Journal of Curriculum Studies Research
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145 research outputs found
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AI as a Simulated Client: Impact on Educational Psychology Students’ Therapeutic Skills
Full text linkRole-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
Curricular Concretion at the Classroom Level for Competency-Based Performance in Initial Teacher Training
No full textAchieving 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
Developing Reading Literacy Instruction Skills and PIRLS Awareness Among Pre-Service Primary Teachers in Kazakhstan
No full textThis 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
Technology Integration in Geometry Instruction: SEM Analysis of Pre-Service Mathematics Teachers’ Perspectives and Experiences
No full textThis 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
Integration of Test-Taking Strategies Training in EFL Teachers’ Pedagogical Practices
No full textTest-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.  
Evaluating Language Competencies of Kazakhstan’s Civil Servants: A Data-Driven Analysis and Development Model
Full text linkThe aim of this article is to analyze the current state of language competencies among Kazakhstan’s civil servants and to develop a model for enhancing these skills. Based on survey data from Kazakhstani civil servants, the authors assess Kazakh, Russian, and English proficiency. The results show that socio-demographic factors account for only a small portion of the variation of language proficiency levels. Language competencies are positively, though weakly, correlated with civil servants’ educational attainment. Based on an analysis of Kazakhstan’s language policy and the training and retraining programs for civil servants, the authors propose a model for developing language competencies. The proposed model offers a valuable framework for enhancing education and training programs for civil servants in countries facing similar challenges. This contribution adds to the broader discourse on professional development in the public sector, highlighting the critical role of targeted education in strengthening governance and public administration effectiveness
Effect of Practice-Oriented Courses in the Study of Natural Sciences on the Development of Professional Qualities in College Students
Full text linkThe 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
Teachers' Perceptions of the Curriculum Changes: The Case of the New Social Studies Curriculum in Northern Iraq
Full text linkThis 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
A Case Study of Teacher-Industry Collaborative Teaching Practice in Digital Media Art Design Course at Chinese Higher Vocational Colleges
Full text linkThis study aims to examine how collaborative instructional practices between classroom teachers and industry professionals refine students’ learning in digital media art design and teachers’ instructional practices. A qualitative case study was applied to draw participants’ (classroom teachers, industry professionals, and students) perspectives concerning the impacts of collaborative teaching on teaching and learning refinement. Classroom observations and document analysis were also applied to validate the findings. The findings of the study identify common patterns, effective collaborative practices, and areas for improvement in teachers’ instructional practices (such as upgrading learning content using industry standards, implementing project-based learning using real-industry contexts, and emphasizing feedback and assessment on students’ performance and portfolios) and students’ learning (such as accomplishing tasks using industry procedures, facilitating critical thinking and problem-solving abilities). The study findings provide insights for educators, curriculum designers, and policymakers to optimize the training process and develop well-rounded, highly skilled designers for China's high-tech industrialization, contributing to the growth of its innovation sector
Developing Students’ HOTS Digital Literacy Profile by Using IRT
Full text linkThis 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