Activating Educational Competency: Awakening Curriculum Studies in the Virtual World to Create Educational Value

Abstract

In the education sector, curriculum studies theorization and enhancement represent a very odd aspect undeniably. Technology has transformed individuals and the world that they live in ranging from communication, doing business and education delivery. As a result, students are well equipped with practical skills when coming to the university based on the extensive exposure to the developing technology. Thus, educators should change the curriculum delivery mode to satisfy a range of learning approaches and needs thoroughly. In particular, the curriculum needs to change to engage technology in the learning setting. Curriculum theory has been recognized based on its capability to offer real-life learning encounters that enhance the engagement of students and improves competency by meeting the diversified needs of students in the virtual world. The results is that theorizing and developing the curriculum leads to competency, increased engagement of the students, enhanced critical thinking and decision-making skills. The curriculum studies are responsible for creating and sustaining top levels of satisfaction and self-efficacy which in turns develops professional beings within the diverse industries. The article proposes that in today’s virtual world and the increased need for competency-based skills, more authentic and practical learning should be provided. The engagement of curriculum studies in the virtual world has enabled broad participation in a safe and effective learning setting.

Keywords: Curriculum theory, virtual world, educators, learners, curriculum studies

 

Introduction

Despite the rising socio-economic necessities for impartiality, the current curriculum studies are failing to offer competence learning in the virtual world. Tutors argue that students are widely equipped with technology-based skills through learning an aspect that cannot be verified at any state. Technology and particularly the internet can be utilized in the context of curriculum-based studies to enhance the need for educational democracy. Despite the fact that, it is widely acknowledged that students need the practical skills the curriculum does not provide them with the opportunity to grow them. A superior curriculum is one that considers the needs of both the tutors and the learning about the changes in the teaching and working world. It is without a doubt that to be a capable and competent employee virtual skills are highly needed, and this cannot be obtained from theory or observation. Curriculum theory refers to an academic discipline that is focused on inspecting and modeling the educational curricula.

According to, Corrigan & Ng-A-Fook, (2012) the intensifying growth of the internet and multimedia technology has developed a new world that is full of possibilities for the generation of learners. The theorization of the curriculum is a probable solution to the existing need to enhance the learning needs of the students while equipping them with virtual skills as required in the market. Theory refers to the strategy of deriving sense within a devastating scenario to permit individuals to deliver the best and fundamentally to shape behaviors by replacing and discarding them simultaneously as demanded by the situation. Unarguably, the domination of technology has changed most aspects of life by requiring the rise of a more effective and fast workforce to meet the growing mass production and quality need. Even though the marketing demands effectiveness where companies tops regarding productivity, the superiority of performance is the most important as it determines the satisfaction of the consumers and sets a reputation for the firm. The situation current demands an able workforce regarding competency, skills, and knowledge.  Thus theorization of the educational curriculum offers the opportunity to integrate technology into learning to enhance competency. Theory originates from the Greek’s terminology Theoria that means the alertness of the mind. A theory can awaken thoughts, skills and innovative ideas (Corrigan & Ng-A-Fook, 2012). Theorization is based on explaining the reality as it creates awareness and familiarity to people regarding their surroundings and all the rising interactions.in this context, undeniably technology is the actual reality today that is dominant in almost every field and learners as the next generation of leaders and innovators needs to be equipped through exposure.

Curriculum theory from Curriculuarist’s perspective

Based on Iqbala, Kankaanrantaa & Neittaanmäkia, (2010) understanding the aspects of the theory, it is beneficial to gain insights of the general nature of this theory from a generalized perspective. Conventionally, the acquired stand is that a theory entails a dignified, deductively integrated set of principles and guidelines that can only be utilized in a specified form to their observable dominations. In this holding, it is just a reduced populace that is chosen as the basis of the theory (Swee-Kin, 2015). It leads to the initiation of concepts and descriptions to describe the necessary interpretation of ideas for theorization. On the other hand, realist views curriculum theory as the definition of structures that offers an observable subject. The main feature of the theory is that it seeks to justify the manner in which the existing mechanisms operate to generate feasible solutions for the matter under investigation. The function of theorization is the foundation of the growing need to modify the curriculum to accommodate the upcoming changes.

Theory refers to an instrument of scrutiny, rather than just a visual of the world. In this notion, it is clear that a theory is not interpreted based on its operation, but it is evaluated on the grounds of the superiority of projections that it illustrates. A curriculum is responsible for what the world becomes since it determines not only the acquired skills but also knowledge. The operating curriculum reflects skills. In that, a curriculum is an expression of the people’s belief. It is what the public aims at achieving that is achieved. Thus, theorization does not seek to replace the curriculum with a new one, but the concept is to encourage growth within a more modern context. The function of such theories is to describe, offer predictions, justify and offer guidance (Khan & Law, 2015). The educational system today is more objective than ever before due to the increasing needs for competency and not just knowledge. Theoretical skills play a huge role in creating awareness and familiarity, but the virtual world demands more. Curriculum theory is viewed as an instructional tool that borrows its foundation from the older models with the need to boost critical skills while enhancing virtual engagement. It is a virtual world since every sector is dependent on the internet to get maximum benefits. Curriculum theory is a model that holds in-depth descriptions for today’s educational needs. The narrative offers an account of knowledge as it boosts individual’s abilities to interpret and understand complex operations. Theorization develops and analyzes the existing experience by transforming the delivered concepts into a more practical norm. Unlike other theories, the curriculum one is more practical since it seeks to improve the interaction amid the tutors, learners and educational materials.

According to Jyri, Johanna, & Coate, (2017) a theory has the ability to predict future happenings of things that cannot be seen on the ground of the descriptive feature that is incorporated in it. Maybe this is the actual responsibility of the theory, to explain happenings and predict new ones. Based on the ongoing technology advancement, the situation will not slow but it is likely to escalate in the future thereby demanding more skills. The trend is the rationale behind the need to develop a more competency-based model to accommodate the increasing need for practical skills. In addition, a theory can be utilized as a guide that assists the researchers in selecting the most useful information for evaluation. In that the purpose of curriculum theorization is to offer more practical skills based on the demands in the market as well as assess on the effectiveness of each method. The defy that is faced by curricularists is in the capability to generate sense out of the complexity of the educational field and establish whether a self-governing theory is to be developed or several theories can be borrowed from diverse fields such as sociology and psychology to enhance efficiency (Jyri, Johanna, & Coate, 2017).

A theorized curriculum refers to a general set that is related to educative aspects that provides a methodical and enlightening viewpoint of the curricular focus (Pinar, 2012). The education system is covered by complex concepts that need to be uncovered through the development of a single curriculum theory that offers adequate description and justification of some realistic objectives from a dimensional view. The proposed theorization is a value-oriented one. The value-based curriculum theory is concerned mainly with the assessment of standards and assumptions of curriculum goods. The theory is a critical one who aims is to reshape the system by encouraging competency, vital and innovative skills.

Figure 1: Curriculum as a Foundation of Educational Success

 

 

 

 

 

 

 

trumental

 

Curriculum Theory and Its Value

Concerning the educational field, curriculum theorization represents one of the oldest strategies for reshaping the learning. Since there has always been a set of person’s willing to learn and those willing to teach, a curriculum has always been in existence. Philosophers such as Plato and numerous researchers have sought to establish the role of a theorized curriculum within the education field (Hall and Smyth, 2016). The use of curriculum studies officially emerged within the 19th century with the development of public learning institutions. Valued oriented curriculum theory is mainly involved in the intensification of educational consciousness creation. The initial stage is to create awareness among the learners while trying to equip the learners and tutors with the valuable skills that are hidden by a curriculum. In the theorized setting teaching differs from the system encourages the active interaction amid the tutors and students with the subjects. Learning is thus described as a disposition system that promotes personal growth where the learners are involved in specific operation related exposure. Curriculum theory was asserted by most in the past as the preparation of learners for the emerging positions in the industrialized society (Pinar, 2012). The assertion has not altered much in the last years in the context of curriculum-based education for all the public institutions in the United States.

In fact, similar to the 19th century when industrialization was the situation that was demanding for curriculum theorization to offer more practical skills, today the rise of technology and a more virtual society is requesting for the same modifications. Via the internet, people can get information at any desired context and speed which makes the traditional learning approaches, materials and deliverables searching seeking for remodeling. Education has been changing in the past years to integrate different technologies into the learning setting. There is increased proof that technology, as well as the virtual context, is evolving about the manner in which education has been re-developed to offer adequate benefits both to the learners and tutors. The actual value of today’s technology and the actual ability to provide real based learning encounters that encourage the participation of learners and the capability to meet the needs of the diverse populace have all been acknowledged within the education Curriculum. The assimilated technology entails the growth of the virtual world where students can practice within actual professional scenarios within a supportive and harmless setting. A theorized curriculum is best suited to the contemporary environment because it encourages active interactions and forces the students to be active participants.

Hall and Smyth, (2016) note that with a theorized curriculum, the virtual setting can offer digital skills where the leaners play the professional roles in their respective fields such as psychology, nursing, sociology and so on in a variety of operations (Khan & Law, 2015). Students can gain essential professional encounters such as customer interaction, administration, management, and leadership while networking with their virtual professionals within the virtual setting. In that, the students can participate comfortably in different activities that offer them real skills and experiences that contribute to the development of knowledge. All the operations occur within a trustworthy setting and backgrounds but without risking the wellness of the educators of learners. Evidence proposes that there are more benefits of the theorized curriculum apart from the ability to mitigate challenges and changes in the virtual and modernized settings. Benefits such as high learning satisfaction, critical skills development and self-effectiveness results from the fact that such a curriculum support a more authentic learning setting within the set curriculum.

It is indicated by Iqbala, Kankaanrantaa & Neittaanmäkia, (2010) that students can obtain a reasonable understanding of real experiences from the virtual characters and the interaction with educators. Since this people are from diverse backgrounds, the setting promotes cultural awareness. Contrary to the instructions based curriculum, the theory mainly encourages persons to be active players in decision making and learning in general. It means that the students are provided with the opportunity to interact actively with their future professional fields within the virtual stand. In some instances, the encounters with diverse people and settings are not usually available during the limited placement that seeks to expose students to more practical learning. In today’s American education system students originates from diverse socio-economic and cultural background which has further been intensified with the globalization of education. Virtual learning has been embraced widely in the recent years as an alternative to real knowledge. However, despite the fact that the flexibility of this approach theorizing the curriculum is not to replace real learning with the virtual setting but this is a holistic strategy that seeks to enhance knowledge by promoting a competency-based model (Hall and Smyth, 2016). The virtual based initiatives that follow the curriculum theory holds great appeals due to their flexibility, convenience, and approachability both by the learners and tutors. Curriculum theory is one of the integral element of the new technological learning with the intention of improving the student’s encounters while generating a cohesive curriculum strategy.

Table 1: Instructional versus theorized curriculum system

Instructional	Theorized curriculum
1.      Creates awareness and familiarity	1.      Exposes learners to practical experience
2.      Distributes knowledge	2.      Equips students with virtual skills and knowledge
3.      Encourages efficiency	3.      Enhances critical thoughts
4.      Less learning motivation	4.      Promotes innovation
5.      Low learning satisfaction	5.      Supports diversity and cultural competency

 

The Need for a Theorized Educational Paradigm

Most people believe that the most effective curriculum is one that is centered on an instructional manner. The model holds that the tutors are in-charge of learning as the role of the students is to gather knowledge and skills to apply in the professional sector. The norm has changed however, with the growth of technology and the intensifying changes the success of the curriculum is gauged by its ability to offer practical skills from a realistic learning exposure. The instructional and practical approaches are identical in some ways as they accomplish the same task. However, the society today demands an equipped workforce regarding skills and competence rather than some theoretical knowledge. Innovators must have a set of all the needed skills without fail. The thinking that education is education as long as it accomplishes the learning need is incorrect. An education curriculum that seeks to instill knowledge and practical skills is not the same with the instructional one whose aim is to create awareness and familiarity (Pinar, 2012). At a period when the demand for education is massively exceeding its supply, it is necessary that the access to competency and beneficial skills with a more objective curriculum be shared widely. What appears like an education system that embraces technology entirely is a form of structure that is sensitive to technology use. As more practical skills and innovative knowledge is being demanded in the society particularly within the professional sector there is a need to embrace more benefiting curriculum theories.

Paulsen (2016) notes that Theorization of an education curriculum is not enough as absolute levels of commitment are necessary. The virtual world offers the best opportunity for the growth of education and seeks to enhance the satisfaction of both the educators and learners.  However, it is argued by Pinar (2012) that even though a curriculum that embraces the demands of technology is necessary, over-embracement in the education system is destructive since it inhibits the achievements of specific benefits. In that, such a curriculum curbs the ability of individuals to think deep since the responses to almost every issue can be found at ease. It is worth noting that the working environment demands competent individuals regarding the ability to solve problems thus the lack of tertiary education would lead to less innovative persons. Also, the over the use of technology in an open curriculum would undermine the seriousness of literature, in general, leading to a decrease in literacy and numeracy grades thus widening the existing social gap. Despite the uprising challenges and deficiency that are derived from the actual reliance on technology development, curriculum theorization is a source of optimism.

Whitty (2017) states globalization and the competitive environment today, is responsible for the intense need for a current educational paradigm that adheres to the requirements of a competency-based setting and skills. Most qualified persons are being deprived the opportunity of participating actively in the economic sector due to the absence of a descriptive curriculum. The instructional curriculum only encourages a single party to dominate over the other which is a cause of learning dissatisfaction and incompetency. The reality is that even though students are in need of a more comprehensive and dynamic system, there is a need to account for the ongoing changes in the society. A theory seeks to evaluate the current trends within the educational system and beyond while developing an approach to respond to the demands respectively. The virtual setting can be termed as the primary driver for the development of a new paradigm. Education is termed as the driver of economic stability which is also an essential element of personal growth and wellness. With more assertions growing about the necessity of being equipped with real skills is growing rather rapidly. The response of the current and the past curriculums has been adequate but not sufficient since it has failed to accommodate the competency and innovative needs. A theorized approach would thus ensure that more educational value is acquired from a value and competency oriented curriculum. Information access is extraordinary in the digital era, and this scenario means that in the nearest future information access will be infinite. 

Graduates are today getting employed in a diverse setting, and the diversity is bound to intensify in the coming years due to population trends and the ever-changing industry and corporate needs of the American and international communities. It is thus the responsibility of the current educators of offer adequate preparation to the learners in delivering safe and prosperous customer-centered services within the evolving environment. The theorized curriculum for the graduates holds a holistic, technology-centered and competency focus with the assertion on the ongoing global economic priorities. Curriculum theory is centered on the wellness of the learners professionally across the diverse settings with the objective of preparing the future workforce for the issues that are linked with the present globalized changes to the economy and their professions (Hall and Smyth, 2016). The virtual world offers learners with a combined and authentic humanistic encounter.

As future professions, students have the role to serve as services providers, problem solvers, knowledgeable workforce and capable performers. The terms are mainly integrated within the virtual setting view the utilization of case scenarios thus allowing students to connect and blend with the virtual setting that exposes them to the real world (Paulsen, 2016). The benefits are acquired by encouraging them to adhere to the professional guidelines following the general provisions in a more practical setting. The aspects re-grounded in inquiry-based learning proceed that fully accommodates the needs of higher education and is mainly used in extensive disciplines for all programs. According to Paulsen (2016), every subject is today based on practicality since the satisfaction of the customers or patient within the healthcare sector is paramount to determining the efficiency of each. Thus students should be equipped with more practical skills that lead to practicality. Such skills are unavailable in an instructional based theory that only emphasizes the need for acquiring knowledge.

The theorized curriculum exposes learners to a reality-based working setting. It is noted that the highest percentage of graduates are exposed to the threat of unemployment as the employers switch to getting a workforce with more practical skills. School is essential in creating knowledge, but if one does not understand how they can translate the acquired insights into practice for enhanced performance and productivity, then it means that the education is ineffective. Innovation is about developing critical and unique ideas but also understanding how the concepts can be applied in real life for maximum gain (Jyri, Johanna & Coate, 2017). The thoughts and abilities that are obtained by the exposure learners to the practical knowledge and skills offer the foundation for a safer and prosperous professional practice that needs the utilization of general provisions and expertise that leads to an improved professional method.

Curriculum Theorization

According to Paulsen (2016), the objective of developing and theorizing the curriculum is to reinforce professionalism as the force behind effective communication, collaborative working and correlated professionalism. The integration of the virtual concepts in the existing curriculum works to ensure that the learners acquire the set learning results within a systematic and planned context without having to double the effort of the learners and educators. The current education system is demanding in its nature because while the students are forced to translate into the professional world with less practical exposure, the educators, on the other hand, focus on the provision of theoretical and yet practical learning within the constrained curriculum. It is unarguable that the flexibility of the curriculum is the determinant of the education’s system efficiency (Whitty, 2017). If the system is vague, it thus implies that focusing on the general needs of those around is challenging. The curriculum must focus on the demands and wellness of the educators and students as they are the primary stakeholders. The practical learning approach is developed to offer a viable opportunity to the leaners with the possible exposure to use their perceptions, knowledge as well as abilities that are needed for the professional placement involvement and practice.

Curriculum theory is a tool for assessing the needs of the society or the changing trends and then developing education-based solutions to solve the issues. The model is a flexible one since the system can be changed over time to incorporate the needs of the changing populace (Paulsen, 2016). Education needs appear to have evolved naturally over the cause of time via the steady growth of technology and internet over the last two or so decades. With the growth of extensive websites which accommodates visuals and context related posts regarding people, settings and time. This was just a minor movement for the tutors and the involved partners to acknowledge the potential of digital environments. However, most individuals tend to believe that virtual setting is mainly beneficial in the education setting only if it means virtual learning. The notion is not valid because the background can benefit those within the physical environment.

While a curriculum theory provides the setting where more theoretical views can be provided through analyzing the surrounding and communicating about the demands, virtual platforms can be utilized in the provision of experience (Hall and Smyth, 2016). The placement of university students to organization for several months is not enough to equip them with the needed skills. Apparently if the curriculum is theorized there are no changes to be made that might compromise the effectiveness of the system rather it focuses on ensuring that theoretical learning is integrated with a practical approach through virtual exposure. From the students perspective the flexible curriculum and the virtual world are advantageous. First, the learners get exposed to knowledge and skills since learning tends to be practical with the use of virtual tools. In addition, the ability to think critically and respond to issues is enhanced because they learn how to translate the gained knowledge into practice.

Curriculum theory is the approach that is needed in activating educational competency in general. This means that the effectiveness of the system is to awaken the competency need. Working in the rather challenging surrounding that is dominated by rapid changes and challenges needs an individual who is competent in terms of knowledge and skills. The most obvious advantage is that there are no delays when transitioning from the academic to professional setting. In addition, virtual learning has the ability to offer extensive range of encounters as well as barriers. In this notion, the learning encounter is improved through the consistent integration of data and realistic practice (Whitty, 2017). Educationally, educators are mainly focused on the provision of a learning setting that is operative where the students are participative and engaged in developing the needed skills for solving issues and shifting their knowledge into developmental matters. More so, the educators cannot ignore that different educational needs at the senior levels will succeed the evaluations.

For the success of any educational innovation, the teachers need to acknowledge that there is a substantial benefit for the educators to implement the approaches to the learning surrounding. The primary concern from the tutor’s perspective is on whether the educational advantages exceed the technological barriers (Entwistle, 2015). Virtual words along with a theorized approach can move from the conventional to an advantageous and constructive system. The situation does not hinder the occurrence of technical challenges throughout the implementation process. The educators will be required to apply for effort in ensuring that the system is operative while on the other hand, students must learn how to filter the technological inhibitors from the benefits. Technology is beneficial, but it can also lead to destruction (Paulsen, 2016). Overreliance of virtual tools will develop a workforce that is very underdeveloped with fewer skills and incompetence. The availability and access to the needed resources such as computers must be discussed. Also, more effort and expertise skills are necessary for implementing the new approach. Also not to forget that expert guidance is needed for the model to be considered as readily accessible and friendly.

In the process of evaluating the effectiveness of educational innovation and curriculum theorization, the perspective of the students is essential. In essence, the articulated objective of innovation is to improve the learning setting for all the learners. Based on experience, students require actual learning experience that is relevant to their every day’s living. For them enjoying the process is very important since it is accounted that education is dynamic. For the system to be considered as valid to them, it must be satisfying to their academic, personal and professional needs (Entwistle, 2015). In this, the highest rate of success is to be achieved. Furthermore, students desire to be involved actively throughout the learning process which creates a sense of belonging and activates their willingness. Also, they want to gain an understanding of control regarding their learning and the set objectives.

Khan & Law (2015) notes that on this ground there is subjective evidence suggesting that learners enjoy the digital learning incorporation to the education curriculum. Learners due to their high exposure to technology usually appreciate the attention taking and interactive context of multimedia exposures during learning. Also, positive response from students of varying ages demonstrates that the approach is one that is widely appreciated. The concepts allow them to customize and manipulate different contexts for their gain. The kind of technology holds interactivity which permits the leaners to develop their self-developed knowledge even though it is proposed that time constraints might arise in the instance that the learners are too absorbed by the activities which necessitate consistent monitoring (Entwistle, 2015). The Superior and flexible virtual events within the setting of curriculum theory can promote participation and increased engagement via interactive operations such as simplified problem-solving engagements such as the selection of the most effective competitive approach within the globalized setting. The essence is to ensure that students become self-determined can be obtained. In the instance that the learners acknowledge that they control the situation on themselves based on the guidance provided by the case studies and the educators.

Live airings are a fundamental part of the virtual learning. The systems can enhance the state of excitement and proximity as well as support the sensation of being part of the vast learning populace. Regardless of the model that is applied with the incorporation of virtual systems from the view of the leaners offers a foundation for information and interactions with individuals and activities within the real professional setting (Jyri, Johanna & Coate, 2017). It is the enthusiasm that is behind the use of virtual tools that best illustrates the effectiveness of the system. The model is particularly beneficial also because it is grounded on a constructivist and complex structure. Some of the existing curriculums mainly emphasize the position of the educators as the one in full control thus the students are involved less which leads to dissatisfaction.  Some of these models neglect the virtual-based issues, and therefore the system is likely to suffer from inadequate teaching approaches. The theory can be used adequately in actual life experiences to heighten the participation of the leaners and ease the efforts of the educators

The originality of the electronic educational encounter and approach will diminish if the strategies are used in repeated context to instill skills for all learners. Also, it becomes easier to establish whether the aims are not clear or if there was inadequate preparation in enhancing learning outcomes (Entwistle, 2015). The objective of theorizing the curriculum is to improve the learning experience for the students which will lead to efficiency. Competency refers to the state of possessing the needed skills, knowledge and experience in performing the given tasks. If the experience is unfavorable, this means that the students will acquire minimal to zero satisfaction with the learning which will affect the general outcome of the process. For the students to have the needed skills, practical experience, and virtual knowledge integration into the curriculum is essential in enhancing the needs (Whitty, 2017). Virtual and curriculum-based learning following a theorized platform allows students to gain more knowledge from real-life examples. People can learn more if the teaching correlates with their experiences and exposure. The exposure allows the players to connect at ease to the situation which leads to originality and efficiency in general.

Swee-Kin (2015) asserts that if the learners learn from different social settings, the academic operations are likely to generate less meaning throughout the encounters. The students will necessitate more time to get acquitted of the situations before the actual learning occurs. Thus, students benefit more from a superior approach that supports the development of skills and knowledge thus ensuring that absolute value is acquired from the process. Virtual tools create permanent ideas and visuals in the individual's mind, and it is, therefore, challenging to forget about all that was learned. Also, the instruments can be used as a source of reference on a repeated basis. The approach provides the opportunity for observable characteristics that work to ensure adequate learning benefits is acquired through the process (Swee-Kin, 2015). The instructional curriculum has more textual details, and the content is usually too much for most of them to digest that the virtual model. However, their understanding can be boosted through the use of practical details that simplifies context. However, most individuals assert that this is not the situation because students will perform poorly if virtual is used since they are overwhelmed by technology more than academic gains. Based on observation students find virtual as satisfying because of their dependence on technology which might affect their reasoning. The tutors hold that visuals and virtual instrument necessitates similar commitment as the content learning since the images must be interpreted correctly. Even though the process arouses critical thoughts by forcing them to have a wide observation lens, it is evident that most are not willing to commit to the process which is very tiring. This offers a distinction amid the learning encounters and paradigms. It is evident that today learners are more suited for the multimedia provisions and they are not triggered by multiple resources that are the foundation of learning. The approach cannot be integrated on its own because it leads to efficiency given that the goal is to gain practical skills through the exposure into the real world setting. Curriculum theorization leads to the creation of unique learning setting and the provision of motivating learning to enhance the effectiveness of the process (Khan & Law, 2015). The integration of curriculum theory within the virtual learning world will lead to quality. To capture the actual potential of the curriculum theory under the virtual setting, the needs of the tutors and the leaners are the driving force.

Conclusion

It is the intrinsic capability of curriculum theorization to activate educational competency and the rising need for a skilled workforce that will lead to the efficiency of the higher education system. The contemporariness of the society today has created a somewhat unstable environment that is dominated by rapid changes thus intensifying the pressure for enhancing educational value. Technology development is the source of the necessity for change and also the critical aspect of developing a new educational paradigm. Curriculum theory holds the capability to transform the actual state which is being taught by the demands of the technological society. In this context, there is a need to integrate curriculum theory within the virtual setting to create a well-equipped workforce regarding experience and practical skills. Education is the foundation of socio-economic wellness. Thus, as the society transforms so must the education system to accommodate the upcoming changes.

Acknowledgments

I humbly thank ……… for his involvement in the ongoing discussions of educational philosophy and theories who aroused the will to develop the journal. Also, I would like to thank and acknowledge the participation by every member of my circle for the discussion and general responses about the journal that led to the publication.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Entwistle, N. (Ed.). (2015). Handbook of Educational Ideas and Practices (Routledge Revivals). Routledge.

Hall, R and Smyth, K. (2016). Dismantling the Curriculum in Higher Education. Open Library of Humanities, 2(1): e11, pp. 1–28, DOI: http://dx.doi.org/10.16995/olh.66

Iqbala A., Kankaanrantaa M., & Neittaanmäkia, P. (2010). Engaging learners through virtual worlds. Procedia Social and Behavioral Sciences 2 (2010) 3198–3205

Julie A. Corrigan & Ng-A-Fook, N. (2012). Mobilizing Curriculum Studies in a (Virtual) World: Open Access, Edupunks, and the Public Good. Canadian Journal of Education 35, 2 (2012): 58-76

Jyri L., Johanna, A., & Coate, K. (2017). The Role of Curriculum Theory in Contemporary Higher Education Research and Practice, in Jeroen Huisman , Malcolm Tight (ed.) Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Volume 3) Emerald Publishing Limited, pp.137 – 154

Mohammad A. Khan & Laurie S. Law. (2015). an Integrative Approach to Curriculum Development in Higher Education in the USA: A Theoretical Framework. International Education Studies. doi:10.5539/ies.v8n3p66

Paulsen, M. B. (2016). Higher education: Handbook of theory and research (Vol. 31). J. C. Smart (Ed.). Springer.

Pinar, W. F. (2012). What is curriculum theory? (2nd Ed.). New York: Routledge.

Swee-Kin, L. (2015). How do virtual world experiences bring about learning? A critical review of theories. Australasian Journal of Educational Technology, 2015, 31(1).112

Whitty, G. (2017). Sociology and school knowledge: Curriculum theory, research and politics. Routledge.