Designing a Student-Centric Computer Science Curriculum: Enabling Flexibility and Personalised Learning in Secondary Schools
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| Title: | Designing a Student-Centric Computer Science Curriculum: Enabling Flexibility and Personalised Learning in Secondary Schools |
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| Language: | English |
| Authors: | Ajay Kumar Yadav, Dil Prasad Shrestha |
| Source: | International Journal of Computer Science Education in Schools. 2025 7(2). |
| Availability: | International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education Grade 10 Grade 11 Grade 12 |
| Descriptors: | Computer Science Education, Curriculum Development, Secondary School Students, Student Interests, Interdisciplinary Approach, Student Centered Learning, Foreign Countries, Social Influences, Educational Policy, Secondary School Teachers, Grade 9, Grade 10, Grade 11, Grade 12, Principals, Student Needs, Individualized Instruction, Textbooks, Teaching Methods |
| Geographic Terms: | Nepal |
| ISSN: | 2513-8359 |
| Abstract: | This study analyses the Computer Science (CS) curricula for grades 9 and 10 in Nepal, emphasising students' interests and needs within the social context. The study applied the mixed-methods research design. The quantitative data were collected from questionnaire surveys with students and teachers. The qualitative information was collected from curriculum designers, textbook authors, school principals, teachers and students from the Kathmandu valley, Nepal. Random and purposive sampling techniques were used to collect data from the respondents and participants. Data and information were analysed using both quantitative and thematic techniques. The study revealed significant opportunities to enhance the CS curricula by integrating interdisciplinary concepts supported by pragmatic examples. It also highlighted that improving the CS curricula for grades 9 and 10 is a top priority for both schools and students. The study proposes a student-centric CS curriculum development framework that balances between foundational concepts of CS and students' interests. This framework would address the diverse needs of students, considering their physical and mental abilities and interests in their learning. It also suggests that CS students should be included in the curriculum development committee so that they can provide practical feedback and suggestions in the CS curriculum revision process. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484103 |
| Database: | ERIC |
| Abstract: | This study analyses the Computer Science (CS) curricula for grades 9 and 10 in Nepal, emphasising students' interests and needs within the social context. The study applied the mixed-methods research design. The quantitative data were collected from questionnaire surveys with students and teachers. The qualitative information was collected from curriculum designers, textbook authors, school principals, teachers and students from the Kathmandu valley, Nepal. Random and purposive sampling techniques were used to collect data from the respondents and participants. Data and information were analysed using both quantitative and thematic techniques. The study revealed significant opportunities to enhance the CS curricula by integrating interdisciplinary concepts supported by pragmatic examples. It also highlighted that improving the CS curricula for grades 9 and 10 is a top priority for both schools and students. The study proposes a student-centric CS curriculum development framework that balances between foundational concepts of CS and students' interests. This framework would address the diverse needs of students, considering their physical and mental abilities and interests in their learning. It also suggests that CS students should be included in the curriculum development committee so that they can provide practical feedback and suggestions in the CS curriculum revision process. |
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| ISSN: | 2513-8359 |
