EXPLORING THE FACTORS INFLUENCING CURRICULUM DEVELOPMENT FOR 21ST CENTURY SKILLS: A GROUNDED THEORY STUDY

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Raja Bahar Khan Soomro
Abdul Basit Soomro
Wali Muhammad Channa
Ihsanullah Memon
Tahir Hussain Soomro

Abstract

This qualitative grounded theory study investigates the multifaceted factors influencing curriculum development tailored for 21st-century skills within the educational system of Sindh, Pakistan. In the face of a progressively complex and dynamic global landscape, there's an urgent need to equip students with competencies vital for navigating the challenges and opportunities of the modern era. Employing grounded theory methodology, the research delves into the intricate interplay of elements shaping curriculum development processes. Through in-depth interviews and document analysis, key themes and categories emerge, culminating in the construction of a theoretical framework. The study identifies several influential factors including educational policy, societal demands, technological advancements, teacher expertise, student needs, and stakeholder collaboration. Iterative data analysis uncovers the nuanced relationships among these factors and their impact on curriculum development. Moreover, the study acknowledges the contextual influences such as cultural, social, economic, and political dynamics on curriculum design. The implications of these findings extend to educational policymakers, curriculum developers, teachers, and stakeholders, advocating for a comprehensive approach that fosters collaboration and considers diverse factors in designing curricula aimed at preparing students effectively for the 21st century challenges and opportunities.

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How to Cite
Raja Bahar Khan Soomro, Abdul Basit Soomro, Wali Muhammad Channa, Ihsanullah Memon, & Tahir Hussain Soomro. (2024). EXPLORING THE FACTORS INFLUENCING CURRICULUM DEVELOPMENT FOR 21ST CENTURY SKILLS: A GROUNDED THEORY STUDY. International Journal of Contemporary Issues in Social Sciences .ISSN (E) 2959-2461 (P) 2959-3808, 3(2), 517–535. Retrieved from http://ijciss.org/index.php/ijciss/article/view/669
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