Implementing contemporary issues through curriculum development, teaching models and curriculum design for teaching institutes in Nigeria

Introduction. Ensuring the sustainability of the public finance system forms the basis for sustainable development and growth of the national economy. The sustainability of the public finance system is influenced by both macro-financial indicators and indicators of government spending and debt. It is well known that the demographic burden on the budget will grow in the future. This will be manifested in an increase of government’s social spending. Therefore, studies of the impact of demographically-driven costs on the sustainability of public finances in the future are relevant. Insufficiently studied – in this particular context – are the government’s spending on education, which led to the choice of the subject of the study. Purpose. The purpose of the research is in analytical assessment of the impact of changes in the volume of spending on education (caused by the demographic aging in Ukraine) on budgetary sustainability. Method (methodology). The methodological basis of the study is the theoretical provisions of the economic science of public finance in general and public funding of education in particular. The article uses general scientific methods of theoretical and empirical knowledge: analysis and synthesis of data on financing of various levels of education and their age structure; mathematical modeling and forecasting in assessing the demographic impact on public finance’ sustainability; systemic analysis of the results. Results. The article reflects the main results of the analysis of demographically determined trends in the volume of financing of various levels of education in Ukraine, determines the age proportions of financing of education in the base year and decomposes the corresponding spending by the age structure of the population; changes in the volume of budget financing of various levels of education in Ukraine in the medium and long term (taking into account forecasts of demographic aging of the population), estimates the impact of demographically determined changes in the volume of budget financing of education on the sustainability of public finance in the medium term. The results can be applied in budget planning, in the development of a budget declaration and program-targeted documents regarding financing of the education sector in Ukraine.

行政院國科會科教處為加強科技紮根的工作，在2005年規劃「高中職科學與科技課程研究發展實驗計畫」（簡稱高瞻計畫），強調藉由高中與大學或研究機構建立夥伴關係的方式，改進高中數理及科技課程的教學品質、強化學生的科學素養、並讓學生體驗科學研究工作之樂趣。此計畫積極推動「由下而上」的學校本位課程發展，擺脫傳統「由上往下」的方式，使教師不再僅是課程教材的使用者，而期望教師能自行主導與發展其學校特色的課程，以減少課程理論與教學實務之間的落差。本研究之目的為探討一所執行高瞻計畫之高中教師發展與實施學校本位課程之真實，以深度訪談、觀察與文件分析等方式蒐集S高中（化名）教師在發展與實施「新興科學技術」學校本位課程之歷程，包括課程主題、課程目標、課程內容、教學策略、教學評鑑的訂定與執行等作為與落差，以做為提供課程改進及做為後續創新課程研發的依據。 本研究發現如下： 一、課程主題之擬定 S高中學校本位課程發展原訂的課程主題「綠•手•機」，為期望以統整環保、動手做與科學三要素的課程為主軸，但在實際「新興科學技術｣課程實施時，教師卻只重視科技與動手做的部分。 二、課程目標之訂定 高瞻計畫課程目標的核心理念為以發展創新的學校本位課程，促進學生學習模式的改變，改進教學現況與培養其主動探究的能力與精神，但在這個期望下S高中在實施「新興科學技術｣學校本位課程，忽略引導學生進一步的去發現問題的主動探究能力。 三、課程內容之選擇 國科會高瞻計畫以科學與科技為範疇，期望高中教師能自行發展學校本位課程，因而S高中「新興科學技術」學校本位課程，其內容的選擇上是以目前政府所推廣的計畫、社會著重的科技，以及選定之教科書內鮮少提及的知識為主，例如奈米、平面顯示器、燃料電池等為主。 四、教學策略之規劃 S高中教師認為獲得科學素養的主要途徑為學生主動的參與與動手做，因而在其課程規劃中，特別強調實驗操作部分，這顯示S高中教師雖具備探究教學的基本認知與概念，但卻忽略讓學生能主動發現問題，進行推論、預測與分析的機會。 五、課程評鑑之執行 S高中教師利用教學論壇的發表機會，邀請課程與學科專家，針對四門「新興科學技術｣學校本位課程進行形成性評鑑，此外，教師似乎較重視自我學科專業知識的成長，至於學生學習成效的結果與利用並未被廣泛討論，這與理想的課程發展必須兼具形成性與總結性評鑑的功能，並期望藉由內、外部人員的溝通、對話與批判，使教師自我釐清課程的優缺點，以提升教師專業知能與課程品質，有所落差，顯示S高中教師對於評鑑的功能與認知，是有待進一步釐清的。 本研究提出以下建議： 一、對S高中課程發展與實施之建議 （一）建議S高中應統整各科「新興科技」，以落實「綠•手•機」課程統整的期望。 （二）建議S高中在課程發展與實施過程中，應加強教師有關課程發展以及課程形成性與總結性評鑑的專業知能，方能落實課程發展與實施之理想。 二、對S高中教師發展與實施之建議 （一）課程發展前 1、 建議教師在發展課程時，以全球未來發展的角度思考應該培養學生具備什麼樣的知識與技能，而非以台灣目前本地所著重的科技為目標。 2、 建議教師在進行課程發展前，可以先提供學生「新興科學技術」的先備知識，並且讓家長理解「新興科學技術」學校本位課程發展的目的、進行的方式以及學生預期的獲得，以獲得廣泛的支持。 3、 建議教師透過參與專業成長，透過不同教師的經驗分享，增進課程發展與實施以及評鑑的能力。 （二）課程發展後 1、 建議教師在完成課程發展後，可以利用課程評鑑自我檢核表、教師同儕評鑑表或是透過外部專家評鑑，蒐集更多自我改進的文件與證據，除了可用來自我省思專業知能外，並能作為改善課程發展與實施品質的依據。 2、 建議教師在進行課程發展後，透過參與協同成長團體與工作坊的機會，提供課程發展的結果，除可獲得不同學科或他校教師的建議增進自我課程發展與評鑑的能力外，並可作為修正課程的參考。 （三）課程實施前 1、 建議教師在進行課程實施前，可以先提供學生相關的課程知識，使其具備應有的先備知識，以縮短課程講解的時間。 2、 建議教師在進行課程發展前，讓家長理解「新興科學技術」學校本位課程實施的目的、進行方式與學生預期的獲得，以獲得學生與家長的認同。 （四）課程實施後 1、 建議教師在課程實施後，應透過學生的學習成效評量進行自我反思，以改進教學。 2、 建議教師進行專業發展，特別是有關加強學生推論、預測與分析等科學探究學習的能力，以培養學生真正科學探究的素養與能力。 三、對於未來研究建議 （一）可進一步的探究影響課程發展與實施落差之因素。 （二）可進一步針對參與高瞻計畫之所有學校進行課程發展與實施的跨個案研究。 （三）可進一步針對教師之課堂教學與學生的科學探究學習成效進行研究。

The contextual approach has become the main focus in efforts to improve learning at various levels of education. This study aims to investigate the application of a contextual approach in history learning to improve students' critical thinking skills at SMA Negeri 3 Medan. The research method used was classroom action research with class XI science student participants. The research was conducted in three cycles, with each cycle consisting of planning, implementation, observation and reflection. Data was collected through observation, interviews and document analysis. The research results show that the application of a contextual approach is effective in improving students' critical thinking skills. Students demonstrate improvements in their ability to analyze historical context, identify patterns, and relate learned information to contemporary situations. The implications of this research provide direction for the development of more effective curriculum and learning strategies to facilitate students' critical thinking in the context of history learning at the high school level. The implications of this research highlight the importance of developing innovative and relevant learning strategies for improving the quality of education, as well as the importance of support and cooperation from various related parties. Recommendations for future research include exploring the long-term impact of contextual approaches, factors influencing their successful implementation, and collaboration between educational stakeholders. Thus, this research provides a valuable contribution to the understanding of effective learning strategies for improving students' critical thinking skills in the field of history, as well as providing a basis for the development of better education in the future.

The goal of education is to equip, enlighten and develop both men and women with relevant skills, norms, values, and knowledge. In spite of various educational strides and declaration targeted towards ensuring equity at various levels of education there has been constant inequality mostly in the representation of women in the Nigerian education system. Some of the major factors identified to have hindered gender parity in Nigeria education are culture and parental preference among others. This implies that the fundamental human rights of some individuals are being denied hence, limited towards national building and development. However, recent statistics on various levels of education in Nigeria show a great level of improvement in the enrollment of women in education. In view of this acknowledgment, this paper gives an overview of the trends of women education in Nigeria, highlighting its challenges and prospects for equal and sustainable educational attainment. It recommends among others the need for enlightenment of both genders towards ensuring gender parity in education, enacting new policies that emphasize the inclusion of females in education through quota system, formation of formidable support group towards women empowerment especially towards education.

Improving the quality of education has become a strategic issue in the management of educational institutions in the global era. One widely used approach is Total Quality Management (TQM), which focuses on continuous improvement, multi-stakeholder engagement, and stakeholder satisfaction. This study aims to analyze the implementation of TQM in education, specifically regarding implementation strategies, challenges, and opportunities faced by educational institutions. This study used a qualitative literature review method, examining five scientific articles published between 2020 and 2025. Data were obtained through searches on Google Scholar and Publish or Perish, then analyzed through screening and thematic coding. The study results indicate that the implementation of TQM contributes positively to improving the quality of learning, graduate quality, and internal quality assurance systems at various levels of education. The integration of Islamic values ​​and character is also a trend in the implementation of TQM in religious-based schools. In conclusion, it was found that most research is still case studies and limited to specific school contexts, thus not providing a comprehensive picture of the variation in TQM practices at various levels of education. Therefore, further comparative and integrative research is needed to strengthen understanding of the effectiveness of MMT in continuously improving the quality of education.

Technology today has a very significant influence on all sectors of life. This is marked by the Industrial Revolution 4.0. In the world of education, this is certainly a matter of great concern. Technological developments that occur can be a tool for teachers and students to carry out learning and teaching activities. The technology in question is the presence of Artificial Intelligence (AI). Currently, AI is experiencing an increase in its use. Students in various levels of education are active users of technology, so AI has enormous potential to play a significant role now and in the future. This study aims to determine the intention to use AI tools among students from various educational levels, such as elementary, junior high, high school, undergraduate, graduate, and doctoral. The research method used in this research is quantitative method, where this research distributes questionnaires using Microsoft Form with respondents who are students from various levels of education and have used AI tools in the learning process. The model used in this study uses the Technology Acceptance Model (TAM) model. This study shows that the Trust variable has no effect on Attitude Toward Using. This can be seen from the t-test value of less than 1.97, namely 1.623 and a p-value of more than 0.05, namely 0.105. Future research is recommended to be able to add other variables, use other research models, and be able to classify the level of education.

In this paper, the author argues that An Introduction to Curriculum Research and Development by Lawrence Stenhouse is an important, rather than a seminal, work, when viewed in the light of the socio-cultural curriculum theory he outlined earlier in Culture and Education. He urges the reader of Stenhouse’s 1975 text not to lose sight of the way in which Stenhouse links the activity of curriculum planning to the pedagogical practices of teachers in their classrooms. He contends that this linkage between curriculum planning and pedagogy, which is clearly and succinctly evidenced in Culture and Education, stems from Stenhouse’s concern to clarify the educational dimensions of knowledge content; cast in the form of procedural principles and standards that provide an alternative framework to the objectives model for curriculum planning and development. The author locates Stenhouse’s curriculum theory in the traditional German/Nordic Bildung-Didaktic approach to curriculum study, in contrast to the anglophone tradition that is marked by an instructional reductionism, which conceptually separates the epistemological analysis of knowledge content from pedagogical reflection (see Ungens 2025). Such reductionism is illustrated in the second half of this article by reference to the influential work of Michael F.D. Young and his associates around the concept of ‘powerful knowledge’ as a curriculum principle. The author concludes that, unlike Stenhouse, Young’s reductionist stance to knowledge blinkers him to the dialectical relationship between curriculum design and pedagogy.

The paper provides a process and design overview of a large Master of Commerce unit (from hereon referred to as 'The Unit') at a University in Australia. The skills flowing from a creative and analytical mindset have been noted as crucial in the future. The Unit develops these two mindsets as complimentary by taking a multidisciplinary approach to curriculum design. By outlining the theoretical frameworks applied in the curriculum design and development and the approaches to teaching and learning, especially during the Pandemic, it is hoped that other academics and learning design teams will be able to draw inspiration that they can apply to their contexts. It is possible that the challenges that have arisen during this process may be applicable and have been experienced by other teaching teams in higher education institutions and certainly during the emergence of online learning during the Pandemic. This paper first discusses the approach we took in the curriculum design, informed by the Scholarship of Teaching and Learning (SoTL) Principles and Biggs' 3P's model of teaching and learning. The paper then focuses on design principles utilised to create the online learning management system for students.

The thrust of this study was to assess the teachers’ views on the impact of teachers’ unions on curriculum development and implementation in schools of OR Tambo Inland Education District. The government of democracy in South Africa necessitated the design and development of curriculum to be a transformed and inclusive curriculum offered in learning institutions such as schools, colleges and universities irrespective of the colour, gender, disabilities, race, and religion of the registered learners. The rationale for the design of a transformed and inclusive curriculum was crucial to redress the imbalances of the past apartheid which was characterised by or with segregated curriculum on the basis of colour, disabilities, and gender. The researchers adopted a qualitative approach, making use of the case study research design. Data were collected from a sample of ten purposefully chosen secondary schools, with one teacher serving as a participant from each secondary school. Semi-structured interviews were conducted face-to-face with 10 teachers of the selected secondary schools. A thematic approach was used to analyse the collected data. It emerged that the stakeholders like teachers, principals, teacher unions, and communities, were marginalised in curriculum development by Department of Basic Education officials. The marginalisation of teacher unions has a negative impact on the implementation of the curriculum by teachers. Collaboration of stakeholders like teacher unions, researchers, and book-publishers to mention a few, in curriculum planning and development by DBE is the key to the success and implementation. The study outcomes encourage the training on and usage of technological skills for online meetings by stakeholders. Keywords: Teacher Participation, Curriculum Development, Curriculum Implementation, OR Tambo Inland Education District

The presentation will describe how the curation of prescribed learning resources has been reconceived as an enabler of an immersive block teaching model. Contemporary higher education curriculum relies on high quality learning resources to engage students, to encourage them to adopt deeper learning approaches (Gledhil et al., 2017) and to support students’ academic adjustment to university (Owusu-Ageyman & Mugume, 2023). Little has been written about learning resources and reading lists within the digital transformation of higher education in the post-pandemic environment. The presentation will showcase a new way to position prescribed learning resources accessed as an integral feature of constructively aligned pedagogy within an immersive teaching model. Through the lens of an institutional case study at Southern Cross University, the presentation will show how prescribed learning resources delivered via integrated reading list technology are an enabling element of an innovative, student-centred, university-wide curriculum renewal project. At a time of increasing student expectations of teaching quality, academic, educational design and library staff need to review whether reading lists of learning resources are fit for purpose (Brewerton, 2014) and consider the cognitive load placed on students by reading (Barile et al., 2022). The presentation will outline the evidence-based, policy-led approach adopted by Southern Cross University and will demonstrate how learning resources and reading lists can contribute to student success. Prescribed learning resources and reading lists are now seen as pedagogical tools within the immersive teaching model, providing a variety of media-rich learning resources aligned to unit learning outcomes. Reading list parameters ensure that a manageable volume of learning is implemented, reducing cognitive load and barriers to participation. The approach to reading lists taken by Southern Cross University to empower immersive teaching practices provides a refreshed model for the use of prescribed learning resources in unit and curriculum design, development, and delivery.

The aims of this study were to: 1) find out the meaning of curriculum development models, 2) find out various kinds of curriculum development models, 3) analyze the various advantages and disadvantages of curriculum development models. The method used in this research is research and development in the field of education. Curriculum development cannot be separated from various aspects that influence it, such as ways of thinking, value systems (moral, religious, political, cultural, and social values), the development process, the needs of students, community needs and the direction of education programs. These aspects will be materials that need to be considered in a curriculum development. The curriculum development model is an alternative procedure for designing, implementing, and evaluating a curriculum. Keywords: Curriculum development model, aspects of curriculum development, alternative curriculum development procedures

Introduction. “A teacher, if they are honest, must always be an intent learner” (Maxim Gorky). Education is a process that continues throughout a teacher's professional career and is an essential element in their growth and development as a specialist. The question of motivation in obtaining and continuing pedagogical education is related to the specific nature of the teacher's work as a translator of incentives to understand the reality. The purpose of this study was to examine the motives for obtaining and continuing pedagogical education. Materials and methods. The article presents the results analysis of a poll survey of graduates of pedagogical specialties at various levels of education: vocational training, bachelor's degree level, and master's degree level (176 people). The survey considered the aspects that reveal educational motivation, such as the probability of continuing education, the planned level and direction of training, the optimal form of education, motives for choosing a specialty, evaluation of the mastering quality level of educational programs, assessment of the teaching process at the university, evaluation of the situation with jobs while studying and prospects in the labor market, evaluation of professional training, and recommendations for improving the structure and content of educational programs. Results. Most of the surveyed graduates at all levels of education (69%) have a clear understanding of their prospects in the system of continuous pedagogical education. Students at the vocational education level are the most motivated to continue their education, while master's degree students are more motivated to realize themselves in their chosen profession. However, at the bachelor's degree level, serious difficulties arise in maintaining motivation to continue pedagogical education. Graduates at all levels of education are increasingly opting for alternative directions when choosing further education. The poll results show that participation in practical activities plays a huge motivational role in professional training. However, students note a lack of such activities, including all types of internships. Conclusion. The data we gathered on the motives for obtaining and continuing pedagogical education should be taken into account when implementing the principles of continuous education.

Every aspect of education continues to experience innovation after the internet, digital tools and technological gadgets have been easily accessed everywhere marked by online reading, electronic books and audio books along with printed material. Based on that, this study aims to develop learning modules for learning to write narrative texts based on project based learning using mobile devices. This type of research is R&D (research & development). The development model used is a 4-D model (define, design, develop, and assess). The research instruments used were questionnaires, observation sheets, interview guides, and tests. In this paper, the results of the study are more focused on discussing the design of the developed learning modules. By understanding the design, readers can develop learning modules based on project based learning for types of narrative texts at various levels of education. The module design that was designed was validated by experts and concluded that the module was categorized as very valid and could be tested.

<p>Lesson study is a model of professional development of educators through collaborative research and continuous learning based on the principles of mutual kolegalitas and learning to build community study. Lesson study can be implemented at various levels of education , including college. The level of implementation of the Lesson study done is learning plan, implementation of learning, and reflection. Lesson study cycle is done 4 times with the topic Fungi, Sterilization, Media Bacteria and Isolation, and Environmental Microbiology. Lesson study results showed an increase in the quality of learning that is Microbiology Subjects with variations learning methods , learning strategies, media variations, and how to evaluate, especially in the use of Mind Mapping . Lesson study is ongoing implementation will accelerate the implementation of professional development learning. Increased professionalism of lecturers will be followed by an increase effectiveness of learning and teaching and will indirectly have an impact on improving the quality of education at large.</p>

This paper investigates the application and limitations of the Tyler rationale in curriculum development. Despite its widespread use, the Tyler rationale has been criticized for its theoretical logic and objectives-oriented approach’s adaptability in actual teaching scenarios. The purpose of this research is to defend the Tyler rationale as a practical approach to curriculum development and to critique the criticisms it has received. Through literature analysis and theoretical exploration, this study systematically examines the four key steps of the Tyler rationale: identifying educational objectives, selecting learning experiences, organizing learning experiences, and evaluating educational outcomes. The findings indicate that although there are challenges in setting objectives and maintaining logical rigor, the Tyler rationale’s emphasis on the sustainability of objectives and the feedback mechanism in evaluation provides crucial operational guidance for curriculum design. Additionally, the study highlights the Tyler rationale’s consideration of political and social equity, emphasizing the importance of equal educational opportunities. Overall, this research asserts that the Tyler rationale holds significant practical value in curriculum development, offering substantial benefits for students, teachers, and socio-political development.