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The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines.

This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines.

From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations.

This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

This chapter comparatively analyzes the most recent national curriculum guidelines for early childhood education (ECE) in Norway, Finland, China, and Hong Kong. By exploring the aims and dominant concepts in the guidelines, we aspire to better understand how governments of different cultures utilize the dominant concepts, that is, play and learning to manage and facilitate ECE and children’s development. The major data sources are the national curriculum guidelines for ECE and major policies directing and/or influencing the formulation of the guidelines. Content analysis and comparative analysis methods are utilized to analyze the documents. Through analysis and comparison, this chapter aims to inspire policy makers, practitioners, and interested parties in the four cultures and internationally to understand and reflect on their own ECE so that ECE can be better approached in their own culture as well as in settings of diverse cultures.

This study aims to explore the instructional leadership practices implemented by academic professionals and leaders to enhance the curriculum of Islamic economics and finance (IEF) in two public universities in Saudi Arabia.

This study used a qualitative approach, using a case study methodology that focused on two meticulously chosen universities in Saudi Arabia. A total of 21 academics from two public universities in Saudi Arabia who worked in IEF schools were selected for semi-structured interviews.

The findings showed that two universities in Saudi Arabia that offer degrees in IEF exhibited limited instructional leadership. The findings indicate four apparent barriers that may explain the lack of involvement in instructional leadership and fair practices in the IEF curriculum at Saudi Arabian universities. According to this study, a positive collegial climate in Saudi universities’ IEF promotes shared instructional leadership.

The use of a limited qualitative method and small sample of respondents in this study may not provide enough evidence to generalise the findings to all universities and higher education schools in Saudi Arabia. Although a case study was used to describe IEF curriculum management and implementation at the two universities, caution should be exercised when applying these findings to other institutions.

IEF schools in Saudi universities need to leverage their positive, collaborative and relationship-building environments to develop activities that promote shared instructional leadership.

The research findings can offer valuable insights and examples for school leaders to develop instructional activities and promote the concept of “shared instructional leadership”. This approach involves delegating responsibilities and actions to others to enhance the IEF curriculum’s quality. Policymakers and university officials can use these findings to enhance strategic policies.

This multi-method study is aimed at assessing the quality and alignment of 11 Pakistani library and information science (LIS) master’s programs’ orientation, curricula and course contents, by comparing them with the International Federation of Library Associations and Institutions (IFLA) Guidelines for Professional Library/Information Programs (2012).

The study is based on a documentary analysis and telephonic interviews with master’s programs’ coordinators of all LIS departments. The data were collected on the 11 master’s programs from three sources: programs’ web pages, prospectuses and curricula with detailed course contents. The principal researcher also conducted 11 structured telephonic and face-to-face interviews with master’s programs’ coordinators.

Findings of the study show that while there is some compliance with IFLA core elements, the courses are largely inclined toward the management and less toward the information communication technologies (ICTs) components. Generally, the courses are traditional in nature, indicating a problem of widespread reliance on outdated and some irrelevant contents that do not reflect the current needs of the changing environment.

The findings highlight the need of increased efforts for seeking alignment with international standards by redesigning and reorienting LIS curricula. Mission and vision statement, planning and evaluation are the areas that need to be focused on to ensure the future survival of academic programs.

This is the first study of its nature in Pakistan that will be beneficial for Pakistan and other developing countries in their curriculum review and development process and future programs orientation.

The purpose of this paper is to examine the degree to which a compulsory induction program for Vietnamese higher education teachers influences participants’ perceptions of curriculum and course design.

This case study uses a qualitative, interpretive approach to data collection. Semi-structured interviews were conducted with 15 program participants before they started the program and immediately after they completed the program. Five program presenters also were interviewed and documents related to the program were analyzed.

The findings reflect the influence of Biggs’ (2003) constructive alignment approach on participants’ curriculum perceptions, although this approach was not explicitly stated in the program guidelines. Upon the completion of the program, participants realized the importance of their voices in curriculum construction and course design, which was absent from the pre-program findings. However, students’ agency in co-constructing the curriculum and the “being” of curriculum were not perceived.

The paper adds to the growing literature on induction programs and their relation to curriculum perceptions.

The paper provides examples of the changes in participants’ perceptions of curriculum and accentuates, what is neglected in the construction of curriculum.

The paper invites reflection on the design and implementation of curriculum from academic developers, education practitioners and researchers in similar contexts.

The purpose of this paper is to present the results of a comprehensive study on the specialisations or career tracks supported by the Information Systems (IS) curriculum in the UK.

The study utilises the recently published IS curriculum guidelines (IS 2010) to develop a method for ranking the career tracks of undergraduate IS courses in the UK.

The research presents a prioritised list of graduate IS careers by taking into account the entire IS course provision in the UK. At the same time, it offers data about the size of the IS curriculum in terms of universities in the UK and the number/type courses they offer.

The study relies on a previously undeveloped method for measuring career specialisations for UK IS graduates. Additional work is needed to validate the results through comparisons with alternative methods of measuring the careers supported by IS degree courses.

By having concrete data about the state of the IS curriculum in relation to its employability opportunities, the IS academy can make more informed decisions about future curriculum development. Further comparative research can be undertaken to support arguments about the relevance of the IS curriculum to industry needs.

There has been no similar UK study on this scale which examines the state of the IS curriculum in relation to the career opportunities it offers. The development of the method for this study also offers insights into the structure and recommendations presented by IS 2010.

Public health authorities have long regarded schools as important sites for improving children and young people’s health. In Australia, and elsewhere, lessons on health have been an integral component of public health’s strategy mix. Historical accounts of schools’ involvement in public health lack discussion of the role of health education curriculum. The purpose of this paper is to redress this silence and illustrate the ways health education functioned as a key governmental apparatus in Victoria in the 1980s.

The paper draws on governmentality studies to consider the explicit governmental role of official health education curriculum in the 1980s in Victoria, Australia. The authors conduct a discourse analysis of the three official curriculum texts that were released during this period to consider the main governmental rationalities and techniques that were assembled together by curriculum writers.

School health education functions as a key governmental apparatus of governmentality. One of its major functions is to provide opportunities to responsibilise young people with an aim to ensure that that they can perform their duty to be well. The authors demonstrate the central role of policy events in the 1970s and how they contributed to conditions of possibility that shaped versions of health education throughout the 1980s and beyond. Despite challenges posed by the critical turn in health education in the late 1980s, the governmental forces that shape health education are strong and have remained difficult to displace.

Many public health and schooling histories fail to take into account insights from the history of education and curriculum studies. The authors argue that in order to grasp the complexities of school health education, we need to consider insights afforded by curriculum histories. Historical insights can provide us with an understanding of the changing approaches to governing health in schools.

Much has been written about the theory and practice of work experience, but mostly in academic terms and aimed specifically at the “world of education”. What follows is presented in practical terms, and is intended to be of help to industrial colleagues. It has been written by an experienced practitioner who has worked at both the chalk‐face and Local Education Authority (LEA) level providing work experience for thousands of students. Basically, work experience is examined briefly in terms of its origins in the 1960s. The mechanics of its delivery are looked at and an indication of the current picture and the anticipated future expectations is given: a practical approach therefore to a very important curricular development area.

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by focusing on interactive activities, discussions, and collaboration. It also allows learners to collaborate effectively and flexibly as a community, providing peer support and opportunities for authentic dialogue and learning experiences. HyFlex course design provides the opportunity for transformative learning through its ability to offer personalized educational experiences to individuals. It facilitates greater customization of the learning experience, allowing individual learners to access tailored educational modules, offer personalized educational experiences to individuals, and effectively develop and build independent and critical thinking skills. This conceptual review, supported by implications from HyFlex literature and triangulated with experts' views undertaking a Delphi study, facilitates understanding the current state of research in HyFlex course design and future application strategies. Existing research has identified HyFlex courses as a promising means of engaging students in active learning. Allowing students to learn through flexibly predesigned mixed online and in-person experiences enables higher levels of student autonomy and supports students in taking more ownership of their learning. This approach can facilitate an understanding of how HyFlex courses can improve active learning practices in higher education. The review study findings identify the reported alignment issues and challenges, suggest four strategies and actions for policymakers and stakeholders, and provide a suggested research agenda for bridging identified research gaps.

Future research can provide evidence of the benefits of HyFlex course design and how flexible course design can address the challenges of traditional face-to-face courses, such as reduced student engagement, lack of student-centered approaches, and limited support for different learning styles. Further research can focus on strategies that can be used to promote active learning in HyFlex courses. Moreover, research can investigate how this kind of course design can equip educators with the skills and knowledge needed to design and implement effective and meaningful active learning experiences. Finally, research can assess the potential impact of HyFlex course design on student outcomes, including performance, satisfaction, and engagement.

Focuses on the receptivity of Western Australian government teachers towards a system‐wide educational change, the use of Student Outcome Statements, that help teachers’ classroom planning, student learning and assessment. The dependent variable, teacher receptivity, is measured in four aspects: overall feelings, attitudes, behaviour intentions and behaviour. The group 1 independent variables are non‐monetary cost benefits, alleviation of fears and concerns, significant‐other support, and feelings compared to the previous system. The group 2 independent variables are shared goals, collaboration and teacher learning opportunities. Data relating to all the variables were collected in 1997 from a sample of 126 teachers some of whom had been involved in the official trial of Student Outcome Statements and analysed using correlation and regression techniques. The group 1 and group 2 independent variables accounted for 59 per cent of the variance in overall feelings, 49 per cent in attitudes, 50 per cent in behaviour intentions and 40 per cent in behaviour.