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The present study aimed to develop the competencies of 21st-century learners by considering the characteristics of the education element in the curricula.

The study employed a qualitative research design and a content analysis technique. The research population consisted of 20 curriculum design professors selected via a snowball sampling method until data saturation was reached. The research instrument was semistructured interviewing. The content validity of the interview questions was determined according to 5 curriculum design experts' opinions. Four credibility, transferability, dependability and confirmability criteria were used to increase the accuracy of qualitative data. The findings were analyzed using thematic analysis (structural-interpretive) through open, axial and selective coding.

Education characteristics in competency-based curricula were categorized into knowledge, skills, attitude and educational values. Knowledge includes pedagogical knowledge, content knowledge, pedagogical content knowledge and pedagogical technological knowledge; teaching skills include organization, facilitation, care and flexibility; educational attitudes consist of educational and pedagogical attitudes; and educational values include individual and group-social values.

The present research put three critical dimensions together: the competencies of the new-age learners from the perspective of the curriculum, which is the heart of the education process and is aimed at sustainable development, which is the priority of the countries today.

After completion of the case study, students will learn to use Lean Canvas to identify business opportunity. They will also learn the balancing of exploitation of profit-producing activities and exploring new opportunities according to the environmental dynamism.

WONK, a tutor discovery and booking app was launched by MyEdge in 2016 to search and book verified tutors in locations served by the company. Based on their requirements, parents and students could sort and book verified tutors in their area. Through the app, users could search for academic and hobby classes in the form of individual tuitions. The ease of use and the service offering made it a popular app with students enrolling every 6 min. Within a span of six years, WONK had provided services to thousands of students in 20+ countries and had 200,000+ tutors registered on their app from 15,000+ pin codes. Despite a plethora of Edtech companies in India, a different business model and services offered gave them an edge over other Edtech companies. To keep up with the customer needs, they were constantly making the upgrades to their technology and expanding their services. Vidhu Goyal, the founder of the company, was enjoying the progress when another development in the technology hit the world. With the launch of applications based on artificial intelligence, will it disrupt the business or not?

The case study is recommended to be taught in a 90-min class to Master of Business Administration students. The case study may be used in courses related to strategy, information systems management and entrepreneurship.

Teaching notes are available for educators only.

CSS 11: Strategy.

We examined how high school students demonstrated historical empathy through conducting local history place-based research to create an exhibit and companion book about the impact of the COVID-19 pandemic on their community. The majority of existing historical empathy scholarship focuses on classroom-based inquiry of historical events, people and time periods. We contend that broader examination of how historical empathy can be promoted beyond school-based instruction can contribute to the field by examining how student analyses of historical contexts and perspectives, and making affective connections to historical topics of study are needed when engaging in placed-based local history projects.

Qualitative case study methodology was implemented for this study. A Likert-scale survey with a questionnaire was distributed to 30 high school study participants. Thirteen students gave follow-up interviews. Students’ responses on the surveys, interviews and questionnaires were organized into three categories that aligned to the theoretical framework – identification of historical contexts of the sources that students collected, analysis of how contexts shaped the perspectives expressed in the collected sources and expression of reasoned connections between the students’ emotions and experiences during the pandemic. A rubric was used to examine how students’ writing samples and reflections reflected demonstration of historical empathy.

Students responded that their local history research about the pandemic contributed to their displays of historical empathy. Students displayed weaker evidence of historical empathy while examining archival resources to explain the historical contexts of the pandemic. Student demonstration of historical empathy was stronger when analyzing community-sourced documents for perspectives and making reasoned affective connections to what they learned about the historical significance of the pandemic. The place-based aspects of this project were strongly connected to the students’ engagement in historical empathy because the sources they analyzed were relevant to their experiences and identities as citizens in their community.

Documenting the diverse human experiences during the COVID-19 pandemic is crucial to preserving the history of this extraordinary time. Every person around the globe experienced the pandemic differently, hence riding out the same storm in different boats. At some point, the pandemic will appear in historical narratives of the social studies curriculum. Therefore, now is an opportune time to ascertain whether place-based local history research about the contexts, perspectives and experiences of community members and children themselves, during the pandemic can foster historical empathy.

The aim of this research is to assess the influence of the underlying service quality variable, usually related to university students' perception of the educational experience. Another aspect analysed in this work is the development of a procedure to determine which variables are more significant to assess students' satisfaction.

In order to achieve both goals, a twofold methodology was approached. In the first phase of research, an assessment of the service quality was performed with data gathered from 580 students in a process involving the adaptation of the SERVQUAL scale through a multi-objective optimization methodology. In the second phase of research, results obtained from students were compared with those obtained from the teaching staff at the university.

Results from the analysis revealed the most significant service quality dimensions from the students' viewpoint according to the scores that they provided. Comparison of the results with the teaching staff showed noticeable differences when assessing academic quality.

Significant conclusions can be drawn from the theoretical review of the empirical evidences obtained through this study helping with the practical design and implementation of quality strategies in higher education especially in regard to university education.

The study aims to introduce The Compass Project (TCP), designed to determine whether strengthening morality and practicing emotion management can reduce youth antisocial attitudes and behaviours and increase prosocial attitudes and behaviours.The programme activities are informed by the existing evidence base and incorporate theoretical explanations of the mechanisms that link psychological moral and emotional traits and behaviour.

This paper will offer a description of the programme design and content, TCP 2022 pilot study and crucially, discuss the utility of delivering programmes like TCP in wider settings (schools, youth offending teams and other youth organisations). TCP is currently being delivered in UK schools as a multi-site, longitudinal, RCT design.

Participant feedback from TCP 2022 pilot study is used to illustrate the potential impact of TCP for young people in future. The authors identify five challenges faced by researchers conducting youth intervention studies: access, recruitment, continued attendance, nature of participation (enthusiasm, engagement and task-focus) and full participant completion of data measures.

This pioneering study offers a novel methodology to increase law-abiding moral attitudes and behaviours in young people. This paper adopts a forward-thinking and scientific approach to identify practical solutions to key challenges faced when delivering youth interventions and is relevant for youth practitioners and academics worldwide.

TCP seeks to achieve improved youth attitudinal outcomes (such as law-aligned morality, empathy for others, measured decision-making and consideration of the consequences of action) and improved youth behavioural outcomes (such as improved quality of relationships with others, increased helping and prosocial behaviours, reduced antisocial behaviour and delinquency and reduced contact with criminal justice system-related organisations).

To the best of the authors’ knowledge, an evidence-based morality strengthening and emotion programme of this kind, closely aligned with a moral theory of rule-breaking, has not been developed before.

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

This case was developed via primary data collected from personal (one to one) interview with the CEO and founder of Dialogue in the Dark Malaysia (Dialogue Malaysia), Stevens Chan. With Stevens’ contact, the authors also conducted personal interviews with Kaye Chan (co-founder and wife of Stevens Chan), Lynn Foo (project manager since inception until early 2022) and Dr Foo Yin Fah (academic researcher in social entrepreneurship and advisor for Dialogue Malaysia). Secondary data included reports on visually impaired context in Malaysia, Dialogue Malaysia’s annual reports and online articles. Prior to the primary data collection, the authors obtained ethics approval from the University Human Ethics Committee (Project ID: 35461).

This case narrative focuses on Stevens Chan, a blind social entrepreneur who champions the empowerment of the disabled and marginalised community. Through a social franchising model, Stevens founded Dialogue in the Dark Malaysia in 2012. As a social start-up, Stevens showcases the strengths of blind and visually impaired individuals through transformative experiential encounters and reimagining future possibilities. Although there are constant challenges in securing financial and human capital, Stevens never lacks psychological capital, characterised by hope, self-efficacy, optimism and resilience. His vision is to educate society on the power of empathy (and not sympathy) and to create a holistic experience of celebrating diversity and inclusion through an innovative discovery centre, where the elderly and the disabled community (including the deaf, mute and those with mobility issues) share their lives with the public through fun activities. However, the future of this social enterprise is uncertain, and this case invites participants to embark on this journey with Stevens to uncover future pathways for growth and social impact.

The case is tailored for higher level undergraduates and entry-level and mid-level managers of executive education programs.

One key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education.

A qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out.

The research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach.

This study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.

The purpose of this self-study is to analyze my experiences learning in Poland, the country where Nazis imprisoned and murdered my family. I share findings from multiple museum locations, including implications for history teachers, teacher educators and visitors to Holocaust museums.

I participated in a ten-day professional development seminar designed for American teachers to visit Poland. To allow for self-study after the trip, I maintained a reflexive journal and photographic records of each day I was in Poland. I analyze these data in conjunction with publicly available data from the museums and historical sites I visited in Poland.

The findings suggest that teachers can face many challenges when learning in a land of traumatic absences. Many challenges stem from the absences of buildings and survivors, as those may be integral to place-based learning. Testimonies and first-person accounts may ameliorate these challenges for teachers engaging in place-based learning. Additionally, teachers may use these accounts to bring a pedagogy of remembrance from Poland to their classrooms.

This study is not under review with another journal.

This article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The author presents a curriculum that unveils the narratives of Linnentown, a local Black community, to examine the impacts of colonial legacies on people's everyday lives.

Using the teaching and learning cycle framework, the author demonstrates the integration of sequenced embodied and multimodal activities. Furthermore, the author utilizes the concept of critical place-based education (CPBE) to demonstrate how critical pedagogies within the context of place can cultivate transformative learning experiences.

By guiding students to critically analyze the sociopolitical conditions of Linnentown residents, CPBE, paired with multimodal activities, helps challenge dominant narratives and empowers students to become agents of change in their local communities.

This curriculum fosters a nuanced understanding of structural oppression, empowers students to develop critical awareness and social agency and guides youth in confronting settler colonialism within and beyond their communities.