This article presents the results of an interpretive case study of three lecturers teaching English at a South African University. The purpose of the study was to explore the lecturers' strategies to decolonize the curriculum succinctly. Purposive, with convenient sampling, identified the three most available lecturers. An emailed reflective…

This work explores the use of learning theories in curriculum development and gathers evidence for what good practice in this area looks like. By exploring the academic literature in this area, the authors hope to find information that curriculum documents do not provide. The following research questions were proposed: (1) Is there evidence of…

Curriculum reform is an opportunity to refresh programs to meet the needs of current students, but this is not without significant investment from teachers. In this exploratory multiple case study, semi-structured interviews captured teachers' processes of curriculum interpretation for mathematics planning and teaching in a school using scripted…

This qualitative study examined how a selected sample of 15 to 16 year-old Norwegian pupils experience Bildung (all-around development) and education in their schooling, and how those experiences are in coherence with the intended curriculum policy goals as stated in the latest Norwegian curriculum reform. Wolfgang Klafki's operationalisation of…

This study developed a mosque-based education integration model curriculum in the face of modernization. This development research adopted the ADDIE development model or analysis, design, development, implementation, and evaluation. This research was conducted in a limited way at the Syuhada Mosque Foundation, Yogyakarta, Indonesia. The informants…

There is an increasing urgency, driven by global geopolitical, ecological and climate crises, for geography teachers to use their subject expertise as agents of change to empower children and young people with the knowledge and skills needed to think geographically and better understand our complex and rapidly changing world. This paper brings our…

This is a qualitative research study which investigates the curriculum decision-making of four primary school history subject-leaders in the North-West of England. A grounded theory approach was utilised. Semi-structured interviews were conducted with the subject-leaders and an audit of their schools' history curriculum completed. The curriculum…

Ever since the 1970s, politicised debates have raged over the teaching of history, dubbed the 'history wars'. These debates continue to impact primary and secondary teachers' choices of history curriculum foci to this day. This research aimed to discover history teachers' understanding of how to develop diversity within their history curricula and…

The purpose of this paper is to present an empirical CAL project, HOLD ON, which developed leadership towards social, economic and ecological sustainability. The latter became a target area in the 2018 reform of the Swedish preschool's national curriculum, Lpfo18. A "Whole School Approach" (WSA) and "Education for Sustainable…

This article explores national curriculum change initiated by the South Korean state by examining the 2015 curriculum reform. Relying on interviews with policy actors who participated in the curriculum-making process, I aimed to understand how certain reform ideas within an institutionalized, state-led curriculum change made--or failed to…

This paper seeks to humanize the history of curriculum reform by exploring the diverse relationships that teachers form with the national curriculum system in South Korea. Drawing on the concepts of reflective and diffractive practices, we analyze the professional trajectories of two teachers across three decades of national curriculum changes.…

This study investigates teacher participation in Norway's most recent national curriculum reform. During the reform period, teachers were invited to take part in macro curriculum making as members of national curriculum committees. In policy documents, teacher participation is emphasised as key to the legitimacy of the curriculum. In this study,…

Algebraic Thinking (AT) and Computational Thinking (CT) are pivotal competencies in modern education, fostering problem-solving skills and logical reasoning among students. This study presents the initial hypotheses, theoretical framework, and key steps undertaken to explore characterized learning paths and assign practice-relevant tasks. This…

The Foundation Phase is a pioneering early years education reform that was introduced across Wales in 2008. Based on a progressive, child-centred design, this reform aimed to improve educational outcomes in Wales and reduce achievement gaps for young learners. This paper reports a number of findings from a mixed-methods study that assessed the…

Our aim with this study was to gain a better understanding of the emotional landscape of curriculum making by exploring the variety of emotions embedded in shared sense-making about the national curriculum reform implementation at the district level. Focus group interview data were collected from 12 curriculum reform steering groups around…