In-Depth Exploration of The Constraints Connected to Diverse Curriculum Designs on A Global Scale: A Literature Review
DOI:
https://doi.org/10.11594/ijmaber.06.01.15Keywords:
Subject-centered designs, Learner-centered designs, Problem-centered designs, Technological designs, Cultural and Contextual designsAbstract
This literature review thoroughly examines the challenges asso-ciated with diverse curriculum designs across various educational contexts worldwide. The study identifies key constraints and elabo-rates on how design-based curricula effectively implement diverse educational approaches. The global challenges of diverse curriculum designs arise from sociocultural disparities, fragmented policies, and unequal distribution of resources. Research indicates that rigid national standards often conflict with local educational needs, limit-ing inclusivity and adaptability. Additionally, the review explores how these challenges impact educational outcomes and curricula, highlighting those global benchmarks may marginalize indigenous knowledge systems and overlook the unique needs of refugee stu-dents. The findings emphasize the necessity for adaptive strategies and context-sensitive approaches to address these challenges and promote inclusive educational practices. Curriculum design should balance global competencies with local relevance. This review con-tributes to the broader discussion on global education reform by providing insights for policymakers, educators, and researchers who aim to enhance curricular diversity and tackle the barriers that hinder effective integration. Addressing these challenges is essential for fostering equitable education, promoting cultural preservation, and preparing students for an interconnected world.
Downloads
References
Abulibdeh, A., Zaidan, E., & Abulibdeh, R. (2024). Navigating the confluence of arti-ficial intelligence and education for sus-tainable development in the era of indus-try 4.0: Challenges, opportunities, and ethical dimensions. Journal of Cleaner Production, 140527. https://doi.org/10.1016/j.jclepro.2023.140527
Arkorful, V. E., Basiru, I., Anokye, R., Latif, A., Agyei, E. K., Hammond, A., & Abdul-Rahaman, S. (2020). Equitable access and inclusiveness in basic education: Road-blocks to sustainable development goals. International Journal of Public Ad-ministration. https://doi.org/10.1080/01900692.2019.1627554
Beane, J. A. (1997). Curriculum integration: Designing the core of democratic educa-tion. Teachers College Press.
Bray, M. (2009). Confronting the shadow edu-cation system: What government policies for what private tutoring? Paris: UNESCO International Institute for Educational Planning (IIEP).
Brown, A. H., & Green, T. D. (2019). The essen-tials of instructional design: Connecting fundamental principles with process and practice. Routledge.
Burton, L. (2010). Subject-centered curricu-lum. In Kridel C. (Ed.), Encyclopedia of curriculum studies. Los Angeles, USA: Sage.
Chen, P., & Schmidtke, C. (2017). Humanistic elements in the educational practice at a United States sub-baccalaureate technical college. International Journal for Re-search in Vocational Education and Training, 4(2), 117-145.
Cook, K. E., Han, Y. L., Shuman, T. R., & Mason, G. (2017). Effects of integrating authentic engineering problem-centered learning on student problem-solving. International Journal of Engi-neering Education, 33(1), 272–282.
Cullen, R., Harris, M., & Hill, R. R. (2012). The learner-centered curriculum: Design and implementation. John Wiley & Sons.
Deng, Z., & Luke, A. (2008). Subject matter: Defining and theorizing school subjects. Sage.
Dewey, J. (2008). The Later Works of John Dewey, Volume 16, 1925-1953: 1949-1952, Essays, Typescripts, and Knowing and the Known (Vol. 16). SIU Press.
Dinc, E. (2019). Prospective teachers' percep-tions of barriers to technology integra-tion in education. Contemporary educa-tional technology, 10(4), 381–398.
Ding, H., Tasara, I (2024). The perceived im-pact of PISA on student learning in schools in a local Chinese context. Educ Asse Eval Acc 36, 453–482. https://doi.org/10.1007/s11092-024-09440-x
Eryaman, M. Y. (2010). Frameworks in curric-ulum development. In C. Kridel (Ed.). En-cyclopediaofCurriculumStud-ies.SagePublications. http://exploration.osu.edu/fields-of-study [accessed 24-01-2023].
Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. International Journal of Qualitative Studies in Educa-tion, 15(6), 613–629.
Grant, J. (2018). Principles of curriculum de-sign. Understanding medical education: Evidence, theory, and practice, pp. 71–88.
Hadar, L. L., & Tirosh, M. (2019). Creative thinking in mathematics curriculum: An analytic framework. Thinking Skills and Creativity, 33, 100585.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Teachers College Press.
Hassan, E., Groot, W., & Volante, L. (2022). Ed-ucation funding and learning outcomes in Sub-Saharan Africa: A review of re-views. International Journal of Educa-tional Research Open, 3, 100181. https://doi.org/10.1016/j.ijedro.2022.100181
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative ap-proach to educational problems of prac-tice. Thinking Skills and Creativity, 26, 140-153.
Hmelo-Silver CE (2004). Problem-based learn-ing: What and how do students learn? Educational Psychology Re-view 16(3): 235–266. https://educationalresearchtechniques.com/2014/06/24/types-of-curriculum-design-broad-fields/ [accessed 25-01-2023].
Hoidn, S., & Reusser, K. (2020). Foundations of student-centered learning and teaching. In The Routledge International Handbook of student-centered learning and teaching in higher education (pp. 17-46). Routledge. https://doi.org/10.5525/gla.thesis.83632
Jacobs, J. A., & Frickel, S. (2009). Interdiscipli-narity: A critical assessment. Annual Re-view of Sociology, 35, 43-65.
Kambouri, M. (2016). Investigating early years teachers' understanding and response to children's preconceptions. European Ear-ly Childhood Education Research Jour-nal, 24(6), 907–92.
Kazis, R., Callahan, A., Davidson, C., McLeod, A., Bosworth, B., Choitz, V., & Hoops, J. (2007). Adult Learners in Higher Educa-tion: Barriers to Success and Strategies to Improve Results. Employment and Train-ing Administration. Occasional Paper 2007-03. Jobs for the Future.
Kim, J., Lee, H., & Cho, Y. H. (2022). Learning design to support student-AI collabora-tion: Perspectives of leading teachers for AI in education. Education and Infor-mation Technologies, 27(5), 6069–6104.
Kim, N. J. (2017). Enhancing students' higher-order thinking skills through computer-based scaffolding in problem-based learning. Utah State University.
Koehler, M. J., & Mishra, P. (Eds.). (2016). Handbook of technological peda-gogical content knowledge (tpack) for educators. Routledge.
Lange, A. (2018). The design of Childhood: How the material world shapes independent kids. Bloomsbury Publishing USA.
Musengamana, I., Rhaman Shaoan, M. M., Na-manyane, T. M., Chineta, O. M., & McNamara, P. M. (2024). Teachers' Per-ceptions Towards Decision-Making Pro-cesses: A Case Study of Secondary Schools in Rwanda. American Journal of Qualitative Research, 8(2), 136-152. https://doi.org/10.29333/ajqr/14397
National Research Council, Division on Earth, Life Studies, Board on Life Sciences, & Committee on Key Challenge Areas for Convergence. (2014). Convergence: Facil-itating transdisciplinary integration of life sciences, physical sciences, engineering, and beyond.
Ndzinisa, N., & Dlamini, R. (2022). Respon-siveness vs. accessibility: pandemic-driven shift to remote teaching and online learning. Higher Education Re-search & Development, 41(7), 2262-2277. https://doi.org/10.1080/07294360.2021.2019199
Nunan, J.S.R. (2024). Curriculum in the Global Culture: Globalisation and Education Re-form for Social Justice: South Africa. In: Zajda, J. (eds) Fourth International Hand-book of Globalisation, Education and Pol-icy Research. Springer, Cham. https://doi.org/10.1007/978-3-031-67667-3_41
Nwigwe, O. E., Shaoan, M. M. R., Igweani, C. C., Ouattara, C. A. T., & Okagbue, E. F. (2024). University Students' Intentions to Develop Competences and its Influencing Factors: A Nigerian Context.Academic Journal of Interdisciplinary Studies, 13(4), 697. https://doi.org/10.36941/ajis-2024-0147
Ojugo, A. A., Odiakaose, C. C., Emordi, F. U., Ejeh, P. O., Adigwe, W., Anazia, K. E., & Nwozor, B. (2023). Forging a learner-centric blended-learning framework via an adaptive content-based architec-ture. Science in Information Technology Letters, 4(1), 40-53. http://pubs2.ascee.org/index.php/sitech
Olowe, M. O. (2024). Curriculum Development in Business Education: Challenges in En-hancing the Implementation. European Journal of Training and Development Studies, 11(1), 52–60. https://eajournals.org/ejtds
Pak, K., Polikoff, M. S., Desimone, L. M., & Saldívar García, E. (2020). The adaptive challenges of curriculum implementation: Insights for educational leaders driving standards-based reform. Aera Open, 6(2), 2332858420932828. https://doi.org/10.1177/23328584209328
Parsons, S. A., Vaughn, M., Scales, R. Q., Gal-lagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ Instructional Adaptations: A Research Synthesis. Review of Education-al Research, 88(2), 205–242. https://doi.org/10.3102/0034654317743198
Peters, O. (2020). Distance teaching and indus-trial production* A comparative interpre-tation is in the outline. In Distance educa-tion (pp. 95–113). Routledge.
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Defini-tions, comparisons, and research ba-ses. Journal of Engineering Educa-tion, 95(2), 123-138. https://doi.org/10.1002/j.2168-9830.2006.tb00884.x
Roberts-Mahoney, H., Means, A. J., & Garrison, M. J. (2016). Netflixing human capital de-velopment: Personalized learning tech-nology and the corporatization of K-12 education. Journal of Education Poli-cy, 31(4), 405–420.
Rogan, J. M., & Grayson, D. J. (2003). Towards a theory of curriculum implementation with particular reference to science edu-cation in developing coun-tries. International journal of science edu-cation, 25(10), 1171–1204.
Romiszowski, A. J. (2016). Designing instruc-tional systems: Decision making in course planning and curriculum design. Routledge.
Şahin, U. (2020). Curriculum Design Ap-proaches of Pre-Service Teachers Receiv-ing Pedagogical Formation Training. In-ternational Journal of Progressive Edu-cation,16(4), https://doi:10.29329/ijpe.2020.268.12
Santori, D. (2024). Geographies of School Quantification. In The Quantified School: Pedagogy, Subjectivity, and Metrics (pp. 51–80). London: Palgrave Macmillan UK.
Savery JR (2006). Overview of problem-based learning: Definitions and distinctions. In-terdisciplinary Journal of Problem-Based Learning 1(1). https://doi.org/10.7771/1541-5015.1002.
Schunk, D. H., & DiBenedetto, M. K. (2016). Self-efficacy theory in education. In Handbook of motivation at school (pp. 34-54). Routledge.
Shaoan, M. M. R. (2021). A Comparative Inves-tigation of Bangladesh and African Sub Continent Countries Pre-Primary Educa-tion. International Journal of Research and Innovation in Social Science, 5(3), 102-107. https://dx.doi.org/10.47772/IJRISS.2021.5306
Shaoan, M. M. R. ., Jamil, B., Namanyane, T. ., Arif, M. ., & Mahamud, A. . (2024). Bang-ladesh's national education policy for English teaching: Policy direction and gaps over the last decade. International Journal of Education and Practice, 12(4), 1319–1338. https://doi.org/10.18488/61.v12i4.3912
Shaoan, M. M. R., & Namanyane, T. (2022). A systematic literature evaluation on Defi-nitions, Attitudes, and Pedagogical Chal-lenges. A systematic literature evaluation on Definitions, Attitudes, and Pedagogical Challenges, 112(1), 18-18. https://doi.org/10.47119/IJRP10011211120224090
Shaoan, M. M. R., McNamara, P. M., & Lafferty, N. (2023). A Case Study from the Perspec-tive of Rural Areas in Bangladesh Con-cerning "Additional Financial Aid" and "Support for Students." Asia Social Is-sues, 16(6), e263004-e263004. https://doi.org/10.48048/asi.2023.263004
Song, J. (2023). Assessing for learning in middle school English language classrooms in China (Doctoral dissertation, University of Glasgow).
Teräs, H. (2016). Collaborative online profes-sional development for teachers in higher education. Professional development in education, 42(2), 258–275.
Ünsal, S.& Korkmaz, F. (2017). Eğitim Program TasarımıTercih-lerineYönelik Öğretmen Görüşleri (Teachers' Opinions on Curriculum De-sign Preferences). Journal of Mersin Uni-versity Faculty of Education, 13(1), 275-289.
Vygotsky, L. S., & Cole, M. (1978). Mind in so-ciety: Development of higher psychologi-cal processes. Harvard University Press.
Walker, D. F., & Soltis, J. F. (2004). Curriculum and aims. Teachers College Press.
Warr, M., & West, R. E. (2020). Bridging aca-demic disciplines with interdisciplinary project-based learning: Challenges and opportunities. Interdisciplinary Journal of Problem-Based Learning, 14(1).
Williams, M. (2018). The curriculum needs to be added to physics problem-solving ed-ucation. Science & Education, 27(3), 299–319.
Woodcock, S., Sharma, U., Subban, P., & Hitch-es, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers' engagement with inclusive practices. Teaching and teacher educa-tion, p. 117, 103802.
World Bank. 2019. "Achieving Broadband Ac-cess for All in Africa Comes With a $100 Billion Price Tag". https://www.worldbank.org/en/news/press-release/2019/10/17/achieving-broadband-access-for-all-in-africa-comes-with-a-100-billion-price-tag
Zguir, M. F., Dubis, S., & Koç, M. (2021). Em-bedding Education for Sustainable De-velopment (ESD) and SDGs values in the curriculum: A comparative review on Qa-tar, Singapore, and New Zealand. Journal of Cleaner Production, 319, 128534. https://doi.org/10.1016/j.jclepro.2021.128534
Zhang, W., & Bray, M. (2020). Comparative re-search on shadow education: Achieve-ments, challenges, and the agenda ahead. European Journal of Educa-tion, 55(3), 322–341
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
