Journal of Curriculum Studies Research

“Shaping Young Minds” under Occupation: Hidden Curriculum in East Jerusalem’s Primary Textbooks

Refa' Al Ramhi, Rinad Jouda Daghara, Israa Omar Motan, Rania Muhammad Qassrawi — Sun, 10 Aug 2025 04:22:10 +0300

Childhood education is a critical period during which young learners form their values, perspectives, and beliefs and shape their identities. Due to pupils’ vulnerability at this stage, the impact of both explicit and implicit learning materials, especially curricula and textbooks, can be profound and long-lasting. This study examined the changes made by the Israeli Ministry of Education to Palestinian textbooks used in East Jerusalem, focusing on the impact of these alterations on pupils. Social Studies, Arabic Language, Mathematics and Islamic Education textbooks for Grades 1 to 4 were analyzed. The sample consisted of sixteen (16) textbooks, with analysis based on four domains: Language and Symbols, Cultural Patterns, Social Context, and Authority and Control. Semi-structured interviews were also conducted with thirteen (13) principals, teachers, and parents directly involved in teaching these textbooks. The findings revealed deliberate changes by the Israeli authorities to manipulate educational content, particularly in National and Social Education. These alterations aimed to promote Israeli political and cultural narratives by removing references to Palestinian sovereignty, cultural symbols and key national landmarks. Besides, the textbooks have been modified to foster an Israeli-centric perspective, replacing "Palestine" with "Israel" and erasing Palestinian symbols, such as the flag and national anthem. Changes in Arabic and Islamic Education textbooks were similarly meant to weaken the connection between pupils and their Palestinian heritage. As such, modifications reflect an agenda to suppress Palestinian national identity and instill Israeli values in young learners; several conclusions and recommendations were proposed.

AI as a Simulated Client: Impact on Educational Psychology Students’ Therapeutic Skills

Dinara Kakabayeva, Aizhana Abibulayeva, Kuldarkhan Orazbayeva, Liza Naviy — Sun, 10 Aug 2025 05:06:18 +0300

Role-playing emerges as a central pedagogical strategy, enabling trainees to navigate complex scenarios through human-like interactions that bridge theoretical knowledge with practical expertise. As generative artificial intelligence continues its exponential growth, its promise in mental health contexts has garnered substantial attention. However, the integration of chatbots into educational psychology training remains an underexplored frontier. This study aims to address this gap by examining the impacts of an intervention using role-play simulations of psychoeducational counseling sessions on therapeutic skills. This pre-posttest controlled study engaged 112 educational counseling students. A treatment group (n = 53) participated in an eight-week intervention using a Gemini-powered simulation, which featured a pre-prompted student-profile chatbot and an artificial third party providing post-activity feedback on participants’ performance as counselors, while a comparison group (n = 59) had no access to the simulation. Therapeutic skill assessments were conducted before and after the experiment, complemented by qualitative interviews exploring students’ perceptions. The chatbot-mediated intervention yielded gains in feedback synthesis, guided discovery, cognitive-behavioral focus, and change strategies. While some respondents expressed skepticism, overall sentiment was positive. This research highlights the potential of chatbot-augmented training to enhance empathetic understanding, interrogative precision, and reflective feedback capabilities in educational psychology curricula.

Toward Precision on Evaluation: Hierarchical Weighting-Based Assessment on Implementation of Outcome-Based Curriculum

Yenita Roza, Ibnu Daqiqil Id, Yanti Andriyani, Rahmad Kurniawan, Arisman Adnan — Sun, 10 Aug 2025 06:05:20 +0300

Assessing learning outcomes is essential for measuring student achievement and enhancing educational effectiveness. However, traditional assessment methods often struggle to capture the complexity of diverse competencies, leading to gaps in evaluation and improvement. Outcome-based education (OBE) represents a shift from conventional paradigms by emphasizing the attainment of predefined learning objectives at multiple levels, including student, course, and program outcomes. This study introduces a hierarchical weighting-based assessment framework designed to evaluate learning outcomes comprehensively. The framework employs a three-tier weighting system that assigns differentiated weights to various assessment elements. Using a development research model, this approach enables a nuanced and holistic evaluation of student performance. The methodology involved needs analysis, assessment modeling, practical implementation of the framework, and case study analysis to demonstrate its effectiveness. The User Experience Questionnaire (UEQ) was administered to 225 users to evaluate the system's usability and emotional impact. Results show that the proposed framework offers a more accurate representation of student achievement, aligning closely with intended learning outcomes and performance indicators, and effectively distinguishing varied competencies across diverse assessments. The findings highlight its potential scalability across educational institutions seeking to refine assessment practices. Additionally, this framework presents a promising strategy to enhance the precision, inclusivity, and engagement of educational evaluation systems.

The Role of Pedagogical Practice Duration in Developing Pre-Service Teacher Competencies

Gentiana Shahini — Sun, 10 Aug 2025 06:43:50 +0300

Pedagogical practice is a core component in preparing pre-service teachers by immersing them in real teaching environments. This practice helps develop pedagogical competencies by integrating theoretical knowledge with practical application, while also teaching students how to select, prepare, and utilize educational materials and resources. This study explores pedagogical practice's role in enhancing pre-service teachers' competencies in the "Welfare and Care for Children" program at AAB College, Pristina, Kosovo. A quantitative descriptive and correlational research design was employed, using a survey administered to 56 students in the program. Findings from the literature review and data analysis indicate that pedagogical practice is beneficial, equipping students for their future careers. Moreover, mentor teachers in kindergartens and schools play a crucial role in the student's professional development. However, the results also reveal a weak mentor-novice-teacher relationship, attributed to the limited duration of pedagogical practice. It is recommended that the duration of pedagogical practice be extended in the program curriculum, allowing students to gain more extensive practical experience and receive mentorship from experienced teachers.

Teachers' Perceptions of the Curriculum Changes: The Case of the New Social Studies Curriculum in Northern Iraq

Khalid Ilias Basheer Qolamani, Erol Kaya, İhsan Ünlü, Alper Kaşkaya — Sun, 10 Aug 2025 07:11:31 +0300

This study aims to examine how social studies teachers in Iraq's Erbil, Sulaymaniyah, and Duhok regions interpret and respond to the newly implemented social studies curriculum. The study was designed using a case study approach within qualitative research methods. Twenty teachers working in public schools in Sulaymaniyah, Duhok, and Erbil participated in the research. Using semi-structured interviews, the research examines the motivations behind reform efforts, theoretical foundations of curriculum objectives, challenges encountered during development and implementation, and educators' perspectives on anticipated outcomes. The findings provide important insights for policymakers and practitioners seeking to improve social studies education to develop civically engaged and socially aware students who can navigate diversity and contribute to community development. Several key patterns emerged, including the multiple ways teachers learned about the new curriculum, their opinions on syllabus and textbook clarity, their understanding of core curriculum goals, their comparisons between former and current curricula, and their views on essential student learning outcomes. The study highlights the complexity of curriculum reform and the need for clear communication, comprehensive educational materials, and an integrated, analytical approach to social studies education. These insights can inform future curriculum revisions, guide teacher development programs, and affect policies aimed at strengthening social studies instruction.

Effect of Practice-Oriented Courses in the Study of Natural Sciences on the Development of Professional Qualities in College Students

Sun, 10 Aug 2025 07:53:33 +0300

The purpose of this study is to identify the professional qualities required of students specializing in "Vocational Training A training experiment method was employed as the primary method, conducted at the pedagogical and agrotechnical colleges of Taldykorgan, Kazakhstan. The experiment involved 128 students, randomly divided into two groups (experimental and control). N.V. Noss' occupational questionnaire was employed to assess the progress of the experiment. The results were analyzed using statistical methods, calculating individual and average group test performance coefficients. The study findings revealed that students in the control group exhibited poorly developed professional qualities, while the experimental group showed considerable improvement. Students in the experimental group showed better theoretical knowledge, practical skills, and soft skills such as independent decision-making and proficiency with computers and office equipment. Based on the results of the pedagogical experiment, the authors propose pedagogical conditions and a specialist training model aimed at fostering students' interest in natural sciences and enhancing their professional qualities.

The Role of Traditional Dance Education in Children's Learning: A Systematic Literature Review

Fitri Daryanti, I Wayan Mustika, Wida Rahayuningtyas, Hisbulloh Als Mustofa — Sun, 10 Aug 2025 08:05:51 +0300

This systematic literature review explores the impact of traditional dance education on children's cognitive, physical, social, and emotional development. Through an analysis of diverse studies and theoretical perspectives, the review highlights how traditional dance fosters holistic learning in young children. Traditional dance holds significant cultural value, not only as a means of preserving heritage but also as an educational tool. This paper followed a systematic literature review of journal articles extracted from SCOPUS, ScienceDirect, and Google Scholar. Eighteen articles met the inclusion criteria and were selected. The traditional dances reported in the selected studies include: Greek Traditional Dance (GTD) (n=8), Traditional Art Dance Therapy (TATA) (n=1), Malay Zapin Traditional Dance (MZTD) (n=2), Turki dances (n=2), Javanese Traditional Dance (JTD) (n=1), Indian Traditional Dance (ITD) (n=2), and Russian Folk Dance (RFD) (n=2). Six studies described the impact of traditional dance on students' cognitive abilities. The findings indicated that traditional dances enhance children's intellectual and mathematical skills. Twelve studies clarified the contribution of traditional dance to physical and motoric skills; the results show that traditional dance improves motor skills, balance, coordination, and body awareness. Other results, seven studies on traditional dance have an impact on social and emotional skills that allow children to express themselves creatively, which plays a significant role in emotional regulation, confidence, self-awareness, collaboration, communication, and empathy.

Developing Students’ HOTS Digital Literacy Profile by Using IRT

Sun, 10 Aug 2025 08:35:54 +0300

This study aimed to develop and validate a digital literacy higher-order thinking skills (HOTS) cognitive test for engineering students at Universitas Negeri Yogyakarta in Indonesia. Utilising a quantitative research design, the study involved 95 participants and employed expert judgement to assess content validity through the Aiken V Index, which yielded a high average validity score of 1.783. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) confirmed a single factor structure with strong fit indices (CFI = 0.98, TLI = 0.97, RMSEA = 0.08), indicating robust construct validity. Reliability analysis revealed a high internal consistency (α = 0.92). Item Response Theory (IRT) calibration demonstrated satisfactory model fit, with moderate discrimination and average difficulty indices for the test items. The findings affirm that the developed test is both reliable and valid, effectively capturing students' digital literacy HOTS profiles, thereby providing valuable insights for educational interventions aimed at enhancing digital literacy skills in engineering education.

Enhancing Preschool Educators' Self-Efficacy in Designing Subject-Development Environments: Evaluating a Structured Training Program

Raziya Karimova, Anar Alimbekova, Assеm Bulshеkbayеva, Altynay Zhakupova — Sun, 10 Aug 2025 21:53:39 +0300

Subject-development environments play a crucial role in early childhood education by fostering cognitive, social, and emotional growth. This study investigates the effectiveness of a structured training program in enhancing preschool educators' self-efficacy in designing such environments. A quasi-experimental design was employed, incorporating both a control group and an intervention group. The study involved 160 participants from Abai Kazakh National Pedagogical University who engaged in a targeted structured training program combining theoretical instruction with hands-on activities. Findings indicate that the structured training program significantly improved educators' self-efficacy, with experimental group participants demonstrating significantly higher post-test scores across all measured areas compared to the control group. Based on these results, integrating the structured training program into preschool teacher preparation and existing curricula is recommended to enhance early childhood education practices.

Intercultural Citizenship in Foreign Language Education: A Study with Kazakhstani Pre-Service English Teachers

Zarina Rudik, Elmira Gerfanova, Lyazzat Dalbergenova, Liza Naviy — Mon, 11 Aug 2025 00:38:27 +0300

This study aims to examine the integration of the intercultural citizenship (IC) component into the training of pre-service English teachers in Kazakhstan, where the growing role of English as a global communication tool demands an educational approach that extends beyond language proficiency. This study focuses on how foreign language education can foster intercultural citizenship within Kazakhstan’s multicultural and multilingual context. Using a mixed-methods design, the research involved a pre- and post-test comparison between two groups of third-year university students: one exposed to an IC-focused curriculum and the other following a traditional language program. Data were collected through quantitative questionnaires assessing intercultural citizenship and qualitative open-ended responses. The study findings suggest that the integration of the IC component into foreign language education can enhance students’ intercultural awareness and motivation to engage in cross-cultural interaction. The findings offer practical insights for curriculum development and highlight the importance of preparing future educators for participation at both local and global levels.

Enhancing Historical Thinking and HOTS through Digital Learning Materials: An Inquiry-Based Approach Using Primary Sources for High School Students

Sariyatun Sariyatun, Leo Agung Sutimin, Nur Fatah Abidin — Mon, 03 Nov 2025 22:27:51 +0300

The insufficient capabilities of high school students in Historical thinking skills (HTS) and Higher order thinking skills (HOTS) present a significant issue, primarily attributed to traditional teaching methods that prioritize memorization over critical analysis, particularly in history education. Consequently, this study aims to evaluate how well digital teaching materials that use Inquiry-Based Learning by Primary Sources (IbLPS) can improve high school students' Historical thinking skills (HTS) and Higher order thinking skills (HOTS). A quasi-experimental research design featuring pre-tests and post-tests was employed, involving 300 students from six high schools in Surakarta, Indonesia, selected through stratified random sampling. Data were collected using validated instruments for HTS and HOTS, with analysis conducted via multiple linear regression. The analyzed data show that students' thinking skills improved significantly, with 72% of the differences in HOTS explained by how often they used primary sources, participated in discussions, and used digital teaching materials. The study concludes that the integration of digital resources with an inquiry-based approach substantially enhances students' critical and historical thinking abilities. It is expected that using primary sources in digital learning will encourage students to think more deeply and critically about history, making it important to include this approach in history teaching programs.

Integration of Test-Taking Strategies Training in EFL Teachers’ Pedagogical Practices

Abdullah Alshakhi, Zainab Jarallah Alzahrani — Mon, 03 Nov 2025 22:48:22 +0300

Test-taking process and strategy training is a very significant part of teaching, and especially relevant for EFL learners since foreign [English] language test anxiety is very common among EFL learners. Teachers play a crucial role in developing their students’ test-taking strategies. However, not all strategies employed by learners, and sometimes even encouraged by their teachers to use in tests, may be construct-relevant and directly contributing to the actual assessment of their language proficiency, even if those strategies may be helping them cope with exam stress, and also, sometimes helping them score well. The present paper is based on an investigation conducted at a Saudi university into EFL teachers’ integration of construct-relevant/-irrelevant test-taking strategies in their instructional approaches. It was a mixed-methods research conducted with six EFL teachers as participants who, in a survey questionnaire and structured interviews, expressed their perceptions on the strategies they teach and their perceived effect on students. The findings show that although teachers make sure to teach only construct-relevant strategies, students do resort to construct-irrelevant strategies as well. The findings of the present research are very significant as they help teachers in better supporting their students to improve their overall academic achievement in Saudi EFL contexts. The study will also help ensure a supportive learning environment for students by promoting Test-Taking Strategies as a significant component of success in their language learning journey.

Technology Integration in Geometry Instruction: SEM Analysis of Pre-Service Mathematics Teachers’ Perspectives and Experiences

Gulina Orazali, Nurbapa Mekebayev, Gulnara Issayeva, Sara D Sony, Selim Güvercin — Thu, 06 Nov 2025 08:45:30 +0300

This study aims to examine pre-service mathematics teachers’ perceptions, experiences, and challenges related to using digital tools in geometry education. A total of 229 pre-service teachers participated, most of whom were female (69.2%), under 20 years old (81.7%), and enrolled in bachelor’s-level mathematics education programs (91.7%). Structural Equation Modeling (SEM) was used to examine relationships among factors affecting the effectiveness and pedagogical integration of digital tools in teaching geometry. Results showed significant positive relationships between engagement and motivation, usability and accessibility, and future training and support needs with both learning and teaching effectiveness, as well as pedagogical integration strategies. Surprisingly, reported challenges and barriers did not significantly impact these outcomes, suggesting greater technological proficiency among newer generations or improved usability of digital tools. These findings highlight the importance of motivation, accessible technology, and targeted professional development in supporting effective integration of digital tools into geometry instruction. Implications for teacher education programs and recommendations for future research are discussed.

Integrating Prophetic Metaphors into the Development of Islamic Education Curriculum

Azhar Azhar, Jarjani Usman, Muhajir Muhajir, Zuaidar Zuaidar — Thu, 06 Nov 2025 09:06:23 +0300

This study explores how prophetic metaphors derived from the sayings and practices of Prophet Muhammad (PBUH) can inform the development of Islamic education curriculum. These metaphors reflect both conceptual and spiritual dimensions of teaching and learning, offering culturally and theologically grounded insights for curriculum design. Using a qualitative approach and Conceptual Metaphor Theory (CMT), the study analyzed selected hadiths related to education. Identified metaphors were categorized into transmissive, constructivist, and moral-spiritual orientations, and interpreted for their curricular implications. Findings reveal that prophetic metaphors frame teaching and learning through vivid imagery such as teaching as nurturing, learning as a journey, teaching as reflection, and learning as inner struggle. These metaphors embody values central to Islamic educational philosophy, including compassion, critical thinking, lifelong learning, and God-consciousness. Integrating such insights can enrich curriculum development by aligning pedagogical approaches with Islamic ethical and epistemological foundations. Although limited to textual analysis, this study offers a foundation for further exploration of how prophetic metaphors might inform instructional practices in contemporary Islamic education. Future research may apply these insights in school or university settings to assess their impact on learners. By bridging classical Islamic sources with contemporary educational theory, this study contributes to the discourse on faith-integrated pedagogy and curriculum development. It presents an original framework that supports the creation of spiritually rooted, learner-centered curricula designed to cultivate both knowledge and character in alignment with prophetic guidance.

Curricular Concretion at the Classroom Level for Competency-Based Performance in Initial Teacher Training

Thu, 06 Nov 2025 09:58:18 +0300

Achieving competency-based learning requires demonstrations of knowledge and skills. Therefore, this study aimed to determine the influence of curricular concretion at the classroom level on competency-based performance in initial teacher training among students of the National University Daniel Alcides Carrión – Peru. It examined the extent of impact of planning, execution, and evaluation of learning processes. The study employed a quantitative approach, experimental type, with a pre-experimental design involving a sample of 26 students. The scientific, experimental, and hypothetico-deductive methods were applied. Data collection utilized observation and surveys, using a 15-item observation checklist aligned with the study's objectives and dimensions. Data analysis results revealed, according to the Z-test, statistical evidence to reject the null hypothesis and accept the research hypothesis since the value - p is lower than the level of significance. Consequently, curricular concretion of learning at the classroom level influences competency-based performance in initial teacher training among university students.

Teachers’ Reflections on Factors Affecting Effective Teaching and Learning of Accounting in Rural Schools in South Africa

Jabulisile Cynthia Ngwenya — Thu, 06 Nov 2025 10:31:07 +0300

This paper examines teachers' reflections on the factors influencing effective teaching and learning of Accounting in rural secondary schools. Adopting a reflective narrative approach within an interpretive research paradigm, the study employed focus group discussions and reflective journals to collect data from eight purposively and conveniently selected Accounting teachers across eight rural schools. Through thematic analysis of the qualitative data, several key factors emerged that hinder effective Accounting instruction in these contexts. Participants identified issues such as the negative impact of rigid timetabling on learner engagement, minimal parental involvement, and unstable home environments. Additionally, a lack of continuous professional development opportunities and limited support for teachers further constrained instructional effectiveness. The socio-economic realities of rural communities, including learners' restricted exposure to real-world business environments, also presented significant challenges. These insights underscore the complex interplay of contextual, institutional, and socio-economic factors that shape the teaching and learning experience in rural settings. By highlighting teachers' lived experiences and professional reflections, this study contributes valuable theoretical perspectives to the scholarship of teaching and learning in rural schools, offering implications for policy, teacher support programmes, and curriculum development to enhance the quality of Accounting education in under-resourced areas.

Enhancing Analytical Thinking in Biology Through Project-Based Learning and Self-Regulated Learning: The Moderating Role of Prior Knowledge

Muhammad Sirih, Asmawati Munir, Murni Sabilu — Fri, 07 Nov 2025 09:13:30 +0300

Analytical thinking skills are a crucial competency in 21st-century biology education but remain a significant weakness at the senior secondary level. This study is driven by the need to develop learning strategies that are not only active and constructive but also adaptable to differences in student characteristics, particularly regarding initial abilities and self-regulation. The main issue addressed is how to combine Project-Based Learning (PjBL) and Self-Regulated Learning (SRL) to enhance students' analytical thinking skills, and how prior knowledge influences the effectiveness of these strategies. The novelty of this study lies in integrating two pedagogical approaches—PjBL and SRL—within a single learning framework evaluated through cognitive outcomes and processes, as well as analysing the role of prior knowledge as a moderating variable. This research employs a quantitative method with a 2×3 factorial quasi-experimental design, involving two learning models (PjBL and Discovery Learning), three SRL categories (high, medium, low), and prior knowledge as a covariate. Findings reveal that PjBL is significantly more effective than Discovery Learning in developing analytical thinking skills, particularly among students with medium and low SRL levels. Additionally, a notable interaction exists between the learning model and SRL, suggesting that the model’s effectiveness heavily depends on the student’s level of self-regulation. Prior knowledge also significantly impacts learning outcomes. These results contribute both theoretically and practically to designing biology education that responds to student differences and underline the importance of structural support in fostering higher-order thinking skills through project-based learning.

Designing a Bullying-Free School to Foster a Safe Environment Based on Sustainable Development Goals: A Mixed Methods Approach

Fri, 07 Nov 2025 09:36:21 +0300

School bullying is a serious barrier in developing a safe and conducive learning environment, particularly when considering Indonesia's efforts towards achieving the Sustainable Development Goals (SDGs). This study examines both the needs and challenges in establishing a bullying-free school environment using a mixed-methods approach combining quantitative and qualitative data. It involved 238 students from six junior high schools in Surakarta, and were selected through stratified random sampling. The data were collected using a questionnaire and in-depth interviews with both teachers and students. The findings reveal that although most schools have established anti-bullying policies, their implementation faces significant challenges, including low parental involvement (40% of teachers reported), limited school resources, and insufficient teacher training (only 30% of teachers felt adequately trained). Statistically, 67% of respondents reported bullying occurs in their school, with 70% of students feeling comfortable participating in arts and sports activities that promote a positive school climate. The study proposes a holistic approach to address these challenges, emphasizing the importance of strong leadership, community collaboration, and the integration of character education and supportive facilities. The results highlight the need for consistent policy implementation and the development of a supportive school culture to effectively prevent bullying and foster a safe learning environment.

Investigating Emerging Technologies for Curriculum Delivery in a Rural South African University through the Lens of Diffusion of Innovation

Oluwatoyin Ayodele Ajani, Samantha Govender, Bongani Thulani Gamede — Fri, 07 Nov 2025 10:10:04 +0300

This study explores the access and adoption of emerging technologies for curriculum delivery in a rural South African university through the diffusion of innovation lens. It explores how first-year undergraduate students at the selected rural university experience the integration of digital tools into their learning experiences. Located in the rural higher education context, the research focuses on the interplay between the access of emerging technologies and the persisting digital divide. Qualitative design data collection was done using semi-structured interview questions with 20 students from four faculties, namely Education; Humanities and Social Sciences; Science and Agriculture; and Commerce and Law. The study adopts Diffusion of Innovation Theory as the theoretical framework that underpins how learners encounter, adopt and interpret technological innovations for curriculum delivery. Results reveal patterns of adoption based on the constraints of limited digital infrastructure, old devices, and a non-existent support structure. Part of the students’ comments included dependency on informal peer learning, with frustration dealing with inconsistent connectivity and training access. This interaction is also urgent for context-specific technology orientation programs and needs for strategic infrastructure development and pedagogical models which are inclusive and sensitive to rural realities in the fight to narrow the digital divide.

Developing Reading Literacy Instruction Skills and PIRLS Awareness Among Pre-Service Primary Teachers in Kazakhstan

Fri, 07 Nov 2025 10:26:26 +0300

This research investigates how pre-service primary school teachers in Kazakhstan develop the ability to teach reading literacy through their knowledge of global assessment frameworks, such as the Progress in International Reading Literacy Study (PIRLS), while also evaluating the challenges they encounter. Using a questionnaire and semi-structured interviews, the study involved 135 pre-service primary school teachers from five regional universities in Kazakhstan. Research has shown a significant disparity between the theoretical knowledge taught in teacher education programs and the practical challenges encountered in the classroom. This disconnect becomes especially clear during international assessments such as the PIRLS, where pre-service teachers show limited ability to interpret and use PIRLS data to improve reading instruction. This indicates a clear need for specific training in this field. The study provides recommendations for connecting theory and practice in teacher training, highlighting the importance of training in large-scale assessments, such as the PIRLS, to promote proficient and confident literacy instruction.

Teacher Education Graduates' Workplace Behaviors: An Employer Feedback-Generated Taxonomy

Esper Lawig Feliciano — Fri, 07 Nov 2025 10:41:28 +0300

The effectiveness of Teacher Education Programs is typically assessed through the employability of its graduates and the degree of satisfaction expressed by employers in general. These two parameters, however, offer limited insights into the specific workplace behaviors essential for targeted curriculum reform. To address this gap, this study endeavored to develop a taxonomy of workplace behaviors commonly observed among the graduates of Benguet State University-College of Teacher Education Programs (BSU-CTE) through the Clarkean Method. Using a maximal variation sampling strategy, researchers conducted in-depth interviews and focus group discussions with a diverse group of school heads from the Benguet Schools Division in the Philippines. As a result, the COMET Taxonomy was created organizing CTE graduates' workplace behaviors into five key domains: Their Craft (PILLAR), Their Own Self (COST), Their Mates (CAST), Their Extras (REACHES), and Their Tasks (CAP). The COMET taxonomy embodies a detailed, behavior-driven framework that is closely aligned with the Philippine Professional Standards for Teachers (PPST) as well as with the Task and Contextual Performance Paradigm, emphasizing a disposition-focused development. This taxonomy also serves as a valuable tool for educators and administrators transitioning from generic program evaluation to a more nuanced and impactful approach to curriculum reform. This research presents a contextually responsive framework for assessing curriculum alignment, offering actionable insights to enhance the professional readiness of BSU-CTE graduates.

Artificial Intelligence in Curriculum Development: A Global Systematic Review of Trends, Challenges, and Strategic Directions

Mior Syazril Mohamed Sapawi, Nik Mohd Rahimi Nik Yusoff — Wed, 19 Nov 2025 22:09:22 +0300

Artificial Intelligence (AI) is reshaping curriculum development by enabling more personalised, efficient, and responsive learning design. Evidence on its system-level impact, however, remains fragmented across disciplines and educational levels, leaving limited guidance for coherent curriculum decisions. This systematic review synthesises recent scholarship to map trends, implementation challenges, and strategic directions for AI-integrated curriculum development. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, studies were retrieved from Scopus, Web of Science (WoS), and the Education Resources Information Center (ERIC) for the years 2023 to 2025. A total of 779 records were identified, from which 36 high- and moderate-quality studies were included after screening and appraisal. Thematic analysis yielded three domains: (1) curriculum design and integration, indicating movement toward adaptive and ethically aligned frameworks; (2) pedagogical practice and teacher preparation, underscoring the centrality of AI literacy and context-sensitive professional learning; and (3) strategic planning and innovation, highlighting institutional readiness, policy alignment, and equity considerations. While the evidence suggests meaningful potential for curriculum reform, uneven implementation is driven by infrastructure gaps and limited educator capacity. This review consolidates current knowledge and contributes an integrated lens that connects curriculum design logics with governance and ethical safeguards. Practical implications include prioritising teacher AI literacy, formalising institutional readiness assessments, and embedding equity criteria into curriculum decision-making to support responsible and scalable adoption.

Redesigning Instructional Design with an AI-Incorporated ADDIE Model for 21st Century Education

Wed, 19 Nov 2025 22:15:28 +0300

The growing integration of artificial intelligence (AI) in education presents new opportunities and challenges for instructional design (ID). This study aims to develop and validate an AI-Incorporated Analyze, Design, Develop, Implement, and Evaluate (ADDIE) Instructional Model that embeds AI functionalities into the five phases—Analyze, Design, Develop, Implement, and Evaluate. The model is designed to enhance instructional planning through learner diagnostics, content generation, adaptive assessments, and automated feedback. To examine the perceived necessity and applicability of AI integration in each ADDIE phase, a survey-based research design was employed. A total of 167 mathematics educators, including 143 pre-service and 24 in-service teachers, participated by responding to Likert-scale items and open-ended questions. Results indicate strong support for AI integration, especially in the Design, Develop, and Evaluate phases. Pre-service teachers prioritized support in the Implement phase, while in-service teachers emphasized the value of AI in the Evaluate phase. Despite this broad enthusiasm, participants raised concerns about data privacy, ethical implications, and the potential loss of human creativity. These findings underscore the need for balanced, ethical, and pedagogically grounded AI integration in education. The proposed model offers a structured, adaptable framework for instructional designers and educators aiming to leverage AI for learner-centered and technology-enhanced teaching.

Enhancing Creativity Through Project-Based Instruction: Insights from Kazakhstani Elementary Classrooms

Wed, 19 Nov 2025 23:31:48 +0300

Preparing the next generation of students for an unpredictable future is a key challenge facing educators today. This study aims to examine the effectiveness of a project-based learning (PBL) model for fostering creativity among third-grade students in Kazakhstan. Recognising creativity as a key 21st-century competency, the research aims to evaluate whether project-based instruction could considerably enhance young students’ creative thinking within an elementary school setting. A quasi-experimental pretest-posttest control group design was employed, involving 35 students divided into experimental and control groups. Creativity was assessed using the Figural Form of the Torrance Tests of Creative Thinking (TTCT), focusing on fluency, flexibility, originality, and elaboration. Pretest scores revealed no significant differences between groups, while posttest results showed a statistically significant improvement in the experimental group, demonstrating the model’s positive impact. These findings support the integration of project-based approaches in early education to cultivate creativity and offer meaningful implications for curriculum development and instructional practices in Kazakhstan and similar contexts. The study contributes to the growing body of literature advocating for student-centred, inquiry-based learning models as essential tools for developing creativity in young learners.