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Purpose One key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education. Design/methodology/approach A qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out. Findings The research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach. Originality/value This study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.

The new National Core Curriculum came into force in September 2020 in Hungarian schools. The COVID-19 pandemic has had a deep impact on the final stages of its development. In this paper we have selected two areas for analysis: the fundamental principles of mathematics curriculum and the matriculation exam in mathematics. We propose improvements in both fields, further emphasizing the importance of skills in displaying, understanding and processing information, including visual information obtained as a source or outcome of a problem. We argue that representation, interpretation, and critical evaluation of data and information must be essential parts of the mathematics curriculum. In this context, we also propose a new type of task for the matriculation exam: a complex essay task. The ultimate goal is the development of cross-cutting competencies to support students to become citizens who can make responsible decisions based on the data and knowledge available.

Objective: This study aimed to carry out an investigative review, under the State of Knowledge model, which addresses the curriculum in continuing education in order to look for evidence that continuing education improves/reframes/refutes the conception of curriculum.   Theoretical Framework: The incessant search for quality education seems to be the keynote of the ongoing training available to teachers with the most varied themes and formats. Continuing professional improvement and critical reflection on pedagogical practice, as well as the need to review the simplistic view of teaching activity, are arguments in favor of training.   Method: Data collection was carried out on the Journal Portal of the Coordination for the Improvement of Higher Education Personnel with the descriptors: “continuing education for teachers”, “curriculum”, “National Common Core Curriculum” and “basic education”. The research is of qualitative nature and follows the arguments of Discursive Textual Analysis.   Results and Discussion: The results suggest that continuing education improves, reframes and/or reaffirms the conception of curriculum.   Research Implications: The study found evidence showing that curriculum and continuing education are intrinsically linked; as such, thinking about either one individually may undermine discussions.   Originality/Value: This study contributes to the literature as the reality caused by the Covid-19 pandemic has called into question the training provided by education networks and brought to light aspects of the curriculum that need to be reviewed.

This theorethical article outlines the development of family life education in Hungary. In the early 20th century, as a result of civic initiatives, this specific educational area as an independent professional and scientific field was organized in the United States and Western Europe. In Hungary, however, much like other Central and Eastern European states, institutional education became available much later. A government decree issued in the early seventies draws attention to the fact that \"the biological, health, ethical, moral knowledge necessary for harmonious, desirable human relations is not sufficiently widespread among the general public, especially among young people, to create a well-balanced family life and to achieve a broad range of modern family planning. Therefore, measures should be taken to prepare for family life in all forms of public education and in the dissemination of information to the general public” (Mihalec et al 2011, 90) Komlósi points out, however, that despite the first governmental initiative on family life education, for decades there has been no significant change in practice. (Komlósi 1995) ” In Hungarian secondary education, the pedagogical knowledge that can be chosen as subject matter for graduation examinations in pedagogical vocational secondary schools includes a growing proportion of topics related to education for family life.

Objective: The goal of the paper is to present changes in entrepreneurship education (EE) in Poland at the lower level (gymnasium) and upper secondary (post-gymnasium) schools after the reform of the education system since 1999 in the light of national core curriculum (NCC) analysis.Research Design Methods: The analysis of NCC was based on the method and criteria developed in the European research project Fifobi and includes four basic competencies related to the following: economy knowledge, business knowledge, social competences and self-competences associated with an entrepreneurial attitude.Findings: Analysis of distribution of content of the NCC for secondary schools indicates that competencies in the field of economic knowledge prevail, the contents of all entries in this field are based on the obligatory subjects “civics” (lower-) “Basics of Entrepreneurship” [“BE”] (upper-secondary schools). Social and self-competencies are treated quite marginally in the NCC. Shortcomings in the business competencies, carried out mainly on a compulsory subject “Economy in Practice” (“EP”), are also visible.Implications Recommendations: The conducted research allowed to draw a number of recommendations and challenges for politicians and educators in EE in Poland. These should include, among others, the need to clarify the records of the NCC and modification of the NCC records in terms of entrepreneurship so that a greater emphasis was placed on social and personal competencies, not only the competencies based on economic knowledge.Contribution Value Added: The paper can contribute to a better understanding of the level and structure of EE in Poland. An important added value of the analyses is their application value. The conclusions of the research may serve as guidelines to educational policy, not only in Poland but also in other countries transforming their economies, and to international comparative studies.

Given that most people are currently focusing on the possible practice of Finnish phenomenon-based learning, this paper aims to prioritize the reasons and sources for its implementation-understanding transversal competence, multidisciplinary learning modules, and the operational culture of comprehensive basic education. For our Directions Governing for the 12-Year Basic Education Curricula that will be implemented in August this year, this article may remind and encourage all actors to consider and grasp the ultimate goal behind their actions

Feedback literacy is an important graduate attribute that supports students’ future work capacities. This study aimed to develop a framework through which discipline-specific feedback literacies, as a set of socially situated skills, can be developed within core curricula. The framework is developed through a content analysis of National Qualifications Frameworks from six countries and UK Subject Benchmark Statements for multiple disciplines, analysis of indicative subject content for a range of disciplines and consultation with subject-matter experts. Whilst most of the benchmark statements incorporate the development of feedback literacy skills related to ‘making judgements’, attributes relating to ‘appreciating feedback’ and ‘taking action based on feedback’ are less prevalent. Skills related to ‘managing the affective challenges of feedback’ are most prevalent in documentation for applied disciplines. The resulting empirically guided curriculum design framework showcases how integrating the development of discipline-specific feedback literacies can be enacted through authentic learning activities and assessment tasks. In terms of implications for practice, the framework represents in concrete terms how discipline-specific feedback literacies can be integrated within higher education curricula. The findings also have implications for policy: by positioning discipline-specific feedback literacies as graduate outcomes, we believe they should be integrated within national qualifications frameworks as crucial skills to be developed through higher education courses. Finally, from a theoretical perspective, we advance conceptions of feedback literacy through a sociocultural approach and propose new directions for research that seek to reconceptualise a singular concept of feedback literacy as multiple feedback literacies that unfold in distinctive ways across disciplines.

The Common Core standards released in 2010 for English language arts and mathematics have already been adopted by dozens of states. Just how much change do these new standards represent, and what is the nature ofthat change? In this article, the Common Core standards are compared with current state standards and assessments and with standards in top-performing countries, as well as with reports from a sample of teachers from across the country describing their own practices.

Background As the information age wanes, enabling the prevalence of the artificial intelligence age; expectations, responsibilities, and job definitions need to be redefined for those who provide services in healthcare. This study examined the perceptions of future physicians on the possible influences of artificial intelligence on medicine, and to determine the needs that might be helpful for curriculum restructuring. Methods A cross-sectional multi-centre study was conducted among medical students country-wide, where 3018 medical students participated. The instrument of the study was an online survey that was designed and distributed via a web-based service. Results Most of the medical students perceived artificial intelligence as an assistive technology that could facilitate physicians’ access to information (85.8%) and patients to healthcare (76.7%), and reduce errors (70.5%). However, half of the participants were worried about the possible reduction in the services of physicians, which could lead to unemployment (44.9%). Furthermore, it was agreed that using artificial intelligence in medicine could devalue the medical profession (58.6%), damage trust (45.5%), and negatively affect patient-physician relationships (42.7%). Moreover, nearly half of the participants affirmed that they could protect their professional confidentiality when using artificial intelligence applications (44.7%); whereas, 16.1% argued that artificial intelligence in medicine might cause violations of professional confidentiality. Of all the participants, only 6.0% stated that they were competent enough to inform patients about the features and risks of artificial intelligence. They further expressed that their educational gaps regarding their need for “knowledge and skills related to artificial intelligence applications” (96.2%), “applications for reducing medical errors” (95.8%), and “training to prevent and solve ethical problems that might arise as a result of using artificial intelligence applications” (93.8%). Conclusions The participants expressed a need for an update on the medical curriculum, according to necessities in transforming healthcare driven by artificial intelligence. The update should revolve around equipping future physicians with the knowledge and skills to effectively use artificial intelligence applications and ensure that professional values and rights are protected.

Secondary school level quantum physics (QP) courses have recently been implemented in the national curricula of many countries. QP gives opportunities to acquaint students with more recent physics and its applications and to discuss aspects of the nature of science. Research has shown that QP is a challenging area for students. Because the inclusion of QP in national curricula is rather new in most countries, it is interesting to compare QP curricula from these countries to make the choices by curriculum designers visible. In this study, we provide a detailed overview of QP courses from fifteen countries. We collected and analyzed official curriculum documents to identify key items present in most curricula. Our inventory identifies a shared current core curriculum of QP which contains the following seven main categories: discrete atomic energy levels, interactions between light and matter, wave-particle duality, de Broglie wavelength, technical applications, Heisenberg's uncertainty principle, and the probabilistic nature of QP. We also found differences in the focus of the listed topics of certain countries, which indicate different views on teaching QP and might inspire curriculum designers struggling with QP. For instance, challenging items like QP interpretations or epistemological aspects of QP are taught only in a few countries. Although research suggests that epistemological aspects help students to comprehend novel QP concepts, many countries do not explicitly include these in the curriculum. We provide reasons and suggestions for this.