Journal of Curriculum Studies Research
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145 research outputs found
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Enhancing Preschool Educators' Self-Efficacy in Designing Subject-Development Environments: Evaluating a Structured Training Program
Full text linkSubject-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
Full text linkThis 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
Teachers’ Reflections on Factors Affecting Effective Teaching and Learning of Accounting in Rural Schools in South Africa
No full textThis 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 Creativity Through Project-Based Instruction: Insights from Kazakhstani Elementary Classrooms
No full textPreparing 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
Curriculum-Based Scale for Assessing Mathematical Confidence: Insights from Eighth-Grade Students in Jordan
No full textThis study aimed to examine the degree of mathematical confidence among eighth-grade students in Jordan. To achieve this, a Mathematical Confidence Scale (MCS) was developed and validated based on curriculum content and a model proposed by Dowling (1978). The MCS was administered to 1007 eighth-grade students in Jordan and showed that their overall mathematical confidence is generally low, with differences across content areas (algebra, geometry, probability and statistics), the level of cognitive demand, and the context of the problem (realistic versus abstract). The results indicated that students are more confident in solving geometric problems compared to algebra and “probability and statistics” problems. The results also indicated that students are more confident in solving problems in real contexts than in abstract ones, and they have higher confidence in tasks involving understanding and comprehension than in those requiring computational procedures, and application and problem-solving. The students’ gender and living region do not significantly influence their degree of mathematical confidence. The study presented a methodology for developing a MCS, which could serve as a model for creating similar scales in other educational contexts. The findings may also assist educational policymakers in Jordan in making informed decisions to help boost students’ mathematical confidence
Redesigning Instructional Design with an AI-Incorporated ADDIE Model for 21st Century Education
No full textThe 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
The Role of Traditional Dance Education in Children's Learning: A Systematic Literature Review
Full text linkThis 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
The Role of the Green Economy Approach in Developing Teaching and Learning for Sustainable Development Among Egyptian STEM Candidate Teachers
Full text linkWith the growing concern over major environmental issues, higher education institutions have increasingly focused on equipping students with the knowledge and skills to address these challenges. One effective approach is the integration of the green economy into education, which can contribute to reducing environmental problems. This study aims to identify the extent to which the green economy approach is applied in sustainable development within the Faculty of Education at Assiut University and its significance in developing teaching and learning processes in university education. A mixed-method approach was employed, utilising both a questionnaire and interviews administered to a sample of 126 STEM student teachers and nine faculty staff members. The findings reveal that students' perceptions of the role of the green economy in sustainable development were highly positive, with a mean score of 2.271 and a standard deviation of 0.512. This shows that integrating this approach can support the university in fostering a green educational environment, promoting green thinking and training, and strengthening green community engagement. Additionally, faculty members emphasised the necessity of establishing new policies for university teaching and learning to facilitate the transition to a green economy, ensuring the achievement of sustainable development goals
Media Literacy in Kazakhstan: Educators' Perspectives and Policy Implementation
Full text linkThis study aims to examine media literacy in schools in Kazakhstan from the perspectives of schoolteachers and principals with a focus on diverse school settings. Conducted during the 2023-2024 academic year, the research involved three secondary schools located in rural, city, and regional levels in the southern part of Kazakhstan. The qualitative research utilised (1) focus groups with teachers, (2) interviews with principals, and (3) a research journal. Purposeful sampling included schools from regional, urban, and rural areas, with 34 participants comprising 31 English as a Foreign Language teachers (hereinafter, EFL) and 3 senior school leaders (hereinafter, SLT). The study's findings reveal disparities in media literacy education, including a lack of clear regulations and ethical guidelines concerning media literacy and media usage in classrooms, as well as the lack of resources and capacity. The results highlight the need to integrate media literacy across all grades and subjects in schools in Kazakhstan. This integration requires support through clear policies, equitable access to Information and Communication Technologies (hereinafter, ICT) tools, teacher professional development, and well-defined national policies. Such measures are essential for preparing students to navigate the media landscape effectively. 
The Role of Pedagogical Practice Duration in Developing Pre-Service Teacher Competencies
Full text linkPedagogical 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