The aims of the module are to: • Develop students’ critical understanding of major theories, models, and debates in curriculum design, development, implementation, and evaluation in global and international education. • Examine and compare international and domestic curricula in secondary and tertiary contexts, and analyse how curriculum is shaped by policy, culture, language, learner needs, knowledge selection, and institutional purposes. • Engage students in project-based learning through the analysis of existing curricula and the collaborative design of a research-informed curriculum proposal for a real or realistic educational context. • Cultivate students’ capacity to use digital and AI-enabled tools critically, ethically, and strategically in curriculum inquiry, design, evaluation, collaboration, and communication.
A. Critically analyse major curriculum theories, models, and policy influences, and evaluate their implications for curriculum design in international and domestic contexts at secondary and tertiary levels. B. Evaluate existing curricula in relation to contextual factors such as learner needs, culture, language, policy requirements, assessment expectations, and institutional goals. C. Collaboratively design and justify a coherent, research-informed curriculum framework, programme, or unit for a real or realistic educational context as the curriculum component of an integrated pathway project, demonstrating alignment among aims, content, pedagogy, assessment, and implementation. D. Use digital and AI-enabled tools critically, ethically, and strategically to support curriculum analysis, design, evaluation, collaboration, and professional communication.
The teaching of the module will employ a research-led project-based learning approach integrated with AI throughout the learning cycles. AI will be encouraged and used as an additional learning tools by students, helping them to navigate challenges and learning in the module. Specifically, AI will be used across the entire PBL cycle—from problem framing to final coursework preparation—to help students develop ideas and acquire new knowledge, but not as a content generation tool for report writing. AI is also embedded into the design of learning and teaching activities to foster AI literacy and problem-solving skills. The in-class activities will be organized through a series of interactive teaching seminars, group work, field studies, individual and group consultations, guest lectures, etc. with strong orientation to connect theories with practices, as a result fostering students' higher-order cognitive abilities, which can be transferrable from learning to professional contexts.