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What is needed to be a 'good' citizen for the twenty-first century? And how can schools and curricula address this question? This book addresses these questions and what it means to be a 'good citizen' in the twenty-first century by exploring this concept in two different, but linked, countries. China is a major international power whose citizens are in the midst of a major social and economic transformation. Australia is transforming itself into an Asian entity in multiple ways and is influenced by its major trading partner - China. Yet both rely on their education systems to facilitate and guide this transformation as both countries search for 'good' citizens. The book explores the issue of what it means to be a 'good citizen' for the 21st century at the intersection between citizenship education and moral education. The issue of what constitutes a 'good citizen' is problematic in many countries and how both countries address this issue is vitally important to understanding how societies can function effectively in an increasingly interconnected world. The book contends that citizenship education and moral education in both countries overlap on the task of how to educate for a 'good citizen'. Three key questions are the focus of this book: 1. What is a 'good citizen' in a globalizing world? 2. How can 'good citizenship' be nurtured in schools? 3. What are the implications of the concept of 'good citizen' in education, particularly the school curriculum? [Publisher website, ed].

Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when designing programmes of education. Reinventing the Curriculum uses Scotland's Curriculum for Excellence as a rich case study, analyzing the strengths and weaknesses of this approach to curriculum design and development, and exploring the implications for curriculum planning and development around the world.

\"When moving towards teaching online, teachers are confronted every day with issues such as online moderation, establishing social presence online, transitioning learners to online environments, giving feedback online. This book supports language teaching professionals and researchers who are keen to engage in online teaching and learning. It integrates theory and practice from a research-informed teaching perspective and helps teachers in formal and informal settings to become confident users of online tools. The authors of the 11 chapters draw on a wide range of experience that will aid readers for independent self-training, pre-service teacher training courses, and for in-service staff development. The book also offers inspiration and guidance to researchers starting in the field who will benefit from the succinct overviews of research done in the area of online language teacher training\"-- Provided by publisher.

Background The COVID-19 pandemic has created a need for educational materials and methods that can replace clinical clerkships (CCs) for online simulated clinical practice (online-sCP). This study evaluates the impact of using simulated electronic health records (sEHR) for inpatients, and electronic problem-based learning (e-PBL) and online virtual medical interviews (online-VMI) for outpatients, for an online-sCP using a learning management system (LMS) and online meeting system facilitated by a supervising physician. Methods The sEHR was reviewed by medical students and subsequently discussed with a supervising physician using an online meeting system. In the e-PBL, medical students reviewed the simulated patients and discussed on the LMS. For the online-VMI, a faculty member acted as an outpatient and a student acted as the doctor. Small groups of students discussed the clinical reasoning process using the online meeting system. A mixed-method design was implemented. Medical students self-assessed their clinical competence before and after the online-sCP. They answered questionnaires and participated in semi-structured focus group interviews (FGIs) regarding the advantages and disadvantages of the practice. Results Forty-three students completed the online-sCP during May and June 2020. All students indicated significant improvement in all aspects of self-evaluation of clinical performance after the online-sCP. Students using sEHR reported significant improvement in writing daily medical records and medical summaries. Students using e-PBL and online-VMI reported significant improvement in medical interviews and counseling. Students also indicated CCs as more useful for learning associated with medical interviews, physical examinations, and humanistic qualities like professionalism than the online-sCP. Eight FGIs were conducted ( n  = 42). The advantages of online-sCP were segregated into five categories (learning environment, efficiency, accessibility, self-paced learning, and interactivity); meanwhile, the disadvantages of online-sCP were classified into seven categories (clinical practice experience, learning environment, interactivity, motivation, memory retention, accessibility, and extraneous cognitive load). Conclusions Online-sCP with sEHR, e-PBL, and online-VMI could be useful in learning some of the clinical skills acquired through CC. These methods can be implemented with limited preparation and resources.

Background This study aimed to investigate the various models of student representation in curriculum development across medical schools in the United States, based on the participatory governance theory. Recognizing the critical role of student feedback in enhancing medical education, the work sought to assess the diversity of student representation models, identify key elements that contribute to effective student involvement, and evaluate the potential impact on curriculum outcomes. Methods An initial list of 166 allopathic MD schools was curated from the AAMC Medical Schools Admission Requirements website. Schools were selected based on the presence of information about student representation in curriculum design. This selection was refined through a Google search using specific search terms related to student representation, followed by an evaluation based on the amount and relevance of available information on each school’s website. The methodology involved a detailed examination of the websites for selected schools, focusing on the structure and organization of student involvement in curriculum development. Results Of the initial 166 medical schools, 49 (29.7%) had publicly available information on student involvement in curriculum development. These schools were categorized into three main models of student representation: direct representation, feedback-driven, and hybrid models. The analysis revealed significant diversity in how student representation is implemented, with each model exhibiting unique strengths and limitations. Direct representation models were found to facilitate substantive student roles in decision-making, feedback-driven models excelled in rapidly integrating student feedback into curricular adjustments, and hybrid models combined aspects of both to provide a comprehensive approach to student involvement. Conclusions There is no one-size-fits-all model for student representation in medical education. However, the hybrid model shows promise for its balanced approach to integrating student perspectives into curriculum development. Continuous evaluation and refinement of student representation models are essential for ensuring that medical education remains responsive to the needs of students and the evolving landscape of the medical field. This work underscores the importance of student feedback in medical education and advocates for further studies to quantify the impact of different models of student representation on educational outcomes and professional success.

This paper explores the ways in which a participatory curriculum planning model could help to address the embedding of an education on sustainability into higher education institutions; this is enabled by ICTs and is in particular reference to Indonesia, Malaysia, and Vietnam. Transforming university curricula in order to address sustainability has been tackled effectively through the development of a participatory curriculum planning model that was applied in seven higher education institutions. The interventions carried out by the ICTeEfS initiative have contributed significantly to producing a corpus of university teaching staff in each partner university which, in turn, has initiated curriculum revisions to address sustainability, mostly in teacher education.

This large‐scale study used a survey to collect data on K‐12 world language classrooms in Massachusetts public schools, focusing on core instructional practices, curriculum, and assessment. The study resulted in 383 individual teacher completed responses, representing 188 districts, which was analyzed using descriptive statistics. Results indicate encouraging signs in the adoption of core proficiency‐based instructional practices, thematic curriculum design, and the use of performance‐based assessments. Further support for teachers in how to implement these practices is needed, along with attention to school leaders who may have no background in world language education but are tasked with supporting and evaluating world language teachers. Survey data were collected at the beginning of school closures due to COVID‐19, capturing a picture of K‐12 world language education and a point of comparison for future research. The Challenge How can we make progress in world language education without understanding K‐12 instructional practices, curriculum, and assessment? How can we support teachers without understanding their classroom practices? How can we advocate for the World‐Readiness Standards for Learning Language without understanding what curriculum is being used in the classroom?

Objective This study aimed to identify and prioritize the core content and structural requirements for developing a high-quality mobile app designed to teach AI concepts and skills in a healthcare context. Methods A mixed-methods design was employed. First, two systematic reviews were conducted: [ 1 ] a review of scholarly articles to extract educational frameworks for AI in healthcare, and [ 2 ] a review of 47 AI education apps from three app stores (Google Play, App Store, Café Bazaar), assessed using the Mobile App Rating Scale (MARS). As no healthcare-specific AI education apps were found during the search, general-purpose AI learning apps were included, which constitutes a limitation in terms of domain specificity. Based on these insights, a preliminary content framework was developed and validated by 12 experts in medical informatics and health information management. Subsequently, a structural needs assessment was carried out with 97 healthcare students using custom-designed questionnaires. Open-ended responses were analyzed using Braun and Clarke’s thematic analysis method. Results The systematic review of 37 articles revealed 10 key domains essential for AI education in healthcare, including foundational knowledge, data science, practical clinical applications, ethics, and communication. The app review showed a mean MARS quality score of 2.92 out of 5, highlighting significant deficiencies in content coherence, interactivity, and privacy implementation. Expert validation confirmed all proposed domains, and thematic analysis of expert feedback led to the inclusion of an additional domain: Practical Tools and Platforms . Healthcare students strongly favored features such as interactive learning, offline functionality, and personalized learning paths (mean scores > 4.76/5), with no significant differences across gender or field of study. Conclusion This study presents a validated, evidence-based framework for developing a healthcare-focused AI education app. The finalized structure includes 11 content domains and 20 prioritized structural features aimed at promoting practical, ethical, and engaging learning experiences. The findings underscore the urgent need for structured, user-centered digital tools to prepare healthcare students and professionals for the responsible integration of AI into clinical practice.

The purpose of this research is to reveal the Curriculum Development Process in Türkiye from the perspective of curriculum specialists. Phenomenology, one of the qualitative research designs, was used in the study, with a semi-structured interview form developed by the researcher, and content analysis applied in the analysis of the obtained data. The participants of the study consisted of 48 faculty members from 19 different universities. Interviews were conducted on a one-to-one, face-to-face basis by the researcher, having visited each of the universities where the participants worked. According to the study’s findings, three main interrelated problems are present in curriculum development in Türkiye: Policymakers that dominate curriculum development and decision making; Non-fulfilment of the sine-qua-non (a thing that is absolutely necessary) of the curriculum development process; and, Abrupt and rapid changes introduced to curricula. However, these problem areas all stem from one major issue, policymakers’ priorities, understanding, and thoughts about curriculum development and education. According to the solutions proposed by the study’s participants, education should be accepted to have a supra-policy structure, and policymakers should be stakeholders in the curriculum development process rather than being the sole decision-makers. Bu araştırmanın amacı Türkiye'deki program geliştirme sürecini program geliştirme uzmanlarının bakış açısıyla ortaya koymaktır. Nitel araştırma desenlerinden fenomenolojinin kullanıldığı araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ve verilerin analizinde içerik analizi kullanılmıştır. Araştırmanın katılımcılarını 19 farklı üniversitede görev yapan 48 öğretim elemanı oluşturmaktadır. Görüşmeler, katılımcıların görev yaptığı üniversiteler ziyaret edilerek katılımcılarla bire bir ve yüz yüze gerçekleştirilmiştir. Araştırmanın bulgularına göre, Türkiye'de program geliştirmede birbiriyle ilişkili üç temel sorun bulunmaktadır: Program geliştirme ve karar verme sürecinde politika yapıcıların baskın olması; program geliştirme sürecinin olmazsa olmazlarının yerine getirilmemesi ve eğitim programlarında uygulanan ani/hızlı değişiklikler. Ancak bu sorunların hepsi temelde tek bir temel sorundan; politika yapıcıların program geliştirme ve eğitim konusundaki öncelikleri, anlayışları ve görüşlerinden kaynaklanmaktadır. Katılımcıların ortaya koyduğu çözümlere göre, eğitim siyaset üstü bir yapıda kabul edilmeli ve politika yapıcılar program geliştirme sürecinde tek başlarına karar vericiler olarak değil paydaşlar olarak görülmelidir.

The purpose of this article is to contribute to a better understanding of the nature of participatory curriculum development in higher education institutions. We conducted a longitudinal case study that scrutinized an international participatory curriculum development process. Our research spanned six universities across four countries in Africa. We used cultural-historical activity theory as a theoretical lens to identify the critical tensions underlying the curriculum development activity. Six primary contradictions and four secondary contradictions were identified. These tensions were mainly rooted in issues concerning stakeholder relations, rule rigidity, and resource availability. We integrate a stakeholder perspective and discuss how practitioners who seek to design and implement effective participatory curriculum development processes can benefit from applying a combination of activity system and stakeholder analyses during planning as well as implementation stages.