Hillcita G. Anfone and Regina P. Galigao (Authors)
Abstract
This qualitative research analyzed the interplay between curricular goals, objectives, and school stability, paying particular attention to the mental, physical, and psychological characteristics of students in a few global regions. The study utilizes data mining method from the different research studies to gather data from the selected countries to address the problem. The data gathered is being presented in tables with interpretation and analysis of the points considered. Gathered data show that well-defined curriculum objectives support a stable learning environment in schools, which in turn promotes children’ psychological resilience, physical activity, future work ready and general well-being. The study emphasizes how important curriculum design is for promoting both academic achievement and overall development students. This study intends to enlighten policymakers and educators on the necessity of integrating student well-being into curriculum planning, underlining the need for global perspectives in educational reform. However, the researcher has selected three countries only across the seven continents, future research somehow could include all the countries for an in-depth analyses. The findings revealed that a carefully planned curriculum fosters student wellbeing and academic success, which in turn creates a more secure and encouraging learning environment, and incorporating mental and physical health into the curriculum also encourages student participation and academic achievement. When curriculum goals tackle real-world problems, students report feeling more motivated and more a part of the society, which promotes social cohesiveness.
Read the full text here.
Keywords: Curriculum development, Social stabilities, Education, Curriculum design