An analysis of curricular innovation in higher education: challenges and a possible solution

Gonţa, Iulia; Tripon, Cristina

doi:10.35923/jes.2020.2.06

Cited by 3 publications

(2 citation statements)

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“…emphasized sustainable science curriculum innovations and analyzed the effects of teacher collaboration in curriculum design teams (Fishman and Krajcik, 2003;Voogt et al, 2016). University teachers have proposed several directions for curricular innovation, including adapting practices to meet the demands of the 21st century, enhancing continuous curriculum development, incorporating adaptive teaching methods and modern technologies to prepare students for the job market, and drawing inspiration from successful practices in other countries (Gonta and Tripon, 2020). Furthermore, successful curricular policies hinge on understanding regional specificities, local problems, and needs (Kirk, et al, 2018).…”

Section: Curriculum Innovationmentioning

confidence: 99%

Integration of Global Citizenship Competencies in General Education Courses in a Higher Education Institution in Laguna, Philippines: Basis for Curriculum Innovation

M. Alvero

2023

Edu.Lrng.Dvp.Ntn

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This study explored the extent of integration of global citizenship competencies (GCC) in General Education Courses (GEC) and its implications for curriculum innovation. The study employed a descriptive-correlational design. Stratified proportionate sampling was used to determine the 294 learner-respondents and total enumeration for 20 GEC teacher-respondents. Mean, standard deviation, and t-test for two samples assuming equal variance were used as the statistical tools in interpreting and analyzing the data. The findings of the study revealed that the GEC learning outcomes were attained to a “Very Great Extent” (M = 3.30, SD = 0.56), learners were “Moderately Aware” in the GCED core conceptual domains (M = 3.21, SD = 0.59), and the extent of integration of GCC by the GEC teachers in their curriculum was to a “Great Extent”, as assessed by the teachers (M = 3.16, SD = 0.47) and learners (M = 2.40, SD = 0.50) “Limited Extent”. Using t-test for two samples assuming equal variance, there is no significant difference in the assessment done by GEC teachers and learners. The findings suggest that there is a need to strengthen the integration of GCC thru curriculum innovation to introduce new ideas or practices that are new and different from those that exist in the prescribed GE curriculum. Therefore, the utilization of the developed enhanced curriculum guide is highly recommended.

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Section: Curriculum Innovationmentioning

confidence: 99%

Integration of Global Citizenship Competencies in General Education Courses in a Higher Education Institution in Laguna, Philippines: Basis for Curriculum Innovation

M. Alvero

2023

Edu.Lrng.Dvp.Ntn

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“…Innovation in education refers to any effort that is made to consciously and purposefully try to change the educational system in order to make it better. Curriculum innovation is the ability of the teachers to use a new program in accordance with the adjustments needed at various developmental stages (Gonta & Tripon, 2020). In this study, Curriculum change is both deliberate and unplanned changes in concepts, including invention, development, and adoption.…”

Section: Introductionmentioning

confidence: 99%

A Review of Curriculum Change and Innovation for Higher Education in Somalia

Mohamed

2023

EJES

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A solid curriculum is one of the most important components of education. Knowledge is advancing and society is changing as a result of science and technological growth. the purpose of this study was to review the curriculum change and innovation for higher education in Somalia. Curriculum change is both deliberate and unplanned changes in concepts, including invention, development, and adoption. Innovation is a planned part of the curriculum change. The study was guided by complexity theory since social systems sometimes require curriculum changes. most of Somalia’s higher education institutions lack formal curriculum plans due to the absence of a federal agency that could help regulate higher education or develop standards that could be shared. In Somalia, higher education is facing challenges, including a lack of effective curricula guidelines, quality standards, and other significant sources of support in the education sector. The study recommended among others the establishment of a National Commission for higher education with clear policy and independency to overview the curriculum in higher education institutions. Article visualizations:<img src="/-counters-/soc/0008/a.php" alt="Hit counter" />

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Curricular innovation in the knowledge society

Amelia Simeoni,

Caballero,

Lepez

2024

Seminars in Medical Writing and Education

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Introduction: the problematization of the phenomenon of curricular innovation has been approached by research in the international and local context and confronting positions have emerged around the curriculum; and in order to make effective the transformation in the educational field and in a peculiar way in the decisions of the Curriculum, it is necessary to assume policies of change in the educational management. The objective of this work focuses on the characterization, reflection and theoretical deepening of curricular innovation within the framework of the knowledge and information society. Methods: qualitative-hermeneutic, narrative and exploratory study based on literature review. Results: the concept of curriculum is polysemic, with numerous definitions that indicate the richness of this concept and also the difficulty of its study; Furthermore, the need to think from a curricular vision the principles for educational innovation and as a model of socio-political transformation in decision making as a contribution to the culture of peoples, promoting the search for and production of knowledge, and that as a collective process the emergence of the knowledge society will require, among other things, reflection and practices on the effective conditions of possibility of its social, political and economic nature through appropriate educational policies that need to be elucidated and explored collectively as a challenge of Curricular Innovation. Conclusions: in relation to the phenomenon of curricular innovation and based on the bibliographic exploration, a series of descriptive studies emerged that problematize the subject from an analysis of the local reality, therefore many questions remain to be asked regarding curricular innovation such as: what is the most important and substantive change in the curriculum, how does the innovative intention of the curriculum originate, how should one proceed in the search for curricular innovation, how is the innovative intention of the curriculum transmitted to the political levels?

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An analysis of curricular innovation in higher education: challenges and a possible solution

Cited by 3 publications

References 10 publications

Integration of Global Citizenship Competencies in General Education Courses in a Higher Education Institution in Laguna, Philippines: Basis for Curriculum Innovation

Integration of Global Citizenship Competencies in General Education Courses in a Higher Education Institution in Laguna, Philippines: Basis for Curriculum Innovation

A Review of Curriculum Change and Innovation for Higher Education in Somalia

Curricular innovation in the knowledge society

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