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Thematische Bibliographien / Integration into Curricula / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Integration into Curricula“

Autor: Grafiati

Veröffentlicht am 7. Juni 2025

Zuletzt aktualisiert am 2. August 2025

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Pedersen, Elaine L., and Leslie Davis Burns. "Curriculum integration across fashion-related curricula." International Journal of Fashion Design, Technology and Education 4, no. 1 (2011): 43–50. http://dx.doi.org/10.1080/17543266.2010.519725.

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Kim, Suyoun, Su Hyun Kim, Hansea Kim, and Young-Mee Lee. "Integrating artificial intelligence into medical curricula: perspectives of faculty and students in South Korea." Korean Journal of Medical Education 37, no. 1 (2025): 65–70. https://doi.org/10.3946/kjme.2025.324.

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Purpose: With the accelerated adoption of artificial intelligence (AI) in medicine, the integration of AI education into medical school curricula is gaining significant attention. This study aimed to gather the perceptions of faculty members and students regarding the integration of AI education into medical curricula in the Korean context.Methods: Faculty members and medical students’ perspectives on integrating AI into medical curricula were assessed through thematic analysis of free-written responses from 157 faculty members and 125 students in a national online survey on medical AI compete

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Tee, Ren Jie, and Mengmi Zhang. "Integrating Curricula with Replays: Its Effects on Continual Learning." Proceedings of the AAAI Symposium Series 1, no. 1 (2023): 109–16. http://dx.doi.org/10.1609/aaaiss.v1i1.27486.

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Humans engage in learning and reviewing processes with curricula when acquiring new skills or knowledge. This human learning behavior has inspired the integration of curricula with replay methods in continual learning agents. The goal is to emulate the human learning process, thereby improving knowledge retention and facilitating learning transfer. Existing replay methods in continual learning agents involve the random selection and ordering of data from previous tasks, which has shown to be effective. However, limited research has explored the integration of different curricula with replay me

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Dong, Shengli, Glacia Ethridge, Roe Rodgers-Bonaccorsy, and Spalatin N. Oire. "Assessing Infusion of Social Justice in Rehabilitation Counselor Education Curriculum." Rehabilitation Research, Policy, and Education 29, no. 4 (2015): 406–20. http://dx.doi.org/10.1891/2168-6653.29.4.406.

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Purpose:To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula.Method:The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular. The participants were 59 rehabilitation counselor educators recruited during the eighth Annual Rehabilitation Educators Conference hosted by the National Council on Rehabilitation Education.Results:The study found that most participants perceived it impor

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Dong, Shengli, Glacia Ethridge, Roe Rodgers-Bonaccorsy, and Spalatin N. Oire. "Assessing Infusion of Social Justice in Rehabilitation Counselor Education Curriculum." Rehab Res Pol Educ 29, no. 4 (2015): 406–20. https://doi.org/10.1891/2168-6653.29.4.406.

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Purpose:To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula.Method:The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular. The participants were 59 rehabilitation counselor educators recruited during the eighth Annual Rehabilitation Educators Conference hosted by the National Council on Rehabilitation Education.Results:The study found that most participants perceived it impor

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Hong, Seongyoun. "Rethinking General Education from the Perspective of High School and Higher Education Curriculum Articulation." Korean Association of General Education 18, no. 5 (2024): 11–30. http://dx.doi.org/10.46392/kjge.2024.18.5.11.

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This study explores the concept of curriculum articulation between secondary and higher education, focusing on the continuity of curricula and their implications for foundational liberal education in universities. It analyzes the similarities and differences between general education at the high school and university levels. Both frameworks aim to cultivate holistic individuals equipped with essential competencies and a sound moral character through broad-based education. They share commonalities in historical origins, educational objectives, and curricular structures. However, high school cur

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Souto, Lívia Suely, Katia Lima, and Shirley Patrícia Nogueira de Castro e. Almeida. "Curriculum and Curriculum Integration: possibilities and challenges between Physical Education and Mathematics at BNCC." Revista de Ensino de Ciências e Matemática 13, no. 6 (2022): 1–24. http://dx.doi.org/10.26843/rencima.v13n6a02.

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By investigating the possibilities of curricular integration between Physical Education and Mathematics from the Base Nacional Comum Curricular, we defend curricular integration as an integrated approach to learning and curricula that provide students and teachers with an expansion of different ways of teaching and learning by through new alternatives in the incorporation of the knowledge of these two disciplines. From the theoretical framework adopted, which refers to reflections on curriculum and curriculum integration, a qualitative research was developed through document analysis of the BN

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Lee, Donggeon, and Yoona Lim. "Analysis of Big Idea Presentation Methods from the Perspective of Curriculum Linkage and Integration: Focusing on Singapore, Australia, IB, and South Korea." Korean Comparative Education Society 34, no. 4 (2024): 69–98. http://dx.doi.org/10.20306/kces.2024.8.30.69.

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[Purpose] This study aims to analyze how big ideas are presented in domestic and international curricula from the perspective of curriculum linkage and integration, and to explore implications for improving South Korea's curriculum. [Methods] The study conducted a literature review of curricula from Singapore, Australia, IB, and South Korea that include big ideas. It examined the presentation patterns of big ideas, the scope of curriculum linkage and integration centered around big ideas, and the characteristics of the guidelines supporting big idea-centered curriculum linkage and integration

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Ward, Kevin P. "Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum." Journal of Chiropractic Education 24, no. 2 (2010): 194–97. http://dx.doi.org/10.7899/1042-5055-24.2.194.

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Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professo

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Hong, Juanjuan, and Jing Jiang. "Construction of Ideological and Political Education in English Teacher Education Courses in Local Normal Universities: Objectives, Connotations, and Implementation Paths." Journal of Contemporary Educational Research 8, no. 9 (2024): 47–52. http://dx.doi.org/10.26689/jcer.v8i9.8131.

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The integration of ideological and political education into university curricula represents a new trend in holistic, comprehensive, and all-around education. The concept of “ideological and political education in English teacher education courses” embodies an interdisciplinary approach to curriculum reform. Grounded in the principle of fostering moral integrity, it aims to create high-quality courses by seamlessly integrating the transmission of knowledge and skills with the guidance of ideological values. This study explores the status quo, significance, and implementation pathways for integr

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Conroy, Maria Manta, Becky Mansfield, Elena Irwin, Gina Jaquet, Gregory Hitzhusen, and Jeremy Brooks. "Six dimensions of sustainability: a framework for organizing diverse university sustainability curricula at The Ohio State University." International Journal of Sustainability in Higher Education 25, no. 9 (2024): 316–32. http://dx.doi.org/10.1108/ijshe-08-2023-0344.

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Purpose Integrating sustainability into university curricula brings diverse challenges and conflicts as separate units vie for ownership of courses and topics. This case study presents a six dimensions sustainability framework developed at The Ohio State University to organize curricula under an inclusive strategy. Design/methodology/approach An interdisciplinary group of faculty focused on sustainability education engaged in a three-phased process including review of sustainability definitions from diverse disciplines; analysis of key aspects of the definitions in conjunction with course desc

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McDonnell, Christine H., Imani N. Adams, Morgan M. Hynes, et al. "From Context to Connection: Client Letters in STEM Integration Curricula." Education Sciences 15, no. 6 (2025): 696. https://doi.org/10.3390/educsci15060696.

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Real-world contexts play a crucial role in engaging students and promoting disciplinary synergy in integrated STEM education. One underexplored pedagogical tool for supporting such integration is the “client letter”—a narrative device used to frame engineering design challenges around authentic, real-world problems. This study investigates the role of client letters in synergizing knowledge within immersive engineering design-based STEM integration curricula. We conducted a qualitative document analysis of 107 client letters embedded in 18 freely available K-12 STEM integration curricular unit

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Guagchinga-Chicaiza, Nelson Wilfrido. "El impacto del currículo en las prácticas pedagógicas de los docentes de inglés." Revista Científica Zambos 4, no. 1 (2025): 114–26. https://doi.org/10.69484/rcz/v4/n1/80.

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The educational curriculum significantly impacts the pedagogical practices of English teachers, defining content and strategies that affect the quality of teaching. This study explores how curricular rigidity, teacher training and the integration of Information and Communication Technologies (ICT) determine the methodologies applied in the classroom. Through a literature review of recent studies, factors such as the lack of flexibility in curricula, which limits pedagogical innovation, and the scarce teacher training to adapt methodologies to diverse contexts were identified. The potential of

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Pratiwi, Widya Rizky, Juhana Juhana, Lukytta Gusti Acfira, and Sumbulatin Sumbulatin. "EXAMINING CURRICULUM NEEDS, TEACHING METHODS, AND TECHNOLOGY INTEGRATION FOR A COMPREHENSIVE APPROACH TO ENGLISH LANGUAGE EDUCATION." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 6, no. 3 (2024): 794–805. https://doi.org/10.52208/klasikal.v6i3.1204.

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This study explores the interplay between flexible curricula, innovative teaching methodologies, and technology integration in enhancing English language education, aiming to develop a comprehensive framework for effective language instruction. Employing a qualitative case study design, the research engaged a diverse group of educators and curriculum designers, facilitating in-depth discussions on their experiences and perceptions regarding curriculum flexibility and technology use in language teaching. The findings reveal a strong consensus among participants on the essential role of technolo

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He, Zhiyan, Shuai Lyu, and Junjiang Zhu. "The Integration of Green Chemistry Concepts into Inorganic Chemistry Education for Chemical Majors." Education Reform and Development 7, no. 3 (2025): 283–89. https://doi.org/10.26689/erd.v7i3.10066.

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Against the backdrop of green development, there are heightened demands for cultivating chemical professionals with specialized competencies. To meet these demands, integrating the concept of green chemistry into Inorganic Chemistry teaching is imperative. As Inorganic Chemistry serves as a foundational course for chemistry and chemical engineering majors, pedagogical reform plays a pivotal role in nurturing professionals versed in green chemistry. This integration not only enables students to internalize green chemistry principles—thereby strengthening their environmental consciousness and sc

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Purnamawati, Yuli Dwi. "Optimizing mathematical proficiency: Integrating Cambridge and national curricula in mathematics education." Math Didactic: Jurnal Pendidikan Matematika 9, no. 3 (2024): 552–67. http://dx.doi.org/10.33654/math.v9i3.2485.

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As the primary education institution, ‘School X’ needs to plan a comprehensive and efficient curriculum. This comprehensive study critically evaluates the integration of the Cambridge and National Curricula, with a special emphasis on mathematics. Data collection techniques included interviews, observations, case studies, open questionnaires, and documentation. Open questionnaires conducted with teachers revealed their understanding of the integration of the Cambridge and National curricula. The methodology combines a detailed SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis with

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Karmasin, Matthias, and Denise Voci. "The role of sustainability in media and communication studies’ curricula throughout Europe." International Journal of Sustainability in Higher Education 22, no. 8 (2021): 42–68. http://dx.doi.org/10.1108/ijshe-10-2020-0380.

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Purpose This research aims to analyze to what extent sustainability and its related core aspects are integrated in media and communication's curricula of higher education institutions in Europe. Design/methodology/approach A total of n = 1068 bachelor and master’s degree programs, as well as their related curricula/program specifications, from 28 European countries were analyzed by means of content analysis. Findings Results show that the level of curricular integration of sustainability aspects in the field of media and communication is low (14%) to very low (6%) on module level. In most case

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Apostolou, Zoi, and Nektarios Stellakis. "Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula." Journal of Childhood, Education & Society 1, no. 2 (2020): 87–102. http://dx.doi.org/10.37291/2717638x.20201234.

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The purpose of this research paper is to investigate the perceptions of kindergarten teachers and first-grade primary school teachers on the integration of kindergarten and first-grade of primary school language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the possibility of integration of language curricula, as well as practices resulting from the study of curricula. The data were collected through a questionnaire sample of 326 kindergarten teachers and 306 teachers who were teaching at

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Che Ilias, Irma Syarlina, Jawahir Che Mustapha, Liyana Adilla Burhanuddin, and Mohammed A. Al-Sharafi. "Fortifying Information System and Cybersecurity in Engineering Education: A Thematic Review." Journal of Advanced Research Design 122, no. 1 (2024): 85–99. https://doi.org/10.37934/ard.122.1.8599.

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In today's digital landscape, the seamless integration of robust information systems and cybersecurity into engineering education is critical for preparing future engineers to tackle complex cyber threats. However, current engineering curricula often lack sufficient focus on these critical domains, creating a gap that must be addressed to keep pace with the rapid evolution of cyber threats. This paper aims to address this gap by recommending strategies to enhance cybersecurity and information system integration in engineering programs, emphasizing adapting to emerging technologies. A systemati

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Kumar, Dinesh, and Aneesh Basheer. "Friendship or vicarious relationship? Exploring the intricacies faced by basic sciences in integrated curricula." Research and Development in Medical Education 8, no. 2 (2019): 75–79. http://dx.doi.org/10.15171/rdme.2019.015.

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In response to the evolving needs and reports on medical education, many medical schools have been pursuing curricular integration. Contrary to Abraham Flexner who persuaded that teaching of medical sciences, from basic to clinical, should be a critical component of the discipline based curriculum, ‘integration’, in its purest sense unifies separate areas of knowledge which quenches the needs of adult learners. However, most medical schools struggle with integrating their curricula owing to the confusion derived from diverse definitions and multiple learning theories. A common criticism of int

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Strang, Cecily. "Malaria Care: Integration in Nursing Curricula." Online Journal of Cultural Competence in Nursing and Healthcare 2, no. 1 (2012): 35. http://dx.doi.org/10.9730/ojccnh.org/v2n1p7.

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Abdulla, Shubair, Sameh Ismail, Yasser Fawzy, and Abdelrahman Elhag. "Using ChatGPT in Teaching Computer Programming and Studying its Impact on Students Performance." Electronic Journal of e-Learning 22, no. 6 (2024): 66–81. http://dx.doi.org/10.34190/ejel.22.6.3380.

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Given the recent emergence of artificial intelligence as an important topic that can contribute to improve curricula and lecture delivery, an increasing number of scholars are investigating its impact in various educational fields. The ChatGPT, which is an artificial intelligence model developed by OpenAI, represents a significant advancement in the generative artificial intelligence area. Since its announcement, integrating the ChatGPT into computer programming curricula - and into other scientific curricula - has yielded some challenges. The main challenge is clearly evident in the conduct o

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Rojas-Estrada, Elizabeth-Guadalupe, Rosa García-Ruiz, and Ignacio Aguaded. "Digital polis and citizenship: Towards the integration of media literacy in the Latin American curriculum." Curriculum Matters 20 (December 28, 2024): 25–45. https://doi.org/10.18296/cm.0213.

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This article analyses the integration of media and information literacy (MIL) within the curriculum, starting with the evolution of the terms “media”, “literacy”, and “citizenship” in 85 curricula implemented in 15 Latin American countries. In addition, the article examines the possibilities brought by this integration, according to the perspective of 49 experts. Although the need to broaden the concepts of literacy and citizenship to address media challenges is recognised, this expansion lacks the perspective of empowerment or a specific curricular space. Thus, the explicit integration of the

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Guerenabarrena-Cortazar, Leire, Jon Olaskoaga-Larrauri, and Ernesto Cilleruelo-Carrasco. "Integration of Sustainability in Engineering and Architectural Studies in Spanish Universities." Sustainability 13, no. 14 (2021): 8044. http://dx.doi.org/10.3390/su13148044.

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The recommendations of the UN and other international bodies on the need to transform university curricula to incorporate sustainability values, content and competencies have met with a warm reception from universities all over the world. However, the actual state of the integration of sustainability in higher education is, in general, somewhat more modest than one would expect. This article proposes a method of measuring the extent of sustainability-oriented curricular change in the Spanish University as a whole and applies it to the degrees in engineering and architecture. The method entails

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Aramudin, Aramudin, Shu-Hui Lin, and R. Hariyani Susanti. "Cross-Cultural Analysis of Local Wisdom in Primary School Social Science Latest Curricula: Taiwan vs. Indonesia." ELEMENTARY: Islamic Teacher Journal 12, no. 1 (2024): 89. http://dx.doi.org/10.21043/elementary.v12i1.23668.

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This cross-cultural analysis addresses a growing need to understand the integration of local wisdom in primary school social science curricula, particularly in the contexts of Taiwan and Indonesia. The research problem centers on the examination of curricular content, pedagogical strategies, and the depth of local wisdom integration within these nations' educational frameworks. Employing a content analysis approach, the study categorizes and compares themes, values, and cultural elements in the curricula, shedding light on similarities and disparities. The research methodology involves extensi

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Martínez-Borreguero, Guadalupe, Jesús Maestre-Jiménez, Milagros Mateos-Núñez, and Francisco Luis Naranjo-Correa. "Integrating Energy and Sustainability into the Educational Curriculum: A Pathway to Achieving SDGs." Sustainability 16, no. 10 (2024): 4100. http://dx.doi.org/10.3390/su16104100.

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This study provides a comprehensive assessment of how the concept of energy is addressed in secondary and baccalaureate curricula in Spain, with a focus on alignment with the Sustainable Development Goals (SDGs) and the promotion of sustainable development. Through a qualitative analysis of recent educational legislation, the research highlights the integration and contextualization of energy in different knowledge domains to promote understanding of current environmental challenges. Using a mixed methodology, the study examines curricular references to energy and categorizes them according to

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Clichici, Veronica. "New education vs school curriculum from the vision of prospective pedagogy." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(185) (June 2025): 78–86. https://doi.org/10.59295/sum5(185)2025_08.

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In this scientific article we elucidate references for the development of new educations vis-a-vis school curricula in the vision of prospective pedagogy at the European and national level. The super-technological society in the 21st century is dominated by research, innovation, creativity through new models of education and approaches to contemporary development, and in the Republic of Moldova the curricular policy documents themselves acquire new valences by capitalizing on the concept of lifelong learning. In a descriptive sense, we approach scientific developments of European researchers i

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Baytiyeh, Hoda. "Can Disaster Risk Education Reduce the Impacts of Recurring Disasters on Developing Societies?" Education and Urban Society 50, no. 3 (2017): 230–45. http://dx.doi.org/10.1177/0013124517713111.

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The impacts of recurring disasters on vulnerable urban societies have been tragic in terms of destruction and fatalities. However, disaster risk education that promotes risk mitigation and disaster preparedness has been shown to be effective in minimizing the impacts of recurring disasters on urban societies. Although the recent integration of disaster risk reduction (DRR) into school curricula in developing countries has improved public awareness about hazards and potential disaster risks, its effectiveness in reducing the impacts of future disasters remains uncertain. This article stresses t

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Alshammari, Abdulaziz M., Faisal F. Alshammari, Murad Thomran, and Mubarak Altwaiji. "Integrating Technological Knowledge into Higher Education Curricula: An Essential Measure for Attaining Sustainable Development in Saudi Arabia." Sustainability 15, no. 22 (2023): 15956. http://dx.doi.org/10.3390/su152215956.

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The aim of this paper is to enhance comprehension of the integration of technology knowledge into higher education curricula by analyzing existing literature on technology knowledge in higher education curricula, research patterns, and future research possibilities. A total of 306 participants responded to an online questionnaire after an extensive examination of relevant academic research literature. Convenient sampling and snowball sampling were employed to gather data, and PLS/SEM version 4.0 was used to systematically analyze the results. The study discovered a significant connection betwe

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Ekung, Samuel, Timothy Adewuyi, and Monday Otali. "Factors Impeding the Integration of Sustainability Elements in Built Environment Academic Curricula." International Journal of Built Environment and Sustainability 6, no. 3 (2019): 21–32. http://dx.doi.org/10.11113/ijbes.v6.n3.364.

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Development within the construction industry shows that higher education is critical in the sector’s skills improvement. However, research findings are also explicit about absent and shadow integration of core sustainable construction modules for built environment’s curricula. The study aimed to examine issues critical for the integration of sustainability element in the built environment curricula. It outlined two objectives which: (1) to determine the causes for the low integration of sustainability elements in academic curricula and, (2) to identify the principal factors inhibiting the inte

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Marie, Fe D. de Guzman. "Implementation of the Integration of Indigenous Peoples (IPS) Studies/ Education at the President Ramon Magsaysay State University." International Journal of Arts, Humanities and Social Studies 5, no. 2 (2023): 60–72. https://doi.org/10.5281/zenodo.7883208.

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The study investigated the level of implementation of the integration of Indigenous Peoples (IPs) Studies/Education in the tertiary curricula at President Ramon Magsaysay State University (PRMSU), Iba Zambales, Philippines during the School Year 2022-2023 as perceived by the Social Studies/Sciences faculty. The study utilized the descriptive method of research. Survey Checklist was the main research instrument for data collection. The data was statistically treated using descriptive and inferential statistics. Results showed that the teachers are female, in their middle adulthood, holders of B

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Китайгородский, Mikhail Kitaygorodskiy, Муртазин, and Igor Murtazin. "Integration of Technologies within Elective Courses at a Profession-Oriented School." Profession-Oriented School 3, no. 1 (2015): 22–30. http://dx.doi.org/10.12737/7785.

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The paper presents the model for integrating IT and material technologies within elective courses taught during pre-profile training of students. The model is developed based the classification of integration levels. On the basis of the generalized model of integration the authors have developed detailed models for different levels of technology integration. The presented models can be used as the basis for designing elective courses curricula.

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Abendan, Cara Frances K., Francis Lindsey S. Villa, Cherry Ann G. Miñoza, and Mar Jun D. Carampatana. "Senior High School Environmental Education Integration: A Systematic Review of Related Literature." International Journal of Qualitative Research for Innovation, Sustainability, and Excellence (IJQRISE) 1, no. 1 (2024): 68–75. https://doi.org/10.5281/zenodo.10972184.

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Abstract: This systematic review delves into the integration of environmental education into senior high school  curricula, offering an in-depth analysis of its rationales, methods, impacts, challenges, and global  perspectives. Adolescence, as a crucial period for values and behaviors formation, provides a  compelling rationale for instilling environmental responsibility and stewardship in the next  generation. Moreover, the urgency of global environmental challenges necessitates informed and  engaged citizens. A diverse array of methods and approaches, including dedi

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Ginger, Clare, Deane Wang, and Louise Tritton. "Integrating Disciplines in an Undergraduate Curriculum." Journal of Forestry 97, no. 1 (1999): 17–21. http://dx.doi.org/10.1093/jof/97.1.17.

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Abstract Given the cross-disciplinary nature of natural resource management, integrating fields of knowledge in natural resource curricula has become an important challenge for universities. We developed three models for integrating ecological and social science courses. The models varied in the degree to which they achieved integration in process, disciplinary content, methods of analysis, and relationship of integration to disciplinary distinctions. They were implemented sequentially, and course structure, pedagogy, and content were altered to emphasize particular aspects of integration and

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Maysyarah, Siti, Raudhatul Jannah, and Salahuddin Al Asadullah. "Integrasi Moderasi Beragama di Dalam Mata Pelajaran Agama Islam." Jurnal Al-Kifayah: Ilmu Tarbiyah dan Keguruan 2, no. 2 (2023): 352–62. http://dx.doi.org/10.53398/ja.v2i2.413.

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The purpose of this research is to analyze the integration of religious moderation values in PAI subjects. By using a library research approach (library research) and in-depth analysis, it is concluded that there are three models of integration that are suitable for use in Islamic religious moderation learning, namely the integration of religious moderation scores with KD and KI which involve moderation scores, Integration. Through experiential learning or learning methods based on experience and integration through hidden curricula or hidden curricula that are owned by all elements of the sch

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Subahi, Nisreen H. "Integrating Topics of Renewable Energy into the Science Curricula of the Middle Stage in Saudi Arabia." Journal of Educational Issues 6, no. 1 (2020): 111. http://dx.doi.org/10.5296/jei.v6i1.16710.

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The present study aims to determine how far topics of renewable energy are included in the science curricula of the middle stage in Saudi Arabia. Thus, the study adopts the analytical descriptive approach. The sample comprised the science curricula of the second middle year (two semesters). The author developed and applied a form, whose validity and reliability had been verified, covering a list of topics about renewable energy to determine the significance of integrating those topics into the science curricula of the middle stage. The list included six major topics with sub-items related to r

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Potočki, Kristina, Pavel Raška, Carla S. S. Ferreira, and Nejc Bezak. "Translating Nature-Based Solutions for Water Resources Management to Higher Educational Programs in Three European Countries." Land 12, no. 11 (2023): 2050. http://dx.doi.org/10.3390/land12112050.

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Climate change has increasing impacts of hydro-meteorological extremes on water resources. Projections indicate a similar trend and challenge in the effectiveness of conventional engineering solutions in climate change adaptation (CCA) and disaster risk reduction (DRR) strategies. Nature-based solutions (NbSs) have been promoted as viable approaches and measures that complement engineering solutions. While the effects of NbSs have been increasingly demonstrated, their broader implementation can be favoured by NbSs knowledge integration in higher education curricula. Knowledge on how the resear

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Nuryanti, Nuryanti, Ilyas Husti, and Nurhadi Nurhadi. "Strukturalisasi kurikulum pendidikan dalam Hadits sebagai landasan kurikulum pendidikan modern." Al-Liqo: Jurnal Pendidikan Islam 9, no. 2 (2024): 338–53. https://doi.org/10.46963/alliqo.v9i2.2490.

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The hadiths of Prophet Muhammad SAW, as one of the primary sources of Islamic teachings, hold significant potential as a foundation for curriculum development in education. However, their utilization in curricula remains limited, with the integration of their values often lacking systematic structure. This study aims to analyze the application of hadith structuralization in the development of modern educational curricula. The research employs a qualitative method with a case study approach, using in-depth interviews, observations, and document analysis from several Islamic educational institut

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Singh, Anand. "Emotional Intelligence Development in Primary School Curricula." International Journal for Research in Education 14, no. 4 (2025): 8–15. https://doi.org/10.63345/ijre.v14.i4.2.

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Emotional intelligence (EI) is the ability to recognize, understand, and regulate one’s own emotions, as well as being able to recognize and affect the emotions of others. The importance of developing emotional intelligence in children, especially at the primary school level, has drawn a tremendous amount of attention in recent years. Emotional intelligence plays a pivotal role in the personal development of children, interpersonal relationships, and academic success. Integrating EI into the curricula of primary schools has the potential to promote self-awareness, self-regulation, empathy, and

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Curtin, Patricia A., and Elizabeth M. Witherspoon. "Computer Skills Integration in Public Relations Curricula." Journalism & Mass Communication Educator 54, no. 1 (1999): 23–34. http://dx.doi.org/10.1177/107769589905400103.

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Coombe, Leanne, Vanessa Lee, and Priscilla Robinson. "Integration models for indigenous public health curricula." Higher Education Research & Development 36, no. 4 (2016): 645–59. http://dx.doi.org/10.1080/07294360.2016.1229269.

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Mai Le, Ngoc Phuong. "Integration of pharmacogenomics into pharmacy school curricula." Journal of the American Pharmacists Association 63, no. 6 (2023): 1658–59. http://dx.doi.org/10.1016/j.japh.2023.10.021.

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Nakad, Mantoura, Linda Gardelle, and Rami J. Abboud. "A Systematic Review of the Different Methods Assessing Sustainability Integration in Engineering Curricula." Sustainability 16, no. 11 (2024): 4549. http://dx.doi.org/10.3390/su16114549.

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Over the last two decades, numerous studies have highlighted the significance of integrating sustainability into higher education. Consequently, there has been a growing interest in the literature on engineering education for sustainable development, emphasizing the inclusion of this concept within engineering curricula and recognizing the pivotal role that engineers play in achieving the sustainable development goals. Therefore, sporadic engineering faculties worldwide have begun acknowledging and assessing issues related to sustainability in their curricula. As several methods have been empl

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Garba, Ahmad. "Achieving Sustainable Development Goals Through Curriculum Innovation and Development." Journal of Arabic Language Teaching 4, no. 2 (2024): 151–68. https://doi.org/10.35719/arkhas.v4i2.2157.

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Sustainable development is a critical global objective, addressing the need for economic, social, and environmental progress without compromising future generations' ability to meet their needs. Previous studies have highlighted the importance of education in fostering sustainable development, yet gaps still need to be in integrating sustainable development principles effectively within educational curricula. This research investigates the integration of educational tracks focused on sustainable development into curricula as a means to address this gap. The study examines explicitly how curric

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Lawson, Raef A., Karen V. Pincus, James E. Sorensen, Kevin D. Stocks, and David E. Stout. "Using a Life-Cycle Approach to Manage and Implement Curricular Change Based on Competency Integration." Issues in Accounting Education 32, no. 3 (2016): 137–52. http://dx.doi.org/10.2308/iace-51587.

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ABSTRACT Prior research and practitioner-academic bodies (Lawson et al. 2014; Lawson et al. 2015; Pathways Commission 2012) have called for the development of integrated accounting curricula to better prepare students for successful long-term careers. This paper recognizes accounting program leaders as important agents in the curricular-change process. Its goal is to provide accounting leaders ideas and tools that can be used to manage the process of implementing change to an integrated accounting curriculum. Using a life-cycle planning approach, we identify major stages in the curricular-chan

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Robohm, Jennifer S., Grace Shih, and Robert Stenger. "Climate Change Curriculum in a Network of US Family Medicine Residency Programs." Journal of Graduate Medical Education 16, no. 6s (2024): 78–85. https://doi.org/10.4300/jgme-d-23-00850.1.

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Background Physicians require climate-related training, but not enough is known about actual or desired training at the graduate medical education level. Objective To quantify the climate curriculum provided within a network of family medicine residency programs in the Northwestern United States, to assess barriers to adoption of climate curricula, and to identify preferred climate-related content, delivery methods, and program actions. Methods In fall 2021, residents and faculty in a family medicine residency network responded to a 25-item, anonymous, online survey about climate-related train

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Richardson, Eric L., Jean Gordon, Richard Ginnetti, et al. "Are Nursing Faculty Future-Ready? The Effects of Emerging Technologies on Nursing Education." Journal of Nursing Education 62, no. 12 (2023): 689–700. http://dx.doi.org/10.3928/01484834-20231006-04.

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Background: Preparing the next generation of nurses requires consideration for the integration of emerging technologies. This refers specifically to technologies that will shape and affect how care is delivered—not in today's health care facilities but in facilities 20 years from now and beyond. Method: A cross-sectional survey examining how seven emerging technologies were integrated into nursing curricula was developed and distributed to nursing faculty. A multiple linear regression model was used to analyze the data for the level of integration. The model was adjusted for all demographic me

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Mburayi, Langton, and Tony Wall. "Sustainability in the professional accounting and finance curriculum: an exploration." Higher Education, Skills and Work-Based Learning 8, no. 3 (2018): 291–311. http://dx.doi.org/10.1108/heswbl-03-2018-0036.

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PurposeWhereas the integration of sustainability into business schools has received increasing attention in recent years, the debate continues to be generic rather than recognising the peculiarities of the more quantitative sub disciplines such as accounting and finance which may of course be intimately linked to professional standards. The purpose of this paper, therefore, is to examine the extent to which sustainability is integrated into accounting and finance curricula in business schools, how, and to understand some of the challenges of doing so.Design/methodology/approachThis paper prese

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Carvalhais, Carlos, Inês Ribeiro, Ana Xavier, and Miguel Saúde. "Sustainability in Allied Health Education and Practice: An Exploratory Survey of Student Perspectives, Knowledge, and Attitudes." Sustainability 17, no. 14 (2025): 6457. https://doi.org/10.3390/su17146457.

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The growing urgency of the climate crisis has heightened the importance of integrating sustainability into health education. Allied health professionals are well positioned to lead sustainable healthcare efforts, yet evidence suggests a persistent gap between student awareness and formal training. This study explored the perspectives, knowledge, and attitudes of Portuguese allied health students regarding sustainability. An online and anonymous cross-sectional survey was conducted among undergraduate and graduate students across multiple allied health disciplines. The questionnaire assessed ge

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Bayat, Mansoureh, and Ramin Naderi. "Examining the Challenges of Implementing Curricula Based on the Integration of Scientific and Humanistic Concepts." Journal of Study and Innovation in Education and Development 2, no. 3 (2022): 1–10. https://doi.org/10.61838/jsied.2.3.1.

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This article examines the challenges of implementing curricula based on the integration of scientific and humanistic concepts. This educational approach is significant for its ability to develop critical thinking and multidisciplinary skills in students. However, successful implementation of these programs faces numerous challenges in design, execution, and socio-cultural acceptance. The article begins by defining key concepts such as the integration of scientific and humanistic ideas and curricula, followed by an introduction to relevant theoretical approaches. Additionally, the research back

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