embraces local identity. This strategy not only enriches students' learning experiences by introducing them to traditional values and practices, but also strengthens character education through the internalization of values such as diversity, tolerance, and appreciation of other cultures.

Psycholinguistics is the combination of psychology and linguistics.
Psychology is the study about human behavior while linguistic is study about language. Psycholinguistic is the study about human behavior in using language influence by their range, personality, etc. The field of psycholinguistics is concerned with discovering the psychological process that makes it possible for humans to acquire and use language.

This book, A Practical Model of Embedding Religious Moderation Values in English Language Teaching Activities, explores the critical intersection between language education and value-driven teaching practices, offering a roadmap for integrating religious moderation into English Language Teaching (ELT) at the university level.

The study sought to investigate the relationship between motivation and job performance among primary school teachers in Kween district, Uganda. A cross-sectional study design was employed, utilizing a quantitative approach. The Krejcie & Morgan sampling table was used to select a random sample of 74 primary teachers from a population of 92 primary school teachers in Kaptum Subcounty, Kween district. SPSS was utilized for data analysis, and Autonomy (r = 0.810, p < 0.05) and mastery (r = 0.834, p < 0.05) exhibit strong positive associations with job performance, while reward systems (r = 0.442, p < 0.05) and growth opportunities (r = 0.760, p < 0.05) also significantly correlate with job performance. Regression analysis identified reward systems, growth opportunities, work environment, autonomy, and mastery as predictors of job performance. Recommendations include improving reward systems, offering professional development opportunities, ensuring job security, and empowering teachers with autonomy and mastery.

Badger. "The stories people tell have a way of taking care of them. If stories come to you, care for them. And learn to give them away where they are needed. Sometimes a person needs a story more than food to stay alive; that is why we put these stories in each other's memory. This is how people care for themselves." (Lopez, 1990, p. 48) 2 Recordar: (Spanish). To remember; from the Latin re-cordis, to pass back through the heart-Eduardo Galeano 3 As a Canadian curriculum scholar I often use my own life as a site for inquiry, and as a university instructor I encourage both pre-service and veteran teachers to do the same. Such autobiographical inquiry is neither the dominant form of research in Canadian curriculum studies, nor should it be. Yet I believe this research matters for curriculum theory, for the field, and for the researcher, and as such deserves a place in the academy. While it is true that what defines a text as autobiographical is (a) the presence and significance of the narrative I (Kadar, 1993), and (b) the disclosure of this self through and in the text (Lopate, 1994), this does not mean that the I is necessarily the subject of the text. I find it difficult to defend, as research, some autobiographical narratives, particularly those where the researcher makes himself, most often his psychological or

Canada -as a place -is often absent from the topography of curriculum theorizing. Looking to Canadian literature that explores the themes of survival and alienation/ victimization within a varied and demanding physical, imaginary, and sociopolitical landscape, this article presents four challenges to Canadian curriculum theorists: to create curriculum languages and genres that name the sociopolitical, geophysical, and imaginative landscape in which Canadians live now, as well as the landscapes of the past and the future; to turn to Canadian scholars, indigenous languages, and traditions for that language and those genres; to seek new interpretive tools for understanding what it means to be Canadian and what Canadians might become in the 21st century; and, finally, to create curriculum theory that is written at home but works on behalf of everyone. Le Canada -en tant que lieu -est souvent absent de la topographie des théories sur les programmes scolaires. Analysant des documents canadiens qui explorent les thèmes de la survie et de l'aliénation ou de la victimisation, l'auteure présente quatre défis aux théoriciens canadiens des programmes scolaires : créer des genres et des langages qui tiennent compte du paysage sociopolitique, géophysique et imaginaire dans lequel vivent les Canadiens; trouver ce langage chez les chercheurs canadiens ainsi que dans les langues vernaculaires et les traditions; chercher de nouveaux outils d'interprétation pour comprendre ce que signifie le fait d'être Canadien et ce que les Canadiens pourraient devenir au XIX e siècle; en somme, créer une théorie des programmes scolaires qui soient bien nôtres. Northrop claims that for Canadians the answer to the question "Who are we?" cannot be separated from the answer to the question "Where is here?" (p. 220). The classic existential question -"Who am I?" -can be posed only by people for whom "where" they are is not an issue, the place itself apparently being fully known and well defined. These would be people from places such as Europe and the United States. Posing the question "Where is here?" implies a preoccupation with where we are in relation to other places. It also implies asking: "How do I find my way around here? Can I survive here? How can I survive here? Who were the people here before me?" Robert Kroetsch (1994), a Canadian poet and novelist, has described growing up in Alberta on the Canadian prairies in the 1930s, a time when the school curriculum and the body of literature it referenced were strangely silent about the place he was living. Kroetsch read books at school but he neither read, heard, nor learned anything about Alberta itself. The school curriculum was a colonial curriculum in that home was either somewhere else or not worth consideration.

Successful innovative strategies for teaching outside the box are often prompted by what instructors have learned from their experiences in the classroom. Initially, we may try something that works for us or was suggested by respected experts, but whatever we start with gets modified through direct experience with our students. We see what helps them engage the content and each other, and we see what is meaningful to them. We look for evidence in their thinking, their writing, and their interaction.

Sherretz, Christine Edwards, "Mindful Teachers: Case Studies of Intermediate Teachers and Their Mindful Teaching Practices" (2006). Electronic Theses and Dissertations. 490. This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact

In a world where ChatGPT writes essays and solves math problems in seconds, an important question emerges: who will shape the character and values of the next generation – cold and precise algorithms or teachers who understand the needs, potential, and sensitivity of human beings?

Recent advances in artificial intelligence, particularly the emergence of sophisticated AI agents like ChatGPT, have sparked intense debate about their role in education. While these technologies promise to transform teaching and learning processes, their rapid evolution and widespread adoption have outpaced our understanding of their implications.

This scoping review addresses a critical gap in current literature by systematically examining the potential, limitations, and challenges of integrating AI agents in educational settings. The review is particularly timely given the accelerated digitalization of education following the global pandemic and the subsequent proliferation of AI tools in classrooms. By synthesizing emerging research and empirical evidence, this study provides educators, policymakers, and researchers with a comprehensive framework for understanding how AI agents can effectively complement, rather than replace, traditional teaching methods.

Our analysis explores key dimensions including: the typology and functionalities of educational AI agents; their impact on student engagement and learning outcomes; their limitations in developing higher-order cognitive skills and social-emotional competencies; and the evolving role of teachers in AI-enhanced learning environments. This systematic examination helps identify research gaps, inform evidence-based implementation strategies, and guide future investigations into the long-term effects of AI integration in education.

The findings underscore the need for a balanced, nuanced approach to incorporating AI agents in educational practice, while highlighting critical areas requiring further research and development. This review contributes to the growing body of knowledge essential for developing effective policies and practices that maximize the benefits of AI in education while preserving the irreplaceable human elements of teaching and learning.

A broad range of professional communicators employ social media as a professional practice; however research indicates that it has yet to become a prevalent component in professional writing courses. Additionally, the competencies surrounding social media practices and the pedagogy to incorporate such competencies are not well established. Compounding this shortcoming is the problematized nature of social media technologies for learners as being a source of their personal identity; thus instructors must transform learners' everyday practices that inform their personal identity into professional practices that will inform their professional identity. This article reports on the first iteration of a four-year design-based study exploring the following research questions: What challenges might students face when transforming everyday social media practices into professional practice? How can social media technologies facilitate professional identity formation? The results indicated that introducing professional social media skills into the curriculum provoked a significant amount of resistance on the part of learners. In general, the students lacked agency on social networks and required guidance when articulating modes of online authenticity. The study also discovered an alarming gap between students' everyday practices on social networks and professional practice. Through course intervention and reflexivity on the part of the students, final results demonstrated a remarkable growth in terms of research participants' beliefs, engagement, insights and goals regardingthe usage of social media.

Özet: Yükseköğretimde sınıfların kalabalık olması, öğretim sürecinin verimliliğini azaltan en önemli unsurlardan biridir. Bu araştırmanın amacı, üniversitelerde kalabalık sınıflarda yapılan öğretim sürecinin öğretim elemanları ve öğrencilerin deneyimlerine dayalı olarak incelenmesidir. Bu araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Verilerinin toplanmasında araştırmacılar tarafından hazırlanan iki bölümlük yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın çalışma grubu ise amaçlı örnekleme tekniği ile belirlenen 13'ü öğrenci, 9'u öğretim elemanı olmak üzere toplam 22 katılımcıdan oluşmaktadır. Araştırma sürecinde toplanan veriler, içerik analizi yöntemiyle incelenmiştir. Öğretim elemanlarının kalabalık sınıflara ilişkin görüşlerinin en çok öğretim sürecinde yaşanan sorunlar üzerinde yoğunlaştığı görülmüştür. Öğrencilerle iletişim kuramadıkları, işlenen derslerin niteliğini düşük gördükleri, zaman konusunda sorun yaşadıkları, sınıf yönetimi, gürültü kirliliği, uygulama etkinliklerinde güçlük, motivasyon eksikliği, seçenek azlığı ve bireysel farklılıkların göz ardı edilmesi gibi problem yaşadıklarına dair sonuçlar elde edilmiştir. Öğrenciler de ise başlıca iletişim zorlukları, sınıflardaki öğretim kalitesinin düşüklüğü, sınıf yönetimi problemleri, istenmeyen öğrenci davranışları, yetersiz zaman, daha fazla bireysel öğrenim gereksinimi, derse etkin katılım sorunu ve gürültü kirliliği gibi olumsuzluklar ortaya çıkmıştır. Ayrıca, kalabalık sınıfların öğretim elemanlarında olumsuz duygu durumlarına neden olduğu sonucuna da ulaşılmıştır. Öğretim elemanları ders işleme sürecinde kendilerini baskı altında hissettiklerini, öğrencilere gerekli bilgi ve becerileri aktaramamanın verdiği duygudan kaynaklı iş doyumu kaybı yaşadıklarını ifade etmişlerdir. Bunlara ek olarak öğretim elemanları baş ağrısı, tükenmişlik hissi, can sıkıntısı, çaresizlik, yorgunluk, baskı ve stres yaşadıklarını belirtmiştir. Benzer şekilde kalabalık sınıfların öğrencilerde de olumsuz duygu durumları oluşturduğu görülmüştür. Bunlar baskı, çekingenlik ve yetersizlik hissi olarak tespit edilmiştir. Bu araştırma kapsamında tespit edilen sorunların giderilmesi için yükseköğretimdeki personel ihtiyacına yönelik çözümler, derslik sayısının arttırılması gibi politikalar önerilebilir.

Some Engineering Faculties are turning to the problem-based learning (PBL) paradigm to engender necessary skills and competence in their graduates. Since, at the same time, some Faculties are moving towards distance education, questions are being asked about the effectiveness of PBL for technical fields such as Engineering when delivered in virtual space. This paper outlines an investigation of how student attributes affect their learning experience in PBL courses offered in virtual space. A frequency distribution was superimposed on the outcome space of a phenomenographical study on a suitable PBL course to investigate the effect of different student attributes on the learning experience. It was discovered that the quality, quantity, and style of facilitator interaction had the greatest impact on the student learning experience. This highlights the need to establish consistent student interaction plans and to set, and ensure compliance with, minimum standards with respect to facilitation and student interactions.

Σε σχολικά πλαίσια ενταξιακής εκπαίδευσης, το περιβάλλον μάθησης και το σχολικό κλίμα αποτελούν παράγοντες, που επηρεάζουν σημαντικά τη διεργασία διδασκαλίας-μάθησης. Θεσμικά, ο/η εκπαιδευτικός συνεκπαίδευσης/παράλληλης στήριξης (σ/πσ) τοποθετείται σε σχολείο με σκοπό την ένταξη μαθητών/τριών στο σχολικό γίγνεσθαι, σε γνωστικό, κοινωνικό και ψυχοσυναισθηματικό επίπεδο. Επιπρόσθετα, ο/η εκπαιδευτικός του τμήματος και ο/η εκπαιδευτικός σ/πσ προβλέπεται να συνεργάζονται/εργάζονται συλλογικά με στόχο την ολόπλευρη υποστήριξη των μαθητών/μαθητριών με έγκριση σ/πσ, όπως και του συνόλου των μαθητών του τμήματος. Σύμφωνα με τη διεθνή βιβλιογραφία, οι εκπαιδευτικοί σε πλαίσια ενταξιακής εκπαίδευσης, είναι σημαντικό να υιοθετούν στάσεις, γνώσεις και δεξιότητες, οι οποίες προσδιορίζονται από 10 Πρότυπα Επαγγελματικής Ανάπτυξης (Π.Ε.Α.) (Council for Exceptional Children, 2009; 2014). Το πέμπτο Π.Ε.Α. αναφέρεται σε “περιβάλλοντα μάθησης και κοινωνικές αλληλεπιδράσεις”. Στην παρούσα έρευνα μελετούμε το ενταξιακό προφίλ 100 εκπαιδευτικών σ/πσ δημοτικής εκπαίδευσης, σε επίπεδο πρακτικών/τεχνολογιών διαμόρφωσης περιβάλλοντος μάθησης, ανά επίπεδο εμπειρογνωμοσύνης. Μέσω αποδελτίωσης των απαντήσεων σε ερωτηματολόγιο αντιλήψεων, με χρήση εξάβαθμης κλίμακας Likert, διερευνάται ο βαθμός στον οποίο οι εκπαιδευτικοί σ/πσ θεωρούν ότι υιοθετούν στάσεις, γνώσεις και δεξιότητες, αναφορικά με το πέμπτο Π.Ε.Α., στο πλαίσιο της ενταξιακής ειδικής εκπαίδευσης. Τα αποτελέσματα της έρευνάς μας συνεκτιμώνται με αποτελέσματα αντίστοιχης έρευνας, η οποία πραγματοποιήθηκε σε εκπαιδευτικούς γενικής εκπαίδευσης. Με τη συνεξέταση εξάγονται συμπεράσματα για τις πρακτικές/τεχνολογίες διαμόρφωσης του περιβάλλοντος μάθησης από τους εμπλεκόμενους στη σχολική τάξη εκπαιδευτικούς. Στη συζήτηση συνεισφέρονται προτάσεις εξειδίκευσης της υπάρχουσας εκπαιδευτικής πολιτικής και περαιτέρω έρευνας. Ο διάλογος για τη σημασία του περιβάλλοντος μάθησης είναι σημαντικό να επεκταθεί σε όλα τα επίπεδα του εκπαιδευτικού μας συστήματος, με στόχο τη διασφάλιση  ισότιμης εκπαίδευσης για όλους τους μαθητές.

In a period where skills threaten to replace knowledge in education now construed to be solely in service to the economy, 1 it is, it seems to me, our professional obligation to affirm erudition and expertise. In Canada the curriculum question-what knowledge is of most worth?-can be aggravated by the country's allergy to any identity that seems stodgy, e.g. reminiscent of especially its Anglophone past. 2 Attitude adjustment sometimes substitutes for working through the trauma of history. 3 To contravene these "present circumstances" we can affirm those intellectual histories knowledge of which is prerequisite to disciplinary expertise. Nicholas Ng-A-Fook acknowledges key concepts, past and present. Some may take issue with emphases and sequences, but who A Response to "Provoking the very 'Idea' of Canadian Curriculum Studies PINAR