Journal of Curriculum Studies Research
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Enhancing Analytical Thinking in Biology Through Project-Based Learning and Self-Regulated Learning: The Moderating Role of Prior Knowledge
No full textAnalytical 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
“Shaping Young Minds” under Occupation: Hidden Curriculum in East Jerusalem’s Primary Textbooks
Full text linkChildhood 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
Toward Precision on Evaluation: Hierarchical Weighting-Based Assessment on Implementation of Outcome-Based Curriculum
Full text linkAssessing 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
Cultural Empathy and School Climate in Kazakhstan: A Factor and Cluster Analysis of Students' Perceptions
Full text linkThis study aims to examine student perceptions of school climate in Kazakhstan by adapting the "School Climate for Diversity – College" scale to a new cultural context. A mixed-methods approach was adopted to ensure both linguistic and psychometric validity of the adapted scale. Qualitative analysis evaluated linguistic and contextual relevance, while quantitative methods assessed reliability, factor structure, and measurement accuracy using exploratory and confirmatory factor analysis. The study involved 718 students from selected provinces, predominantly female (73.1%), with an average age of 18.9 years (SD = 2.23). Statistical tests, including the Kaiser-Meyer-Olkin measure and Bartlett’s test of sphericity, confirmed the dataset’s suitability for factor analysis. Exploratory factor analysis revealed a six-factor structure, highlighting "Interaction," "Promotion of Cultural Competence," and "Cultural Socialization" as key factors. Cluster analysis identified four distinct student groups with varied perceptions of school climate. The study findings reveal the multidimensional nature of school climate perceptions in Kazakhstan, identifying opportunities for improvement in cultural socialization and stereotyping reduction. The adapted scale was found to be reliable and valid, offering valuable insights into students' diverse experiences in the region. 
Designing a Bullying-Free School to Foster a Safe Environment Based on Sustainable Development Goals: A Mixed Methods Approach
No full textSchool 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
Teacher Education Graduates' Workplace Behaviors: An Employer Feedback-Generated Taxonomy
No full textThe 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
Integrating Artificial Intelligence into High-School Computer Science Curriculum: A Perspective Study in Morocco
Full text linkWith the proliferation of artificial intelligence (AI) across various global industries, it has become necessary to introduce AI education in pre-tertiary curricula. This topic has started to gain serious attention in many countries, with numerous real-world initiatives emerging. However, in developing countries, notably Morocco, this topic is rarely addressed in the literature, and relevant initiatives are virtually nonexistent, to our knowledge. This paper aims to fill this gap by presenting a perspective study on the integration of AI into the computer science (CS) curriculum in Moroccan high schools. Specifically, the paper i) highlights international initiatives in AI education as well as the current state of AI education in Morocco; ii) evaluates the current CS curriculum in Morocco, emphasizing its weaknesses and calling for a comprehensive review that incorporates AI teaching; iii) argues for the integration of AI into the high-school CS curriculum; iv) recommends and discusses specific approaches for stakeholders in the education field to consider; v) explores critical challenges and considerations that could hinder this; and vi) provides practical tools and resources to facilitate AI education in Moroccan schools
The Professional Development of Future Educators from a Gender Perspective in Higher Education
Full text linkIn Spain, there is no real curricular integration of gender equality in Higher Education even though teaching proposals that pay attention to social and gender inequalities have increased. This mixed research sought to contribute to the professional development of students from a gender perspective through practices carried out in the History of Education subject of the Pedagogy degree at the University of Seville in the 2021/2022 internships, consisting of 46 of 50 students who decided to voluntarily participate in the study. To achieve this objective, a pre-test was conducted using an ad hoc questionnaire on students’ gender knowledge. After the final subject project using the service-learning methodology, a post-test was conducted using the same questionnaire and individual interviews to deepen the knowledge acquired. The results show significant changes before and after the final project in knowledge related to gender inequality (gender gap, glass ceiling, sticky floor, co-responsibility, horizontal and vertical segregation, imposter syndrome, wage gap, and mental burden) and in the situation of women in the educational, social and labour spheres from a historical perspective. It concludes with the importance of training professionals in general, especially those in the field of education, with a gender perspective in Higher Education, due to the impact they will have on future generations to foster social change and promote gender equality. Furthermore, this research fills a gap in the published scientific literature
Personalization of Interactive Teaching Materials Supported by Augmented Reality: Potentials vs Obstacles in 3D Geometry Learning
Full text linkAlthough extensive publications have been conducted on the implementation of Augmented Reality (AR) technology in geometry learning, there is still limited exploration of potentials and obstacles associated with Interactive Teaching Materials Assisted by Augmented Reality (ITMA-AR) in 3D geometry learning. Therefore, this study aimed to investigate potentials and obstacles of ITMA-AR in geometry learning in schools using an explanatory sequential design (ESD). A total of 48 students and three high school mathematics teachers voluntarily participated in learning facilitated with ITMA-AR. Data were collected through interviews, observations, as well as tests, and further analyzed both quantitatively and qualitatively. The results showed that ITMA-AR possessed significant potentials to improve 3D geometry learning but also faced several obstacles. The study identified two main areas of potential namely internal and external. Internally, AR provided immersive visualization and motivated student engagement by enabling direct interaction with 3D objects in a virtual environment. Externally, it enhanced students’ understanding of 3D geometry concepts, improved the visualization skills, and increased motivation to learn. The study also uncovered several barriers to effective implementation, including suboptimal application performance, hardware compatibility issues, and limited student access to ITMA-AR. The implications of these results suggested a need for curriculum revision, investment in technology infrastructure, and comprehensive teacher training to address these obstacles effectively
Artificial Intelligence in Curriculum Development: A Global Systematic Review of Trends, Challenges, and Strategic Directions
No full textArtificial 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