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Journal articles on the topic 'Data-driven curriculum'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Nasu, Iuri, Mikhail Sergeevich Drobinin, Mark Stanislavovich Efanov, and Viacheslav Vladimirovich Lanin. "Data-Driven Approach to Curriculum Analysis." Proceedings of the Institute for System Programming of the RAS 36, no. 2 (2024): 83–90. http://dx.doi.org/10.15514/ispras-2024-36(2)-7.

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The choice of an educational program is momentous in young people's lives. Given the shortage of time after exams, applicants usually do not have time to analyze possible educational tracks. Furthermore, it requires a thorough study of learning plans. This research addresses the problem proposing the algorithm to data-driven curriculum analysis based on natural language processing of course names or competences listed in learning plans. Moreover, the intelligent software system architecture is described. The method is tested on the curricula scraped from university websites. In order to store

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Walker, Kristen L., and Nora Moran. "Consumer Information for Data-Driven Decision Making: Teaching Socially Responsible Use of Data." Journal of Marketing Education 41, no. 2 (2018): 109–26. http://dx.doi.org/10.1177/0273475318813176.

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The marketing field is undergoing dramatic shifts in the digital age. The increasing reliance on, collection, and use of data enabled by technological innovations requires teaching the responsible use of data for personalization, and marketing educators play a critical role. Students, universities, accrediting agencies, and employers demand curriculum that equips students with appropriate knowledge, skills, and abilities to make data-driven decisions. We explore the curricular advantages of a unique marketing course that applies a social science lens to frame the emerging issue of socially res

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Meeker, Patricia B., and Jacqueline F. Byers. "Data-Driven Graduate Curriculum Redesign: A Case Study." Journal of Nursing Education 42, no. 4 (2003): 186–88. http://dx.doi.org/10.3928/0148-4834-20030401-11.

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Mendez, Gonzalo, Xavier Ochoa, Katherine Chiluiza, and Bram De Wever. "Curricular Design Analysis: A Data-Driven Perspective." Journal of Learning Analytics 1, no. 3 (2014): 84–119. http://dx.doi.org/10.18608/jla.2014.13.6.

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Learning analytics has been as used a tool to improve the learning process mainly at the micro-level (courses and activities). However, another of the key promises of Learning Analytics research is to create tools that could help educational institutions at the meso- and macro-level to gain a better insight of the inner workings of their programs, in order to tune or correct them. This work presents a set of simple techniques that applied to readily available historical academic data could provide such insights. The techniques described are real course difficulty estimation, course impact on t

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Burrill, Gail. "Data Driven Mathematics: A Curriculum Strand for High School Mathematics." Mathematics Teacher 89, no. 6 (1996): 460–540. http://dx.doi.org/10.5951/mt.89.6.0460.

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Duncan, James R., Katherine Henderson, Mandie Street, et al. "Creating and Evaluating a Data-Driven Curriculum for Central Venous Catheter Placement." Journal of Graduate Medical Education 2, no. 3 (2010): 389–97. http://dx.doi.org/10.4300/jgme-d-10-00007.1.

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Abstract Background Central venous catheter placement is a common procedure with a high incidence of error. Other fields requiring high reliability have used Failure Mode and Effects Analysis (FMEA) to prioritize quality and safety improvement efforts. Objective To use FMEA in the development of a formal, standardized curriculum for central venous catheter training. Methods We surveyed interns regarding their prior experience with central venous catheter placement. A multidisciplinary team used FMEA to identify high-priority failure modes and to develop online and hands-on training modules to

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Abisoye, Ajayi. "Developing a Conceptual Framework for AI-Driven Curriculum Adaptation to Align with Emerging STEM Industry Demands." International Journal of Multidisciplinary Research and Growth Evaluation 4, no. 1 (2023): 1074–83. https://doi.org/10.54660/.ijmrge.2023.4.1.1074-1083.

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The rapid evolution of science, technology, engineering, and mathematics (STEM) industries necessitates a dynamic approach to curriculum development that ensures educational programs remain aligned with emerging workforce demands. Traditional curriculum frameworks often struggle to adapt in real time, leading to skill gaps between graduates and industry expectations. This paper explores the development of a conceptual framework for artificial intelligence-driven curriculum adaptation, leveraging advanced technologies such as machine learning, natural language processing, and data analytics to

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Dr., David Augustine Bull. "Leveraging Data-Driven Curriculum Optimization to Improve Students' Course Performance Metrics in Healthcare Management Education." International Journal of Interdisciplinary Research and Innovations 13, no. 2 (2025): 21–34. https://doi.org/10.5281/zenodo.15433828.

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<strong>Abstract:</strong> This study examined the impact of data-driven curriculum optimization on student outcomes in an online undergraduate healthcare management program, with a sample of N=200 students. Using a quasi-experimental design, the research analyzed course performance metrics, course completion rates, and student engagement before and after the implementation of analytics-informed curriculum revisions. The first research question assessed whether the optimization improved final course grades. A one-way ANOVA revealed a statistically significant improvement in final grades [F(1,

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Zhu, Yaqiong. "A Data Driven Educational Decision Support System." International Journal of Emerging Technologies in Learning (iJET) 13, no. 11 (2018): 4. http://dx.doi.org/10.3991/ijet.v13i11.9582.

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To make use of the latest Internet technology to provide innovative support for teacher education, a comprehensive study is made on DDEDSS (data driven education decision support system) and DDEDSS software prototype is designed and developed as an auxiliary tool for educational decision-making. At the same time, the two sessions of education data is collected and tested in practice. The multidimensional summation and average are carried out for different time, different source regions, different gender learners and different subjects. The research results show that the system can evaluate lea

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Dhillon, Ashpreet. "A data driven approach to curriculum development for responsible management education." International Journal of Technology Transfer and Commercialisation 18, no. 3 (2021): 261. http://dx.doi.org/10.1504/ijttc.2021.10042473.

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Dhillon, Ashpreet. "A data driven approach to curriculum development for responsible management education." International Journal of Technology Transfer and Commercialisation 18, no. 3 (2021): 261. http://dx.doi.org/10.1504/ijttc.2021.118864.

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Ballou, Brian, Dan L. Heitger, and Dale Stoel. "Data-driven decision-making and its impact on accounting undergraduate curriculum." Journal of Accounting Education 44 (September 2018): 14–24. http://dx.doi.org/10.1016/j.jaccedu.2018.05.003.

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Davis, Elizabeth, Annemarie Sullivan Palincsar, Anna Maria Arias, Amber Schultz Bismack, Loren Marulis, and Stefanie Iwashyna. "Designing Educative Curriculum Materials: A Theoretically and Empirically Driven Process." Harvard Educational Review 84, no. 1 (2014): 24–52. http://dx.doi.org/10.17763/haer.84.1.g48488u230616264.

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In this article, the authors argue for a design process in the development of educative curriculum materials that is theoretically and empirically driven. Using a designbased research approach, they describe their design process for incorporating educative features intended to promote teacher learning into existing, high-quality curriculum materials. The process entails analyzing a set of curriculum materials, characterizing students’ opportunities to learn through teachers’ enactment of the curriculum materials, and assessing students’ learning outcomes. The authors then describe ways in whic

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Einarsson, Erik, Olga Wodo, Prathima C. Nalam, et al. "Data-driven visualization schema of a materials informatics curriculum: Convergence of materials science and information science." MRS Advances 5, no. 7 (2020): 293–303. http://dx.doi.org/10.1557/adv.2020.32.

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AbstractIn addition to student assessment, curriculum assessment is a critical element to any pedagogy. It helps the educator assess the teaching of concepts, determine what may be lacking, and make changes for continual improvement. Meaningful assessment can be complicated when disciplines converge or when new approaches are implemented. To facilitate this, we present a network-based visualization schema to represent a materials informatics curriculum that combines materials science and data science concepts. We analyze the curriculum using network representations and relevant concepts from g

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Lee, Kyeong-Hwa, Yun Joo Yoo, and Byungjoo Tak. "Towards Data-Driven Probability Education: An Exploration of Restructuring the Mathematics Curriculum." School Mathematics 24, no. 1 (2022): 89–117. http://dx.doi.org/10.29275/sm.2022.3.24.1.89.

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Lee, Kyeong-Hwa, Yun Joo Yoo, and Byungjoo Tak. "Towards Data-Driven Statistics Education: An Exploration of Restructuring the Mathematics Curriculum." School Mathematics 23, no. 3 (2021): 361–86. http://dx.doi.org/10.29275/sm.2021.09.23.3.361.

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Wang, Yuhang, Hui Lei, Lirong Cao, and Qian Yao. "Data-driven Improvement in Surgical Education, From Student Feedback to Curriculum Optimization." Theory and Practice of Science and Technology 5, no. 2 (2024): 100–105. http://dx.doi.org/10.47297/taposatwsp2633-456913.20240502.

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Mahardika, Fathoni, Fidi Supriadi, and Agun Guntara. "ANALISIS DISTRIBUSI MINAT MAHASISWA PADA KONSENTRASI INFORMATIKA MENGGUNAKAN PENDEKATAN DATA-DRIVEN DECISION MAKING." INTI Nusa Mandiri 19, no. 2 (2025): 278–87. https://doi.org/10.33480/inti.v19i2.6347.

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In the digital era, higher education institutions face the challenge of aligning the curriculum with the dynamic demands of the industry. This research aims to identify patterns of student interest in choosing specialization concentrations in the Informatics Study Program (S1), Universitas Sebelas April, using a data-driven decision-making approach. The study involved 133 5th semester students out of a total population of 500 students in the Computer Science program at Sebelas April University. The respondents were selected because they were at the relevant stage of study to determine the spec

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S., S., Haritima Mishra, and A. Babiyola. "Development Knowledge Graphs for Intelligent Curriculum Design in Education with Artificial Intelligence." International Journal of BIM and Engineering Science 10, no. 1 (2025): 01–06. http://dx.doi.org/10.54216/ijbes.100101.

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Curriculum design is a critical aspect of education, requiring careful consideration of content relevance, student progression, and pedagogical coherence. In recent years, the use of Knowledge Graphs (KG) has gained attention for their ability to represent complex relationships between concepts in a structured format. This paper introduces KGCD (Knowledge Graph-based Curriculum Design), a novel approach to intelligent curriculum design that leverages knowledge graphs to model subject matter interdependencies, skill progression, and student learning paths. By incorporating AI-driven insights, K

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Somogyi, Anikó, András Kelemen, János Mellár, and Róbert Mingesz. "Event-driven kinematic measurements using BBC micro:bits programmed in C++." Central-European Journal of New Technologies in Research, Education and Practice 6, no. 1 (2024): 35–58. https://doi.org/10.36427/cejntrep.6.1.7135.

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In Hungary, according to the Physics curriculum in National Core Curriculum 2020, quantitative description and examination of motions are required. Teachers and students are suggested to use the available computer tools and programs during the measurements and evaluation. We present and recommend microcontroller-driven measurements displaying the physical quantities of the mentioned movements as a function of time. The measurement setup consists of a linear air track, BBC micro:bit, some optical sensors and 3D-printed elements. The event-driven measurement software running on the micro:bit was

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Dr.S.Anusooya, S.M.Kamali, and Kandaneri Ramamoorthy Saravanan. "KGCD: Leveraging Knowledge Graphs for Intelligent Curriculum Design in Education." Recent Trends in Cloud Computing and Web Engineering 7, no. 1 (2024): 1–9. https://doi.org/10.5281/zenodo.13756522.

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<em>Curriculum design is a critical aspect of education, requiring careful consideration of content relevance, student progression, and pedagogical coherence. In recent years, the use of Knowledge Graphs (KG) has gained attention for their ability to represent complex relationships between concepts in a structured format. This paper introduces KGCD (Knowledge Graph-based Curriculum Design), a novel approach to intelligent curriculum design that leverages knowledge graphs to model subject matter interdependencies, skill progression, and student learning paths. By incorporating AI-driven insight

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Wang, Jianxian, and Aweewan Mangmeechai. "Impact of Entrepreneurship Knowledge Literacy Curriculum on College Graduates’ Sustainable Entrepreneurial Competence Based on Entrepreneurial Learning Theory." International Journal of Sustainable Development and Planning 17, no. 4 (2022): 1309–16. http://dx.doi.org/10.18280/ijsdp.170428.

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For promoting innovation-driven strategies and accelerating economic development and reform, initiative of mass entrepreneurship and innovation in china is started in September 2014. College students are an important force in promoting the initiative. However, according to the 2019 Employment Report on Chinese College Students, only 1.8 percent of college graduates in 2018 started their businesses and the success rate was even lower because of lacking entrepreneurial competence. This paper aims to arouse the attention of government institutions, universities, teachers, and college students to

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Aabaah, Iven, Japheth Kodua Wiredu, Bakaweri Emmanuel Batowise, and Nelson Abuba Seidu. "Revolutionizing Nursing and Midwifery Informatics Curriculum Evaluation in Ghana: A Data-Driven Machine Learning Approach." Journal of Information Systems and Informatics 7, no. 1 (2025): 442–60. https://doi.org/10.51519/journalisi.v7i1.1018.

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The field of Nursing and Midwifery Informatics (NMI) aims to equip healthcare professionals with the skills to efficiently use emerging technologies in their practice. This research assessed NMI educational programs in Ghana using machine learning techniques to analyze key factors influencing student performance, engagement, and satisfaction. Data was gathered from 1,500 students across C.K. Tedam University of Technology and Applied Sciences, Bolgatanga Nursing and Midwifery Training College, Regentropfen University College, Tamale Nursing and Midwifery Training College, and University for De

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Lü, Xuanling. "A Data-Driven Exploration of AI-Enhanced Educational Models." Studies in Linguistics and Literature 9, no. 2 (2025): p10. https://doi.org/10.22158/sll.v9n2p10.

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The rapid advancement of Artificial Intelligence (AI) is revolutionizing pedagogical approaches to foreign language education. This study conducted a 16-week controlled experiment comparing AI-augmented instruction (n=153) with conventional methods (n=147) in tertiary-level English learners, integrating quantitative metrics with qualitative analysis through standardized testing, speech recognition analytics, and longitudinal learning strategy surveys. Our mixed-methods approach revealed statistically significant improvements (p<0.01) in AI-group performance metrics: 28.7% greater vocabulary

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Pusporini, Widowati, and Heri Nurdiyanto. "Utilization of artificial intelligence in Outcome-Based Curriculum Evaluation and Development." Journal of Research in Social Science and Humanities 4, no. 2 (2024): 132–34. http://dx.doi.org/10.47679/jrssh.v4i1.109.

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The integration of artificial intelligence (AI) in education has revolutionized traditional teaching and learning methodologies, offering significant improvements in curriculum evaluation and development. This study explores the utilization of AI in the evaluation and development of an Outcome-Based Curriculum (OBC). AI technologies, including machine learning algorithms and natural language processing, are employed to analyze vast amounts of educational data, providing insights into student performance and curriculum effectiveness. The research highlights how AI can identify learning gaps, pr

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Lakim, Sandra Mae. "A Comparative Analysis of Student Behavior and Teacher Experiences in Revised Basic Education Curriculum (RBEC) and K-12: Insights from English Teachers." Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 3, no. 1 (2024): 9–23. http://dx.doi.org/10.62718/vmca.pr-ijetas.3.1.sc-0724-011.

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This study presents a comparative analysis of English teachers' experiences under the Revised Basic Education Curriculum (RBEC) and the K-12 curriculum in the Philippines. By employing a convergent mixed-method approach, the research investigates the participants’ perspectives on student behavior and teachers' experiences in curriculum adaptations. Quantitative data were gathered from twenty English teachers using a Likert-scale survey, while qualitative insights were obtained through in-depth interviews with ten teachers. Results indicate that the K-12 curriculum enhances student engagement,

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Avila-Garzon, Cecilia, and Jorge Bacca-Acosta. "Curriculum, Pedagogy, and Teaching/Learning Strategies in Data Science Education." Education Sciences 15, no. 2 (2025): 186. https://doi.org/10.3390/educsci15020186.

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Data science education is an interdisciplinary and multidisciplinary field, with curricula continually evolving to meet societal needs. This paper aims to report a bibliometric analysis focused on the pedagogical aspects and teaching/learning strategies employed in data science curriculum design, emphasizing contributions from key authors, publication sources, affiliations, content, and cited documents. The analysis draws on metadata from documents published over a 20-year period (2005–2024), encompassing a total of 1245 documents sourced from the Scopus scientific database. Additionally, a sc

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Mitrou, Nicholas, Jason Elzinga, Jason Cheng, et al. "Data Driven Competitive Motivation Strategies in a Longitudinal Simulation Curriculum for Trauma Team Training." Journal of Surgical Education 76, no. 4 (2019): 1122–30. http://dx.doi.org/10.1016/j.jsurg.2019.01.004.

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Stuart Elborn, J., Isabelle Sermet-Gaudelus, Patrick A. Flume, et al. "Advanced curriculum for cystic fibrosis: Integrating genomic-driven data into patient-centered treatment strategies." Journal of Cystic Fibrosis 15, no. 2 (2016): e22-e23. http://dx.doi.org/10.1016/j.jcf.2015.12.013.

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Du, Yufan. "Application of the Data-Driven Educational Decision-Making System to Curriculum Optimization of Higher Education." Wireless Communications and Mobile Computing 2022 (January 4, 2022): 1–8. http://dx.doi.org/10.1155/2022/5823515.

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Advancement in information technology has given a tremendous change in the education system. The traditional classroom education system is slowly getting transferred to the modernized system. In this conversion, the students choose to select the courses to learn in their higher education. The selection will aid the student in learning advanced technologies through theoretical and practical methods. In this research work, a data-driven educational decision-making system with the support of a course curriculum is analyzed with student’s response after the course. The educational decision-making

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Abisoye, Ajayi. "Creating a Conceptual Framework for AI-Powered STEM Education Analytics to Enhance Student Learning Outcomes." Journal of Frontiers in Multidisciplinary Research 5, no. 1 (2024): 157–67. https://doi.org/10.54660/.ijfmr.2024.5.1.157-167.

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Artificial intelligence (AI) is increasingly transforming education by providing data-driven insights that enhance student learning outcomes. In STEM education, AI-powered learning analytics enable personalized instruction, real-time assessment, and adaptive curriculum adjustments based on individual student needs. This paper proposes a conceptual framework for AI-driven STEM education analytics, outlining its core components, including data collection, processing, and insights generation. The study explores key AI applications in education, such as machine learning models for personalized lea

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Rachman, Azhariah. "Application of Machine Learning to Personalization of Adaptive Curriculum in Indonesian Middle Schools." Al-Hijr: Journal of Adulearn World 4, no. 1 (2025): 1–11. https://doi.org/10.55849/alhijr.v4i1.845.

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In recent years, there has been increasing interest in utilizing Machine Learning (ML) to personalize the learning experience in educational settings. The application of ML in middle school curriculums in Indonesia presents an opportunity to enhance adaptive learning models tailored to individual students’ needs. This study aims to explore the potential of integrating ML algorithms to create a personalized, adaptive curriculum for middle school students. The primary objective is to evaluate how ML can optimize learning outcomes by adjusting content delivery based on student performance and lea

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Dibartolo, Patricia Marten, Lauren E. Duncan, Minh Ly, and Alan N. Rudnitsky. "Using a “Messy” Problem as a Departmental Assessment of Undergraduates' Ability to Think Like Psychologists." Journal of Assessment and Institutional Effectiveness 6, no. 2 (2016): 191–211. http://dx.doi.org/10.5325/jasseinsteffe.6.2.191.

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Abstract This article presents a case study of faculty members in a psychology department whose shared questions about pedagogy and learning informed a data-driven curricular review and revision using an open-ended assessment that privileged deep learning. The authors describe the development of this assessment and how its results across the arc of the major led to a revision of the department's curriculum, including the creation of new courses that focused on developing students' abilities to “think like psychologists.” The study indicates that faculty intuitions of potential problems in stud

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Tan, Chek Tien, Oran Zane Devilly, Sok Mui Lim, et al. "The Effect of Gamification Mechanics on User Experiences of AdventureLEARN: A Self-Driven Learning Platform." Proceedings of the ACM on Human-Computer Interaction 7, CHI PLAY (2023): 1091–114. http://dx.doi.org/10.1145/3611062.

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Structured curriculum in domain-specific knowledge and personal development of graduate attributes are both important components of tertiary education. Prior gamification research in tertiary education has mostly evaluated gamification as a system and largely in structured curriculum-based learning environments. There is insufficient understanding as to how different gamification mechanics affect learning experiences in self-driven personal development areas outside of the structured curriculum. We present a study with 20 tertiary students over seven days with AdventureLEARN, a gamified online

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McLeod, Alexander J., Michael Bliemel, and Nancy Jones. "Examining the adoption of big data and analytics curriculum." Business Process Management Journal 23, no. 3 (2017): 506–17. http://dx.doi.org/10.1108/bpmj-12-2015-0174.

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Purpose The purpose of this paper is to explore the demand for big data and analytics curriculum, provide an overview of the curriculum available from the SAP University Alliances program, examine the evolving usage of such curriculum, and suggest an academic research agenda for this topic. Design/methodology/approach In this work, the authors reviewed recent academic utilization of big data and analytics curriculum in a large faculty-driven university program by examining school hosting request logs over a four-year period. The authors analyze curricula usage to determine how changes in big d

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Lv, Taizhi, Enze Wu, and Yujuan Zou. "Research on Hybrid Teaching Driven by Big Data Application Development Competition." Mathematical Modeling and Algorithm Application 3, no. 1 (2024): 27–31. http://dx.doi.org/10.54097/zgnb9g85.

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With the increasing emphasis placed by the country on vocational education, it has become a key focus for vocational colleges to encourage their students to participate in national vocational skills competitions, through which they can enhance their professional qualities, theoretical knowledge, practical skills, and employability. The big data technology major of Jiangsu Maritime Institute has analyzed the knowledge and skill points required in big data application development skills competitions, and has constructed a project-driven hybrid teaching approach based on the Chaoxing Cloud Course

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Wang, Shenling, and Cai Chang. "Research on AI-Driven Data Science Curriculum Construction and Innovative Teaching Models based on the “New Economics and Management” Strategy." International Journal of Social Sciences and Public Administration 6, no. 1 (2025): 103–10. https://doi.org/10.62051/ijsspa.v6n1.14.

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In response to the demand for high-quality compound talents in the digital economy era, China's higher education system has gradually proposed and promoted the “New Economics and Management” (NEM) strategy, which aims to cultivate professional economic management talents with data thinking, technical application capabilities, and innovation abilities. With the rapid development of technologies such as artificial intelligence (AI), big data, and cloud computing, the current curriculum and teaching models urgently need to be optimized and innovated. This study aims to construct an AI-driven data

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Tri Wibowo. "The Ideal Construction of MI/SD Curriculum Designs: Interpretation and Implementation." IJPSE : Indonesian Journal of Primary Science Education 2, no. 2 (2022): 48–57. http://dx.doi.org/10.33752/ijpse.v2i2.2000.

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This research aims to describe and elaborate in depth the ideal construction of curriculum designs that can be implemented at the elementary education level (MI/SD). Referring to the data obtained, the researcher found several problems related to the curriculum design applied at the elementary education level (MI/SD) such as the educators are not ready to develop the newest curriculum (curriculum of 2013), the lack of role models for curriculum design that are ideal according to the needs of the students and the demands of society, and also the rapid and hasty changes in curriculum design driv

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Umi Mahmudah, Azzahra Lailatun Nahdi, Devita Rizqi Maulida, Nirma Ayu Suryaningtyas, and Selvalentina Rista Anggita. "DATA-DRIVEN FINANCIAL EMPOWERMENT OF INDONESIAN MIGRANTS IN JAPAN'S MARITIME SECTOR: LEVERAGING DATA FOR SUSTAINABLE INVESTMENT." Iqtishaduna : International Conference Proceeding 1 (January 15, 2025): 525–29. https://doi.org/10.54783/0gm0fe87.

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This study focuses on empowering Indonesian migrant workers in Japan’s maritime sector, specifically in the Arjuna Kanazawa community, through a financial management and investment education program delivered in the form of socialization. Conducted over 10 days, from October 2 to October 12, 2024, the program aimed to provide essential knowledge on budgeting, savings, and recognizing fraudulent schemes. The project followed three phases: preparation, implementation, and evaluation. In the preparation phase, initial discussions with community leaders identified key financial challenges, and a t

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Zhu, Liang, and ERNA A. LAHOZ. "Availability, Utilization, and Relevance of School’s Data for Efficient Leadership Toward Data-Driven Culture in a Selected Vocational College in Jiangsu China." International Journal of Education and Humanities 17, no. 3 (2024): 176–81. https://doi.org/10.54097/kzb7v984.

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This study examines the availability, utilization, and relevance of school data in fostering a data-driven culture for leadership in a vocational college in Jiangsu, China. Using a quantitative research design, it investigates teachers' perceptions of data practices, identifies areas for improvement, and explores relationships among key variables. Findings indicate that data availability is generally high, with strong access to student records and behavior data, but gaps exist in integrating nationwide assessments and aggregated survey responses. While data utilization is effective in supporti

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Jin Kim, Na, and Su Young Kim. "Integration of Learning Outcomes and CBT Data Facilitates Individual Medical Student Support in Basic Medical Education." Journal of Education and Development 2, no. 1 (2018): 66. http://dx.doi.org/10.20849/jed.v2i1.367.

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The purpose of this study was to manage each course in the spectrum of curriculum and to monitor the students’ individual sequential performances. We developed a relational database containing data on learning outcomes, computer-based test results, tutors, and students. In addition, we restructured the students’ test results in terms of learning outcomes to produce competency portfolios of individual students. We found that test reliabilities were variable among the courses. Reuse of test items significantly increased the difficulty and compromised the discrimination of items. By building the

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Benner, John, and J. J. McArthur. "Data-Driven Design as a Vehicle for BIM and Sustainability Education." Buildings 9, no. 5 (2019): 103. http://dx.doi.org/10.3390/buildings9050103.

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The development of BIM pedagogical strategies within the Architecture, Engineering, and Construction disciplines is a topic of significant research. Several approaches and theoretical lenses, such as Project-Based Learning, constructivist pedagogy, experiential learning, and Bloom’s Taxonomy have been applied to guide pedagogical education. This paper presents the development and evaluation of an approach integrating these four perspectives that was developed within an Architectural Science undergraduate program. A data-driven design project was incorporated into the curriculum to give student

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Poulin, John, Paula Silver, and Stephen Kauffman. "An Integrated Approach to Program Conceptualization, Curriculum Analysis, and Outcome Assessment." Journal of Baccalaureate Social Work 13, no. 1 (2007): 81–99. http://dx.doi.org/10.18084/1084-7219.13.1.81.

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This article describes an integrated approach that can be used by BSW programs to conceptualize a program's mission, goals, and objective; conduct course and curriculum analyses; develop an integrated program of outcomes assessment; and prepare a comprehensive data-driven self-study report

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Tan, Jiabo. "Information Analysis of Advanced Mathematics Education-Adaptive Algorithm Based on Big Data." Mathematical Problems in Engineering 2022 (March 27, 2022): 1–9. http://dx.doi.org/10.1155/2022/7796681.

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With the rapid development of artificial intelligence (AI) concept technology, it promotes the innovation of educational concept. Mostly for the education information analysis in the class of mathematics in the university, it should be based on a big data-driven system to promote the quality of teaching in the classroom. In the method of teaching math in university, teachers should take full advantage of the benefits of a big data-driven system powered by AI, grow a good teaching model for students, promote education through big data, progressively teach students according to their aptitude, d

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Osaruese Oghogho Osawaru and Chika Chioma Unachukwu. "Leveraging technology and artificial intelligence to revolutionize French language proficiency: A comprehensive framework for modern curriculum design." International Journal of Applied Research in Social Sciences 6, no. 12 (2024): 2903–15. https://doi.org/10.51594/ijarss.v6i12.1767.

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The integration of technology and artificial intelligence (AI) in language education has the potential to revolutionize how French is taught and learned in the modern era. This paper explores a comprehensive framework for modernizing the French language curriculum, emphasizing the transformative role of AI-driven tools in enhancing learner engagement, accessibility, and fluency. It examines advancements such as adaptive learning systems, AI-powered tutors, speech recognition, and gamification, highlighting their ability to personalize instruction and foster immersive learning experiences. Key

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Zaghlool, Zuhair Dawood Mohammad, and Mohamad Ahmad Saleem Khasawneh. "Aligning Translation Curricula with Technological Advancements; Insights from Artificial Intelligence Researchers and Language Educators." Studies in Media and Communication 12, no. 1 (2023): 58. http://dx.doi.org/10.11114/smc.v12i1.6378.

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This study expounded on methods, approaches, and strategies for aligning translation curricula with technological enhancements in the effort to train translators who are good to function in the AI-driven translation industry. The study sample consisted of 83 university lecturers in translation studies and 151 artificial intelligence experts from ten Jordanian universities. The study was carried out during the academic year 2022-2023. Moreover, the study design is a survey approach, and the strategy of the research is quantitative. Data was collected using a questionnaire and analysis was condu

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Xia, Bingying. "Constructing and Prospecting a Data-Driven Precision Teaching Model for Visual Communication Design Major." Philosophy and Social Science 1, no. 8 (2024): 1–9. https://doi.org/10.62381/p243801.

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This paper proposes a data-driven precision teaching model specifically designed for the visual communication design major. By utilizing data analytics, the model aims to personalize learning experiences, enhance student engagement, and improve educational outcomes. Key features include real-time feedback, continuous curriculum adjustments, and active stakeholder collaboration, creating a dynamic and responsive educational system. The paper explores the theoretical foundations of the model, its technological integration, ethical challenges, and future research opportunities. Additionally, it s

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Dina Rahmadani S. Manopo, Nur Amelia Arsyad, Imelda, et al. "Digital Curriculum Facing Technological Challenges in Education." International Journal of Advanced Technology and Social Sciences 1, no. 4 (2023): 302–8. http://dx.doi.org/10.59890/ijatss.v1i4.1113.

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This research explores the challenges and opportunities associated with digital curriculum in the face of technology in learning context of the digital age in Indonesia. Using a mixed methods approach, the research combines qualitative and quantitative data from educators, policymakers, students and parents to gain comprehensive insights. The findings reveal the current state of technology integration, highlighting gaps in technology access and infrastructure. Addressing the digital divide and providing appropriate professional development for educators were identified as critical steps to unl

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Manopo, Dina Rahmadani S., Nur Amelia Arsyad, Imelda, et al. "Digital Curriculum Facing Technological Challenges in Education." Digital Curriculum Facing Technological Challenges in Education 1, Vol. 1 No. 4 (2023): December 2023 (2024): 6. https://doi.org/10.59890/ijatss.v1i4.1113.

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This research explores the challenges and opportunities associated with digital curriculum in the face of technology in learning context of the digital age in Indonesia. Using a mixed methods approach, the research combines qualitative and quantitative data from educators, policymakers, students and parents to gain comprehensive insights. The findings reveal the current state of technology integration, highlighting gaps in technology access and infrastructure. Addressing the digital divide and providing appropriate professional development for educators were identified as critical steps to unl

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Fedelis, Lekeaka Alemnge. "Curriculum Reform in Cameroon An Analysis of the New Primary School Curriculum." International Journal of Trend in Scientific Research and Development 3, no. 6 (2019): 902–13. https://doi.org/10.5281/zenodo.3589062.

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This paper examines the reformed Cameroon primary school curriculum that was released for implementation in the 2018 2019 school year. The curriculum is guided by a contructivist educational philosophy and underpinned by developmental theory. It is not organized traditionally around objectives, learning experiences, organization of learning experience and evaluation but is rather organized around seven national skills and four broad based competences. The curriculum is designed to be implemented through pathway subjects and eight integrated learning themes. While using the vertical and horizon

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