Local Knowledge and Perception of Smallholder Farmers on the Impacts of Climate Change and Their Adaptation Strategies in Shashogo District, Central Ethiopia ()
1. Introduction
Recent research into the theory and practice of 21st century education has revealed that learners have diverse needs and learning styles that must be catered to in order to ensure effective education [1]. These needs include but are not limited to digital literacy, critical thinking, problem-solving skills, collaboration, and adaptability [2]. As educators, it is imperative to recognize and address these evolving needs through curriculum design and development [3]. Curriculum design and development in the 21st century should focus on creating a learning environment that fosters creativity, innovation, and real-world applications [4]. It is essential to integrate technology and multimedia resources into the curriculum to enhance engagement and provide students with the skills they need to thrive in a digital age [5].
Additionally, the curriculum should be designed to promote interdisciplinary learning, allowing students to make connections across various subjects and apply their knowledge in practical, meaningful ways [6]. Moreover, the impact of curriculum design on teaching and learning goes beyond content delivery. It influences the development of critical thinking skills, communication skills, and a growth mindset. By incorporating project-based learning, experiential activities, and problem-solving tasks, educators can create a dynamic learning experience that encourages students to think critically, communicate effectively, and approach challenges with confidence [7].
The term “curriculum” refers to the organised set of educational experiences, including course content, learning activities, and assessment strategies that are designed to achieve specific learning objectives and outcomes. Leading experts in curriculum design include Tyler [8], Bruner [9], and Taba [10], who have contributed to the development of influential curriculum models and theories. The body of literature about curriculum design is extensive, but this section focuses on 1) advanced Curriculum Design Models, 2) the Curriculum Development Process, and 3) the demands of 21st century education to improve teaching and learning and to promote 21st century skills.
Considering the significance of technology in the present era, advanced curriculum design modules actually focus on what is known as “instructional design”. Widely used instructional design models include the “Analysis, Design, Development, Implementation, Evaluation” (ADDIE) model [11], and the “Analyse, State, Select, Utilise, Require, Evaluate” (ASSURE) model [12]. These models provide a framework for designing effective instruction and integrating technology in a way that supports student learning. Furthermore, the “Backward Design Model” is a curriculum design approach that starts with the desired learning outcomes and then determines the assessment evidence needed to demonstrate that the outcomes have been achieved, and finally plans the instructional activities that will lead to the desired results [13]. This system of design involves three global dimensions to promote and enhance the learning of all individuals: 1) externally valid content, 2) coherence, alignment, and interconnectedness, and 3) opportunities to demonstrate the expected outcomes.
Regarding the curriculum development process, it is a complex and multifaceted endeavor that demands careful consideration of various factors. It involves the collaboration of educators, administrators, and stakeholders to ensure that the curriculum aligns with the needs of 21st century learners and the goals of educational institutions [14]. One essential aspect of the curriculum development process is the incorporation of diverse perspectives and expertise. By embracing input from educators, subject matter experts, and members of the community, curriculum developers can create a more comprehensive and inclusive educational experience. This inclusive approach not only enriches the learning content but also reflects the diverse backgrounds and experiences of the student body. In addition, the curriculum development process should integrate authentic assessment strategies that align with the desired learning outcomes. Assessments should go beyond traditional testing methods and encompass performance-based evaluations, portfolio assessments, and real-world application tasks. This holistic approach to assessment not only provides a more accurate measure of student learning but also reinforces the connection between curriculum design, instruction, and the development of essential skills [15]. On the other hand, project-based learning and experiential activities are praised by many as effective methods for developing critical thinking, problem-solving, and collaboration skills. Advocates argue that these approaches provide hands-on experiences that allow students to engage with content in a meaningful and practical way, leading to deeper retention and application of knowledge. They contend that a balance between direct instruction and experiential learning can provide a well-rounded educational experience that equips students with the skills necessary for success in a constantly evolving society [16].
Compared to the 20th century, the skills required for success in the modern world have shifted. Students today must be able to analyse complex issues, develop innovative solutions, and apply their knowledge in flexible and adaptable ways. To foster these essential skills, the curriculum development process should incorporate opportunities for active, inquiry-based learning. Moreover, today’s learners require a skill set that goes beyond rote memorization and regurgitation of information. As such, the curriculum must prioritize the development of these essential capabilities to prepare students for the challenges they will encounter in their personal and professional lives [17].
However, some critics argue that an overemphasis on digital literacy and technology in curriculum design may lead to a neglect of fundamental academic skills such as reading, writing, and numeracy. They argue that while technology has its place in education, it should not overshadow traditional learning methods that have proven effective for centuries. Overreliance on technology may also contribute to a decrease in students’ ability to concentrate for extended periods and may hinder the development of essential cognitive skills. Considering these points, the main objective of this paper was to ask “How does curriculum design and development process improve teaching and learning in the 21st century?”
2. Methodology
Grounded in a constructivist ontology, this study adopts a case study research design, which included multiple qualitative data collection methods, such as observations, semi-structured interviews, document analyses, and focus group discussions. The case was of one school located in Dubai, United Arab Emirates (UAE), looking specifically at grades 4 to 12. Regaring observations, the focus was on the selection and description of 21st century teaching-learning contexts, taking into consideration the multi-level perspectives and cultural influences. Observation instruments acted as guidelines for the observation process. The three instruments used in these observations were the Immediate Indicators Tools (ITT), the Observational Prompt Tool (OPT) [18]. We observed teachers’ behavior and students’ interactions and responses during 10 different classes.
Additionally, participants were asked to fill self-report instrument (questionnaires) about evaluating the effectiveness of 21st century teaching/learning contexts was given to teachers and about attributes of 21st century teacher. Through these questionnaires, we attempted to measure different kinds of characteristics in teachers and in teaching contexts. In addition to classroom observations, semi-structured interviews were conducted with members of the school’s “curriculum development committee”, which included academic members, a curriculum advisor, heads of departments, math coordinators and math teachers. They were all qualified experienced people, holding masters degrees and PhDs in Education. Each had at least 5 years of teaching experience, females and males of ages ranging from 37 to 60 years old. The open-ended interview questions allowed us to enter into the inner world of the interviewees and gain an understanding of their individual perspectives.
Furthermore, focus group discussions were conducted with teachers to discuss issues arising from problems coming from new or current implementations of the curriculum. Teachers were asked to highlight important points about students’ interaction in teaching and learning contexts. This allowed teachers to provide techniques that stimulated positive interaction, motivation, and active participation. Needless to say, standard procedures to ensure the study was conducted in an ethical manner were followed, including informed consent forms, participant anonymity, and approval from our institutions research ethics committee.
3. Results
Adopting a document analysis method, we analysed the school’s policies, regulations, syllabi and teaching materials. By analysing the yearly lesson plans, the standards across all subjects and the lesson plan template in at every grade level, we noted a cross-curricular link between subjects in actual lessons. For example, “ICT for business”, “ICT for environmental science”, and “Graphic Design” in high school secondary classes clearly demonstrated a cross-curricular connection. Another example was evident in grade 6 lesson plans, where the “integers lesson” was introduced by means of a “temperature lesson”; essentially, by comparing the temperature of hot and cold objects, students were able to comprehend the concept of comparing integers abstractly and concretely on a number line. Furthermore, having analysed lesson plans provided by English, math and science teachers, we could see that critical thinking, problem-solving and use of learning technologies were core components of lessons. Reviewing the school’s curriculum, we noted that it was acutely aligned with Emirati values, the Ministry of Education’s standards, and the overall school vision. It was evident that the curriculum was designed using the backward design approach, where standards are the destination, then accordingly the assessments are designed, and then the teaching and learning contexts are constructed and modified. Interestingly, the curriculum included a strategy for differentiated instruction, and a clear inclusion approach for supporting students with special educational needs. Also, there was a highly detailed professional development plan to develop and enhance teachers’ competencies.
Following a transcription and coding, the results of our thematic anaylsis of the interview data revealed three main themes: 1) general satisfaction, 2) time management, and 3) design thinking. Regarding the first point, we noted that both teachers and educational leaders were satisfied with the professionalism and quality of the curriculum. This can be seen in a statement made by the head of the math department: “The way the standards was written. The verbs used in the standards/benchmarks are based on higher order thinking and levels of blooms taxonomy. The evidence is in the curriculum documents, where the syllabus of each grade level is set according to the scope and sequence aligned with considered California common core standards”. Concerning the second point, teachers argued that although the curriculum is theoretically sound, its implementation is challenging due to a lack of adequate time. For example, one of the grade 8 teachers stated, “We are always rushing in certain areas, where the content really needs more time to cover the desired standards at certain grade level. We give priority to some standards that we see that they are strongly connected to other subject areas. Having shortage in time affects our curriculum negatively”. As for the third point, when teachers were asked how they could overcome curriculum challenges, such as time management, several of them made reference to “design thinking” as a strategy. For example, one of the math teachers said, “When you think about strategies and how to solve problems, for me, I think you are actually doing design thinking there. I’ve been doing these projects in my class”.
Classroom observations were very insightful as we could visually see how teachers were implementing the curriculum in practice. In most classes, teachers started the lesson by playing a video related to the lesson’s learning outcomes. This appeared to serve two purposes—it introduced the topic and helped settle the students at the start of the lesson. Teachers then used an inquiry based learning approach, using the “5 Es” (engage, explore, explain, elaborate, evaluate), posing both convergent and divergent questions to the students. Most students seemed actively engaged during the classes, particularly during groupwork tasks and classroom discussions. Towards the end of every class, there was one pairwork activity, in which stronger students were paired with weaker students; it appears this was a differentiation task whereby the stronger students would support the weaker ones. Thereafter, a software known as Quizlet was used as a means of formative assessment.
4. Discussion
The findings of this study highlight the pivotal role of curriculum design and development in fostering 21st century skills among learners. By integrating advanced curriculum design models such as ADDIE, ASSURE, and Backward Design, educators can create a dynamic and engaging learning environment that addresses the diverse needs of modern students. One significant insight from this study is the importance of integrating technology and interdisciplinary learning within the curriculum. The use of technology not only enhances student engagement but also equips them with essential digital literacy skills. For instance, the observed implementation of ICT in business, environmental science, and graphic design classes demonstrated the effectiveness of a cross-curricular approach. This integration promotes a deeper understanding of subjects by allowing students to apply their knowledge in various contexts.
However, the study also identified several challenges in the implementation of these innovative curriculum designs. Time management emerged as a critical issue, with teachers expressing concerns about the adequacy of time to cover the desired standards comprehensively. This finding underscores the need for curriculum developers to consider practical constraints and provide strategies for efficient time allocation. Design thinking was proposed as a potential solution to address these challenges, allowing educators to approach problems creatively and develop effective strategies for curriculum implementation. The study’s results also emphasise the necessity of balancing innovative approaches with traditional teaching methods. While technology and interdisciplinary learning are crucial, it is essential to ensure that fundamental academic skills are not neglected. Critics argue that an overemphasis on digital literacy may detract from essential skills such as reading, writing, and numeracy. Therefore, a well-rounded curriculum should integrate both modern and traditional elements to provide a comprehensive educational experience.
Furthermore, the study highlights the significance of professional development for educators. The detailed professional development plan observed in the school’s curriculum underscores the importance of continuously enhancing teachers’ competencies. By providing ongoing training and support, schools can ensure that educators are well-equipped to implement innovative curriculum designs effectively. The incorporation of project-based learning and experiential activities was another key finding. These methods were praised for their ability to develop critical thinking, problem-solving, and collaboration skills. By engaging students in hands-on, practical activities, educators can facilitate deeper learning and application of knowledge. This approach aligns with the demands of 21st century education, which emphasises the development of skills that are essential for success in a rapidly evolving society.
5. Conclusion
In conclusion, this study underscores the transformative potential of innovative curriculum design in enhancing teaching and learning. By integrating technology, interdisciplinary learning, and project-based activities, educators can create a dynamic and engaging learning environment that meets the needs of 21st century learners. However, it is crucial to balance these innovative approaches with traditional teaching methods and address practical challenges such as time management. Continuous professional development for educators is also essential to ensure the effective implementation of these curriculum designs. Future research should explore strategies for overcoming implementation challenges and further examine the long-term impact of innovative curriculum designs on student learning outcomes.