Curriculum engineering: organisation, orientation, and management volume 6

Our Faculty has embarked on an ambitious multi-year project aimed at taking advantage of lessons learned during emergency COVID online learning and teaching, to develop a set of Faculty principles and implement a transformation of unit offerings into a suite of integrated hybrid experiences supporting and connecting students both on campus and online. The challenge we faced was around the traditional way of delivering content and building knowledge as well as how we assess students. To support the transformation process, the teaching staff and the design staff involved, we have developed and continue to refine a collaborative and non-linear design process template in Miro. The template is designed to guide conversations with academic staff about proposed changes to the unit design. It allows entry into the design process at any point that suits the academic and supports an iterative design thinking approach. Additionally, it enables rapid ‘paper’ prototyping of ideas and establishes a common design language amongst teaching and design staff. This template helps rapidly explain current development thinking to others. The fundamental difference of this template and commonly used design processes is the visualisation of connections between learning outcomes, assessments and sequencing of learning activities. This approach to learning design uses digital mediating artefact in facilitating unit design. The template currently shows the design of a unit from its place within a course or courses, all the way down to the finer details of lesson planning. At every turn, it unobtrusively buttresses the design process with reference to selected design and educational theory, and university policy, subtly reinforcing good teaching practice. The following are currently included in the template, and there are plans to incorporate frames that support the development of assessment rubrics, lesson plans and the conceptual development of new units and courses. Curriculum Mapping - places the unit within its course context. Course and unit learning outcomes are mapped to unit assessments. Enables a simple and clear visualisation of unit place in multiple courses where applicable. Unit Delivery Mode - enables integration of face-to-face and remote learning activities, enables visualisation of connections between activities, and helps track unit student workload. Assessment Design - links assessment design to assessment theory - assessment by, for and of learning (Voinea, 2018), enables visualisation of connections between assessments and sequencing of learning activities, marking and feedback. It tracks student workload in assessment preparation. Refining Learning & Defining Content - links to Blooms and Solo and University learning outcome writing guide to guide crafting of unit learning outcomes if they need to change Class Lesson Plan - Enables the visualisation of in-class plans and implementation of University active learning guidelines (4As) (Vella & Ashworth, 2007) Semester Map - lays the entire unit out across a semester timeline. It enables a bird-eye view of the sequence of all unit-related activities. It can be used to compare student learning experience and workload over multiple units in any given semester timeframe.

IntroductionTeacher effectiveness is a critical factor influencing student outcomes, with physically active learning (PAL) emerging as an evidence-based approach that enhances academic achievement and health. Embedding PAL within Initial Teacher Education (ITE) may support pre-service teachers to develop pedagogical competence and confidence. TransformUs Higher Ed is a research-informed intervention designed to integrate PAL within ITE, aligned with the Australian Professional Standards for Teachers—Graduate Level. While prior research shows improvements in pre-service teacher confidence and willingness to use PAL, limited evidence exists on how these strategies are embedded in pre-service teachers' lesson planning. This study explored how components, philosophies, and strategies from TransformUs Higher Ed were incorporated into the lesson planning of first-year Bachelor of Education pre-service teachers at an Australian university.MethodsA mixed-methods study was conducted with first-year Bachelor of Education pre-service teachers (N = 141). Participants received the TransformUs Higher Ed program as part of a core Curriculum and Pedagogy unit. Quantitative data were extracted from lesson sequence assessments, capturing inclusion, frequency, type, and purpose of PAL strategies and their alignment with professional standards. Descriptive statistics were generated using Stata SE 18. Qualitative data were drawn from students' video reflections and analysed inductively in NVivo 14.ResultsOf the 141 participants, 89% incorporated at least one PAL strategy into lesson planning, yielding 447 active strategies (M = 3.17 per student). Active breaks, particularly transition- and structure-based breaks, were more common than active lessons, with experiential learning the most frequent lesson type. Strategies were typically applied during the lesson body and aligned with Standard 3: Plan for and implement effective teaching and learning. Thematic analysis identified eight pedagogical themes, including Learning Through Doing, Constructivist Learning, and Collaborative Learning. Findings demonstrate the utility of TransformUs Higher Ed in promoting PAL adoption within lesson planning, supporting pedagogical competence and alignment with evidence-based teaching standards.ConclusionEmbedding PAL-focused interventions within ITE programs can foster pedagogical competence, with lesson planning serving as a crucial step in developing effective, evidence-based teaching practices among future educators.

The process of planning and offering a successful educational experience relies on a purposely planned organization of materials. Syllabi provide information regarding the course, its requirements, and expectations. Lesson plans offer concrete guidelines for instruction. The chapter extends the curricular map by offering fundamentals of syllabi writing. It also provides approaches to lesson plan development, definitions of each section of the lesson plan, and suggestions for its content for students to employ both lower and higher-order thinking skills through the activities explained in it.KeywordsCurricular mapSyllabiModulesCourses

Canadian Public AdministrationVolume 54, Issue 4 p. 598-602 Book review / Comptes rendu The Iron Cage Recreated: The Performance Management of State Organisations in New ZealandEdited by , DEREK GILL. Wellington: Institute of Policy Studies, Victoria University, 2011. Pp. xv, 520, bibliographic references. Jim McDavid, Jim McDavid Professor School of Public Administration, University of VictoriaSearch for more papers by this author Jim McDavid, Jim McDavid Professor School of Public Administration, University of VictoriaSearch for more papers by this author First published: 19 December 2011 https://doi.org/10.1111/j.1754-7121.2011.00200.xCitations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume54, Issue4December 2011Pages 598-602 RelatedInformation

As artificial intelligence (AI) becomes increasingly woven into educational design and decision-making, its use within initial teacher education (ITE) exposes deep tensions between efficiency, equity, and professional agency. A critical action research study conducted across three iterations of a third-year ITE course investigated how pre-service teachers engaged with AI-supported lesson planning tools while learning to design for inclusion. Analysis of 123 lesson plans, reflective journals, and survey data revealed a striking pattern. Despite instruction in inclusive pedagogy, most participants reproduced fixed-tiered differentiation and deficit-based assumptions about learners’ abilities, a process conceptualised as micro-streaming. AI-generated recommendations often shaped these outcomes, subtly reinforcing hierarchies of capability under the guise of personalisation. Yet, through iterative reflection, dialogue, and critical framing, participants began to recognise and resist these influences, reframing differentiation as design for diversity rather than classification. The findings highlight the paradoxical role of AI in teacher education, as both an amplifier of inequity and a catalyst for critical consciousness and argue for the urgent integration of critical digital pedagogy within ITE programmes. AI can advance inclusive teaching only when educators are empowered to interrogate its epistemologies, question its biases, and reclaim professional judgement as the foundation of ethical pedagogy.

This mixed-methods analysis explores the DENEYAP Technology Workshops program, launched by the T3 Foundation in 2017, which aims to develop scientific thinking and problem solving at the intersection of teaching technology skills and design thinking among 4th- and 9th- graders through nonformal learning. The study sought to investigate the program’s techno-philosophical and techno-pedagogical formation. Data collection involved qualitative interviews with founders ( n = 20) and program developers ( n = 20). Additionally, to provide a comprehensive understanding of the program from multiple perspectives, lesson plans ( n = 11) were analyzed to assess the curriculum, whereas classroom observations ( n = 5) offered insights into instructional methods and learner engagement. The findings obtained through theories such as technology, pedagogy and content knowledge; technology philosophy; and design thinking reveal that the harmony between leaders’ and instructional teams’ visions, and the presence of a solid techno-philosophy in a technology and design education program lead to considerable success; the program’s collaboration with official and unofficial institutions provides incalculable benefits; empathizing (needs analysis) stage at design cycle is crucial and yields critical insights; and the program fosters interest and competency in techno-scientific thinking skills among learners. Conversely, indicating areas in need of improvement in the program, continuous trainer professional development is pivotal; infrastructure and material provision are essential, and there is a lack of quality assurance in assessment practices, in other words, the test stage at design cycle. This study of the innovative, practical and skills-based program points to the critical role of nonformal learning in preparing the next generation for a technology-driven future through the intersection of technology and design education immersed in a strong and rigorous techno-philosophical and techno-pedagogical design.

Generative AI can potentially support teachers in lesson planning by making the process of generating an outline more efficient. This qualitative study employed an exploratory case study design to examine a specific lesson design activity involving a series of prompts and responses from ChatGPT. The desired science lesson on heredity was aimed at first grade students. We analyzed the process's efficiency, finding that within 30 minutes we could generate and substantially refine a lesson plan that accurately aligned with the desired curriculum framework and the 5E model of instruction. However, the iterations of the lesson plan included questionable components, missing details, and a fake resource. We discussed the implications of these findings for faculty looking to train pre-service teachers to appropriately use generative AI in lesson planning.

Functional strength training is one of the most beneficial forms of fitness training, but it is often not included in a secondary physical education curriculum. Lack of equipment or weight rooms can be an issue, and uncertainty about how to teach students correct techniques can be intimidating. Plus, there may be misconceptions about strength training for secondary students, resulting in teachers excluding strength training or placing too much emphasis on machine-based isolation strength training. Functional Strength Training for Physical Education offers an easy-to-implement approach for teachers of all experience levels. It provides secondary physical education teachers an understanding of functional strength training benefits and how to develop a program that will give all students skills for their lifetime, regardless of what activities and occupations they pursue. It also offers coaches and strength and conditioning professionals a wealth of information to develop student-athletes at the middle school and high school levels. Functional Strength Training for Physical Education includes the following: A comprehensive curriculum map to shape the program design, lesson planning, and assessments in the physical education settingDetailed lists of functional strength training skill progressions based on 11 different movement categories, including 83 exercise variations, to meet the needs of all studentsStep-by-step teaching methods and cues for all skill progressions to be used with or without equipmentFacility design guidelines to maximize space and budget in the school or training facility settingRelated online materials featuring 25 photo and video demonstrations with detailed exercise descriptions and external skill cues, as well as skill checklists, a sample curriculum map and design template, and templates for sport performance programs. Sample functional warm-ups as well as sample functional strength training plans provide further examples of what to include in a functional strength training program. In addition, all the programs, units, and curricula are guided by the latest SHAPE America national standards for physical education. Author Nate VanKouwenberg, a physical education teacher and the owner of his own strength and conditioning business, provides guidance on how to perform functional skills with proper techniques and how to design quality workouts connected to students’ personal goals. His approach to functional strength training helps students enjoy the fitness methods and apply them to everyday activities outside of the classroom or training facility. Functional Strength Training for Physical Education will help instructors provide secondary-level students the tools they need to build a strong foundation of fitness and wellness that will last for a lifetime

This study aims to explore the implementation of ADLX and adaptive curriculum as a foundation for the development of modern learning at the secondary education level. Using a descriptive qualitative approach, this study involved interviews with teachers at a foundation with junior high school, senior high school, and vocational high school levels. The researcher also directly observed the learning process in the classroom and analysed learning documentation such as lesson plans, syllabi, and evaluation records. The findings indicate that the implementation of ADLX within the framework of an adaptive curriculum is capable of creating a more active, personalised, and participatory learning environment, leading to student engagement in thinking, exploratory, and reflective processes. Additionally, the adaptive curriculum allows teachers to tailor teaching strategies to students' needs, resulting in more optimal learning outcomes. These findings contribute to the development of future learning models that not only rely on technology but also place students at the centre of the educational process. With the right approach, ADLX and the adaptive curriculum have great potential to drive educational transformation toward greater equity, relevance, and meaning in the digital age.

The design and engineering professions are characterized by multifaceted, interdisciplinary problems requiring teams comprised of architects, engineers, and constructors. The unique attributes of individual locations, regulatory requirements, and owner preferences require interdisciplinary teams to cooperate throughout the design and building process to ensure that all requirements are satisfied. In contrast to this professional environment, engineering and design educational environments are characterized by strict disciplinary boundaries. Minimal interaction occurs within the educational framework of the engineering or design curriculum. This paper introduces one approach to reducing these boundaries and introducing interdisciplinary tools into design education. The paper introduces an interdisciplinary research effort being conducted at Georgia Tech to create comprehensive, interdisciplinary case studies highlighting the diverse participants required to complete a complex building project. Complementing this effort is the development of a computer-based environment with the capability to both present case histories to interdisciplinary teams of students in multiple formats and provide the flexibility to support individual student exploration. Finally, the paper addresses the challenges and issues facing the design and engineering education community in the process of integrating interdisciplinary educational experiences into a traditionally segregated educational curriculum.

This chapter examines how an organization's orientation influences its crisis management behavior and performance. It identifies two styles of crisis management and reviews the literature on ethics. The chapter argues that one of these crisis management approaches may lead to a better organizational crisis management performance. It suggests that bounded morality is another determinant of effective crisis management. The chapter also argues that moral and ethical values may explain partly why some organizations prefer a proactive approach to crisis management, while others prefer a reactive approach. Three questionnaires on crisis management were sent to the Fortune 1000 corporations before, after, and one year after 9/11. After 9/11, the chapter hypothesized that proactive and reactive organizations would respond differently. The first questionnaire was sent out in February 2001. The second questionnaire was sent out in November 2001. The third questionnaire was sent out in August 2002.

The ability to manage efficiently the flow of knowledge has becoming a crucial requirement to boost the organizational learning and competitiveness along the knowledge era. However, a lack of consensus and confusion may still exist regarding what comprise the Knowledge Management (KM) and its importance to improve the overall organizational performance in Egypt. Moreover, there is generally a lack of an observable organizational KM initiatives’ progress in Egypt. This study highlights the significance of KM and explores the key drivers that can support organizational KM initiative in Egypt which requires organizational management and human orientation in terms of setting supportive human resource management, organizational culture and organizational structure. The study also alarms the attention to the various challenges that may hinder the successful implementation of KM initiative in Egypt. Based on the case study approach, this study sheds the light on a good model of IBM Egypt as a guidance supporting the crucial significance of KM for booming innovation and organizational performance.

As artificial intelligence continues to reshape how knowledge is created, accessed and applied, teaching and learning across the educational areas are undergoing profound transformation. Entering 2026, educators face an urgent need to rethink instructional models, learning objectives and assessment practices to better support learners in increasingly complex, technology-rich environments. In this context, innovation in teaching and learning is no longer optional; rather, it calls for thoughtful, evidence-based inquiry into pedagogical approaches that can produce meaningful and lasting impact.Against this backdrop, we are pleased to announce the publication of JRIT&L Volume 19, Issue 1. This issue addresses a range of timely topics, including the use of ChatGPT in the classroom, project-based 6E learning, teachers’ gameful practices, modernization of photogrammetry curricula, AI-influenced STEM education and teacher resilience in teacher education. Collectively, these studies reflect a broader shift toward competency-based, learner-centered education, an emerging trend that is reshaping teaching and learning across both K–12 and higher education. To help lead this transformation, we encourage contributors to provide convincing evidence demonstrating how instructional models can cultivate learner competencies and drive reform in innovative teaching and learning.First, innovative teaching and learning increasingly emphasize student-centered approaches and authentic application in both K–12 and higher education. Educators are moving away from passive, isolated, content-driven instruction toward learning experiences that actively engage students in inquiry and problem solving. Prominent approaches include project-based learning grounded in real-world contexts and focused on practical outcomes, as well as inquiry-based learning that promotes questioning, exploration and discovery. In parallel, competency-based personalized learning models are gaining prominence, shifting the focus from time-based instruction to the development and demonstration of essential skills.Second, interdisciplinary STEAM and STEM education is becoming increasingly important, while traditional single-subject instruction faces growing limitations. Much contemporary learning is rooted in real-world scenarios, community challenges and engineering design problems that demand integrated knowledge and skills. These contexts are closely aligned with students’ career pathways and provide powerful opportunities to foster engagement and motivation. For educators, the challenge lies in designing learning environments that encourage cross-disciplinary thinking and guide students to address complex, authentic problems.Third, technology-enhanced learning will continue to play a crucial supporting and instrumental role in innovative education. These technologies will be increasingly used for personalized learning and to leverage data to support student learning analytics, helping students succeed. Importantly, with the advancement of artificial intelligence, the focus has shifted from viewing technology as a novelty to seeing it as a tool to enhance learning.Fourth, assessment practices are undergoing meaningful change. Authentic, performance-based assessment and formative feedback are gradually replacing traditional summative and formative assessment. Digital portfolios, project artifacts and continuous feedback enable students to demonstrate learning through meaningful processes while providing educators with rich evidence to inform curriculum design and instructional decision-making.Finally, teacher development and instructional models continue to evolve in response to these changes. Flipped classrooms, blended and flexible learning models, micro-credentials and open educational resources (OER) remain central to ongoing reform. At the same time, Universal Design for Learning (UDL) and social-emotional learning frameworks are being more fully integrated into curriculum design. Ensuring equitable, learner-centered instruction, particularly for young learners and diverse student populations, remains a critical priority across educational systems.Overall, the most influential trends in innovative teaching and learning emphasize authenticity, coherence and purpose. They connect learning to real-world contexts, integrate multiple disciplines, value credible evidence of learning outcomes and place learners’ needs, experiences and aspirations at the center of educational design. As we look ahead to 2026 and beyond, we hope that JRIT&L will continue to serve as a platform for rigorous scholarship that informs and advances meaningful innovation in teaching and learning.

General Background: Character education, particularly in the context of Aqidah Akhlaq, plays a vital role in shaping students’ moral and spiritual values in Islamic primary education. Specific Background: The implementation of the Merdeka Curriculum emphasizes flexibility in learning design to accommodate students’ needs, including integrating religious values in daily practice. Knowledge Gap: Previous studies have discussed character formation in Islamic education, but limited research has described in detail how Aqidah Akhlaq learning is practically implemented within the Merdeka Curriculum in specific school contexts. Aims: This study aims to describe the implementation of Aqidah Akhlaq learning and its outcomes at MI Ma’arif Pagerwojo, Sidoarjo. Results: Using a qualitative phenomenological approach with observation, interviews, documentation, and questionnaires, the study found that Aqidah Akhlaq learning is conducted both inside and outside the classroom, supported by structured lesson plans, varied learning methods, and a school-wide 6S culture. Students became more active, understood the lessons better, and showed improved behavior. Novelty: This research provides contextual insights into integrating Aqidah Akhlaq into the Merdeka Curriculum through both formal instruction and habitual practice. Implications: The findings offer practical references for teachers and schools in developing religious-based character education aligned with national curriculum reforms. Highlights : Contextual integration of Aqidah Akhlaq in the Merdeka Curriculum Combination of classroom learning and habitual practice Positive behavioral changes in students Keywords: Merdeka Curriculum, Aqidah Akhlaq, Character Education, Islamic Primary School, Phenomenology

This study investigates the integration of Total Physical Response (TPR) and flashcards as a combined media to enhance vocabulary acquisition. TPR links words with physical actions, engaging multiple senses, while flashcards provide visual reinforcement and repeated exposure. A review of 15 studies reveals that combining TPR and flashcards significantly improves vocabulary retention, comprehension, and engagement. TPR's kinaesthetic activities support long-term memory, particularly for kinaesthetic learners, while flashcards offer visual cues and interactive features that benefit diverse learners. Digital flashcards, like those on Quizlet, add gamification and promote autonomous learning, boosting motivation. This multimodal approach creates an inclusive, stress-free learning environment suitable even for students with dyslexia or visual impairments. However, challenges such as the need for teacher training, limited resources, and difficulty applying TPR to abstract vocabulary were noted. Recommendations include professional development, structured lesson plans, and using both traditional and digital tools to optimize outcomes. This integrative method offers promising potential for improving English vocabulary instruction for young learners