Proposing the Introduction of Personalised Learning and Differentiated Learning into Saudi Arabian Education: مقترح إدخال التعلّم الفردي والتعلّم المتمايز في التعليم السعودي

Personalised learning and the differentiated curriculum are ideal strategies to explore the needs of students and take full advantage of students’ abilities so they can achieve better outcomes in the learning process. This study focuses on the differentiated curriculum and explores its suitability for Saudi Arabia considering the country’s current education policies and vision. The study consists of three stages: reviewing the global personalised learning and differentiation literature, investigating the current education policies in Saudi Arabia, and reviewing the available differentiation literature conducted in Saudi Arabia. The findings suggest that despite the obstacles found in the application including low family participation and resistance from teachers this teaching strategy is suitable for Saudi Arabia. The Saudi vision for education and the country’s current policies do not conflict with the principles of differentiation, although success may require patience and building teacher capacity. With only a limited number of studies about differentiation in Saudi Arabia, more research about the impact of school management on the implementation of the differentiated curriculum is necessary.

The Design of the College English Curriculum from the Perspective of International Engineering Education Accreditation—A Case Study from the Beijing Institute of Petrochemical Technology

A scientific curriculum system is of vital importance for an institution’s professional accreditation. This paper seeks to improve the previous College English curriculum by resolving certain recalcitrant problems impeding both teaching and learning; furthermore, it takes into account the demands of international society. By embracing an outcome-based, student-centered approach for International Engineering education accreditation, the paper emphasizes teaching targets of a College English curriculum for future engineers based on knowledge, capacity and quality. In addition, it provides a graduation requirement index matrix and, a differentiated curriculum system, which specifies a clear relationship between the system and students’ outcomes. Finally, four characteristics of the system are elaborated: compulsory courses and optional courses are compared; English for General Purpose (EGP) and English for Special Purpose (ESP) are correlated; classroom teaching and extracurricular context are integrated; and formative assessment and summative assessment are combined.

Curriculum in Gifted Education: The Core of the Enterprise

This article examines these important questions related to differentiated curriculum: Should curriculum for the gifted be available for all learners? Would differentiated strategies that work with gifted students work for all learners? What are some promising directions in curriculum for gifted programs that have emerged from general education? These questions are examined along with important issues in the field of gifted education.

Educação escolar indígena e saberes tradicionais: A percepção dos professores Pipipã de Kambixuru

This article is part of a doctoral research that deals with the school education and traditional knowledge of Pipipã de Kambixuru, located in the municipality of Floresta, Pernambuco, Brazil. The reports of the indigenous teachers will be presented on the importance of school education and the inclusion of traditional knowledge, namely medicine, Toré and Jurema Sagrada in the differentiated curriculum of the Joaquim Roseno Indigenous State School in the Travessão do Ouro Village. An ethnographic approach was followed, materializing in a participant observation in the indigenous territory, where interviews were made with the teachers, emphasizing the intercultural process of the curriculum construction and methodologies used in the classes. Traditional knowledge is presented to the community at school and through orality and, despite existing acculturation processes, the indigenous community perseveres in maintaining its legacy. Intercultural discourse contributes to the permanence and resistance of this people, since the cultural diversity in its epistemological concepts and in its practice is of great relevance both for academic construction and for a pedagogy of life.

The Curriculum Dilemma

This article describes four patterns for implementing a differentiated curriculum. The differentiation patterns include after completion of the basic curriculum, before the basic curriculum, with or in a parallel presentation of the basic or regular curriculum, and integrated within the standards.