The need to solve the common global challenges at a systemic level in a collaborative, equitable, and culturally sensitive way naturally connects Education for Sustainable Development (ESD) and Internationalization of the Curriculum (IoC). The purpose of this article is to explore how ESD and IoC can strengthen each other and provide a more…

Purpose: During the last decade, new continuing learning pathways have been designed and implemented in the Dutch Vocational Education and Training (VET) column aiming to foster students' transitions between successive educational levels. Prototypical examples of such continuing learning pathways are the Green Lyceum (GL) and the Technical Talent…

Economic, social and environmental changes place high demands on teachers and teacher education. Consequently, teacher education is challenged to design curricula that respond to and anticipate changes. Curricula are value-driven and even though part of these values might be constant, the relative importance of values and the values themselves may…

This study focuses on the school-work connection from the perspective of curriculum design. The aim was to uncover considerations underpinning the design of learning environments in vocational education. The research took place in the Netherlands. A focus group methodology was chosen to elicit designers' considerations, which generally remain…

Purpose: Work-Based Learning (WBL) is a form of practical learning that is still rare, yet upcoming in academic education. It differs mainly from classical approaches because work experience forms a key curriculum element. To enable WBL, a cultural change in academic landscape seems required, which depends on views and support of academic staff.…

The primary aim of this paper is to present the key elements that characterise online course design, addressing the process of designing, implementing, and evaluating an online course for Bachelor's degree students that focuses on developing their academic writing skills. These skills are essential for university students as they provide the…

Due to socio-political issues in Dutch society, citizenship education (CE) became obligatory by law in the Netherlands in 2006. Schools were to decide on their local CE curriculum. This contribution intends to open up the black box of school-based curriculum-making efforts for CE. It reports on a four-year study in four schools for secondary…

This analytical report was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC), an action of the European Union's New European Innovation Agenda, flagship 4 on "Fostering, attracting and retaining deep tech talent". EIPC seeks to bring together peers from policy and practice…

This study was inspired by an inclusive intercultural perspective on education, and developed empirical knowledge concerning the intercultural professional development of in-service teachers. The study was conducted during the first year of a newly-designed master's programme that focused on "education for refugees". In the Netherlands…

The current policy gaze on teacher quality is resulting in significant shifts in how teacher education is conceptualized, designed and delivered. Traditional approaches to teacher preparation and continuing professional development (CPD) are being challenged, and often displaced, by new models that expedite the process and experience of becoming a…

We report on the development of a course for experienced teachers in the Netherlands, intended to enhance their professionalism by engaging them in doing research based on reflection on the aims of their educational efforts. The course was accompanied by design-based research. The research question was whether and how the course stimulated…

The aim of this explorative study was to develop and test a pedagogy aimed at promoting students' ability to perform historical contextualization. Teaching historical contextualization was conceptualized in terms of four pedagogical design principles: (1) making students aware of the consequences of a present-oriented perspective when examining…

Students negotiate their social studies classroom curriculum, enhancing 21st century skills, citizenship education and human rights in the present study. Curriculum negotiation augments student engagement, giving them opportunities to practice and so experience citizenship. In the process students develop abilities related to 21st century skills…

In this study, we examine a professional learning community of primary school teachers developing a joint school-based curriculum for science and technology (S&T) education. Team meetings were observed over the course of one school year and the participating teachers and school head were interviewed. An essential factor in the team's…

The purpose of this study was to establish whether participation in a teacher design team (TDT) is an effective way to increase the science teaching self-efficacy of primary school teachers who vary in their levels of experience and interest in science. A TDT is a group of at least 2 teachers from the same or related subjects working together to…