Stakeholder involvement in the curricula modernisation through a virtual foresight laboratory
Introduction. Involvement of stakeholders into curricula modernisation in modern educational institutions has always been significant due to the existing misbalance between the social requirements and outdated educational materials.Aim. The aim of the research is to analyse the three dimensions of s...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | Russian |
| Published: |
Russian State Vocational Pedagogical University
2022-09-01
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| Series: | Образование и наука |
| Subjects: | |
| Online Access: | https://www.edscience.ru/jour/article/view/2859 |
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| Summary: | Introduction. Involvement of stakeholders into curricula modernisation in modern educational institutions has always been significant due to the existing misbalance between the social requirements and outdated educational materials.Aim. The aim of the research is to analyse the three dimensions of stakeholder involvement into curricula modernisation in education on the basis of Kostanay regional university named after A.Baitursynov (Kostanay, Kazakhstan): maximal involvement, partial involvement, and formal participation.Methodology and research methods. The research is based on the 10 sessions 1.5 h each organised on the platform of the virtual foresight laboratory (VFL) specially designed for the realisation of maximal involvement of the participants. Two in-depth face-to-face interview sessions with the focus groups (FG) participants (1 entry interview and 1 post-sessional interview) were organised and processed.Results. The results of the sessions with 6 stakeholders represented focus group 1 that demonstrated the new maps of the future curriculum and modernised the text of the existing educational curriculum in terms of the goals, content and competencies requirements. The highlights include the following results of the study: the FG1 participants indicated their synergy in foreseeing the future through mapping, trends design and discussions in VFL; there was the increase of the learning gain among FG1 stakeholders in terms of the structure of the curriculum, educational programme, types of competencies, foresight research; the personal growth of stakeholder involvement into curricula modernisation was directly observed, as their gained experience was reflected in further modernisation of educational programmes of other majors.Scientific novelty. The research presents the key theoretical role of virtual foresight laboratory in curricula modernisation, basic theoretical issues on design of the future maps and foresight planning.Practical significance. Practical outcomes in curricula modernisation can be adapted to any educational institutions aimed at perspective planning and foresight applications. |
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| ISSN: | 1994-5639 2310-5828 |