Conference Agenda
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03 SES 06 B: Curriculum Reform, Policy and School Context
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03. Curriculum Innovation
Paper The Becoming of a New School System – Upper Secondary School United 1: Södertörn University, Sweden; 2: Mälardalens University, Sweden Presenting Author:This presentation is to be understood as a curriculum and policy driven study about the legitimacy of RE-education at upper secondary school by tracing its educative roots and societal demands to the upcoming school system that came to being in the 1960’s. The 1965 upper secondary school curriculum (Lgy 65) was a major reform that changed previous structures and laid the foundation for the modern Swedish upper secondary school. It involved an integration of previously preparatory school, technical and vocational school and girl school into a broader upper secondary school system, with five streams (humanities, social sciences, economics, natural sciences, and technology), with the aim of increasing accessibility and adapting to the needs of society, which paved the way for the later, more integrated upper secondary school 1970 (Lgy70) (Grahn, 2021). Even if the school system prior to 1965 stood on different parallel pillars with different purposes, content and learning goals, the subject of Christianity or Christian education was their common denominator before the reform 1965. RE-education has historically played a dominant role in Swedish schools to educate and foster the upgrowing generation, first to educate them in Christianity, then about Christianity and other religions, and later learning from and about religions (Jonsson & Månsson 2021, 2022, 2024). It is worth to note that after the reformation 1965 the upper secondary syllabus changed from Christianity to religion and in 1969 the syllabus for elementary school underwent the same change (Jonsson & Månsson, 2024). Our theoretical framework is inspired by Thomas Popkewitz’s (2004, 2010) understanding of a school subject and its relation to socialisation. The school subject of religion is mandatory in upper secondary education – for both vocational and theoretical programs. Even if the school subject is rooted in the university subject, it has little or nothing to do with the status and recognition its mother discipline has on the academic field (Goodson, 1998). It is, according to Popkewitz (2010) and Ivor Goodson (1998), a question of the subject’s transformation from an academic subject to a school subject to fit into the structure and purpose of schooling and teaching processes. The governing principles in this refining and politically controlled process are, according to Popkewitz (2010), about controlling the child’s behavior, personality, relationships and emotions in order to place the child in a certain regularity and social order. In other words, the content of a school subject exceeds the question about how the teacher should address a specific content to the pupils, it has a general educational (or didactical) dimension as it also expresses its normative and educational principles that shape the pupil to become part of the existing society (Künzli, 2010; Klafki, 2010). Hence, we view this research as a study in general didactics with a RE-educational agenda, or interest, namely the role of RE-education in the school’s general educational and fostering mission (Jonsson & Månsson, 2022). Just like any school subject, the subject of religion follows the same ‘zeitgeist’ as the entire education reform (Englund, 2005). In our presentation, we will start with a brief historical overview over the development of the Swedish modern upper secondary school to give our presentation a historical context. Then we will specifically focus on the reform that led to a new school system with a special interest in the general aim for upper secondary school and more specifically in RE-education in Lgy65 and Lgy70. We conclude this presentation by discussing some didactical implications of the 1965 reform in general and for RE-education in particular and highlight some significant educative ambitions for upper secondary school that might be inherited in the curriculums from 1994–2025. Methodology, Methods, Research Instruments or Sources Used Methodologically our presentation is a historical-based investigation with a special focus on the upper secondary reform in 1965 and the curriculums from 1965 and 1970, since a curriculum reflects the state’s ambitions to educate the upgrowing generation and are thus a normative document that shapes its purpose and content over time (Englund 2005). The empirical material for our text analysis consists primarily of curriculums (Lgy65, Lgy70), the Swedish Government Inquiries (e.g. SOU 1963) and other educative polity texts (e.g. Prop. 1964:171) that have had special significance for the development of RE-education in the Swedish upper secondary school in relation to the overall purpose written in Lgy65 and Lgy70. In our work of collecting and analysing the empirical data, we used a purpose-related and thematic analysis (Braun & Clark, 2022). The analysis is at a descriptive level because governing documents are not formulated as subjective perceptions and therefore constitute a contribution to an ongoing conversation about RE-education in the Swedish upper secondary school over time. First, we closely read the documents to be able to identify time-typical formulations in relation to the current societal and political context. Second, we kept attention to the specific vocabulary of documents and the public opinion. The time-typical formulations identified in the first was in our third step relate to the ‘zeitgeist’ of society. It was the specific vocabulary of documents and the ‘zeitgeist’ of society that received special attention in the second round of our reading. The time-typical formulations identified in the first reading then became possible in a third step of the reading to operationalize and relate to the study’s purpose and prevailing ‘zeitgeist’. Conclusions, Expected Outcomes or Findings The reformation of upper secondary education was part of a new education policy concerning the whole educational system and was based on the idea that education should be a means of achieving a more democratic society. The aim was to create a society where everyone had the opportunity to participate in society on equal terms. In accordance, RE-education, shifted from education in Christianity to gain knowledge and understanding of other religious systems and beliefs. References Braun, V. & Clark, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26 Englund, T. (2005). Läroplanens och skolkunskapens politiska dimension. Göteborg: Daidalos. Goodson, I. F. (2005). Becoming an Academic Subject. I. F. Goodson (ed.). Learning, Curriculum and Life Politics: the selected works of IVOR F. GOODSON (p. 52–68). London: Routledge. Grahn, M. (2021). Den moderna skolans framväxt. 1960-talets förändringar i de gymnasiala skolformerna. Lund Studies in Educational Sciences, vol. 15. Lunds university. Jonsson, L. & Månsson, N. (2021). Med en tydlig utgångspunkt i kristendomens synsätt och traditioner – om religionskunskapsämnets alkemi. Acta Didactica Norden, 15(1). Jonsson, L. & Månsson, N. (2022). ‘Jag brukar säga att religionskursen är som en liten survival kit’ – Religionslärares uppfattning av religionsämnets roll och innehåll på gymnasiet. Nordidactica – Journal of Humanities and Social Science Education, 12(1), 48–70. Jonsson, L. & Månsson, N. (2024). Keeping the Balance. Reflections on Religion Education in Upper Secondary School in Sweden. E. Abdou & T. Zervas (eds.). Ancient and Indigenous Wisdom Traditions in African and Euro-Asian Contexts Towards More Balanced Curricular Representations and Classroom Practices (p. 199–219). New York: Routledge. Klafki, W. (2010). Didaktik Analysis of the Core Preparation of Instruction. I. Westbury, S. Hopmann & K. Riquarts (eds.). Teaching as a Reflective Practice. The German Didaktik Tradition (p. 139–160). New York; Routledge. Künzli, R. (2010). German Didaktik. Models and Re-presentation, of Intercourse, and of Experience. I. Westbury, S. Hopmann & K. Riquarts (eds.). Teaching as a Reflective Practice. The German Didaktik Tradition (p. 41–54). New York; Routledge. Lgy 65. Läroplan för fackskolan 1965. Stockholm: Skolöverstyrelsen. Lgy 70. Läroplan för gymnasieskolan 1970. Stockholm: Skolöverstyrelsen. Popkewitz, T. (2004). The Alchemy of the Mathematics Curriculum: Inscriptions and the Fabrication of the Child. American Educational Research Journal, 41(1), 3–34. Popkewitz, T. (2010). The Limits of Teacher Educational Reforms: School Subjects, Alchemies, and an Alternative Possibility. Journal of Teacher Education, 61(5), 413–421. Prop. 1964:171. Kungl. Maj:ts proposition till riksdagen angående reformering av de gymnasiala skolorna m. m. Stockholm: Regeringskansliet. SOU 1963:42. Ett nytt gymnasium. 1960 års gymnasieutredning. Stockholm: Skolöverstyrelsen. 03. Curriculum Innovation
Paper Positive Error Orientation Mediates the Relationship Between Learning Autonomy and Epistemic Curiosity: A Longitudinal Analysis Scio Research, Czech Republic Presenting Author:Theoretical Framework and Research Programme: Epistemic curiosity, conceptualized as the desire for new knowledge that motivates exploratory behavior, is widely recognized as a fundamental driver of academic achievement and psychological well-being (Kashdan et al., 2020; von Stumm et al., 2011). We adopt the multidimensional perspective (Litman & Pezzo 2007; Kashdan et al., 2018), distinguishing between Joyful Exploration—the pleasurable seeking of novelty—and Deprivation Sensitivity, the drive to resolve information gaps. Despite its documented importance, the environmental mechanisms that affect curiosity during the critical transition through lower secondary education remain significantly under-studied. Our investigation integrates three complementary frameworks to elucidate the dynamics of engagement. Self-Determination Theory (SDT; Deci & Ryan, 2000) provides the foundational premise that intrinsic motivation is contingent upon the satisfaction of basic psychological needs, specifically Autonomy and Competence. However, in learner-centered curricula that prioritize high autonomy, the learner is inevitably confronted with the uncertainty of unstructured problems. Appraisal Theory (Silvia, 2006) refines this perspective by specifying that interest is not precipitated by novelty alone, but requires a secondary appraisal of Coping Potential—the subjective belief that one possesses the resources to understand and manage the incoming complexity. This appraisal mechanism is critical when viewed through the lens of Hidi and Renninger’s (2006) Four-Phase Model of Interest Development. While established Individual Interest (Phases 3 and 4) is characterized by a self-sustaining resilience to challenge, the earlier phases of Situational Interest are fragile and environmentally dependent. We posit that for a student to successfully transition from environmentally triggered curiosity to a stable, self-regulating disposition, they must possess the specific competence to navigate failure without ego-threat. Analytical Strategy: From Exploration to Confirmation To address the complexity of the data while ensuring generalizability, we follow the Model Generation strategy as defined by Kline (2023). This framework acknowledges that in the absence of a fully established theory, an initial model is often tentative and requires respecification based on empirical fit (e.g., modification indices, AIC/BIC). However, Kline (2023) explicitly cautions that such data-driven modifications increase the risk of overfitting. Consequently, any model derived from this exploratory phase must be treated as a hypothesis requiring replication on an independent sample. Accordingly, the research follows a multi-phase design:
Crucially, this design allows for iterative expansion: upon successful confirmation of the M2025 parameters, the 2026 analysis will incorporate additional constructs to generate a new, more comprehensive hypothesis (M2026), continuing the cycle of inquiry. Ecological Setting: The research was conducted within the ScioSchools network, a system of approximately 20 schools in the Czech Republic. This setting provides a unique ecological niche for investigating epistemic curiosity due to three specific methodological affordances. First, the network acts as a "High-Autonomy" Baseline. Unlike traditional systems where curiosity is often suppressed by high-stakes testing and rigid grading, ScioSchools operate without numerical grades, prioritizing student self-direction and project-based learning. By controlling for these external suppressors, we can isolate the subtle intra-psychological mechanisms that sustain engagement when extrinsic coercion is absent. Methodology, Methods, Research Instruments or Sources Used Participants and Procedure Data were collected via a two-wave longitudinal design (Wave 1: May 2024; Wave 2: May 2025) within the ScioSchools network. The sample comprised adolescents spanning Grades 4–9 (N = 305; nfemale = 146, nmale = 159). The mean age was 12.5 years (SD = 1.37). Participation was voluntary and conditional on informed parental consent. Measures We mapped the relationship between the pedagogical environment and learner outcomes using 5-point Likert scales. Internal consistency was verified using McDonald’s Omega (ω). Epistemic Curiosity: We utilized the Joyous Exploration subscale of the Five-Dimensional Curiosity Scale (Kashdan et al., 2020), operationalized as the intrinsic drive to seek novel information. Perceived School Pedagogy: A self-developed inventory was designed to capture the specific affordances of the ScioSchool curriculum. We modeled a single latent factor integrating Task Design, Divergence Support, and Student Autonomy. Strong inter-factor covariance (r = .63–.76) confirmed that these elements function as a cohesive 'autonomy-supportive' system. Positive Error Orientation (Mediator): Assessed via a self-developed scale measuring the cognitive capacity to reframe failure as information, serving as a direct proxy for the school’s "learning from mistakes" competency. Controls: Family Support, General Well-being (WHO-5; Bech, 2004), and Age. Data Analysis We employed Structural Equation Modeling (SEM) using the lavaan package in R. To account for potential non-normality and attrition, we utilized the MLR estimator in conjunction with Full Information Maximum Likelihood. The analysis utilized a "competing models" protocol to ensure the validity of the findings. We formally compared three hypothetical structures: the Saturated Model, the Partial Mediation Model, and the Full Mediation Model. Models were compared using the Akaike Information Criterion (AIC) and Chi-Square difference tests to identify the most parsimonious fit. To rule out alternative explanations, we conducted a series of stress tests: Discriminant Validity: We verified that Positive Error Orientation and Curiosity are empirically distinct constructs. Reverse Causality: We tested an alternative model where Curiosity precedes Error Orientation. The poor fit of this reverse model confirmed the directionality of our findings. Common Method Bias: We controlled for General Well-being (WHO-5) to ensure that the observed relationships were not artifacts of students’ general mood or response tendencies. Independence Check: The low Intraclass Correlation Coefficient ($ICC < .05$) indicated negligible school-level clustering, confirming that the results reflect individual student development rather than classroom-specific effects. Finally, we employed Multi-Group SEM to test whether this psychological mechanism functions universally or varies by gender. Conclusions, Expected Outcomes or Findings Structural Equation Modeling (SEM) identified Positive Error Orientation (PEO) as the sole mediator of environmental influence. Direct paths from School Pedagogy and Family Support were non-significant (Full Mediation), indicating that autonomy support promotes engagement only when channeled through this specific competence. Additionally, the analysis revealed a "broken inertia" effect: baseline curiosity (2024) failed to predict outcome curiosity (2025) after controlling for the mediator, challenging trait-stability models. Multi-group analysis demonstrated a gender asymmetry: while the mechanism was universal, the path coefficient from PEO to Curiosity was significantly stronger for girls (β=.87) than for boys (β =.72). Integrating Self-Determination Theory (Deci & Ryan, 2000) with Silvia’s (2006) Appraisal Theory, we posit that PEO bridges the gap between environmental affordances and cognitive needs. While the curriculum provides Autonomy (via novelty and choice), PEO supplies the requisite Coping Potential—the subjective appraisal that the resulting complexity is manageable. Without the capacity to reframe failure as information, the uncertainty inherent in autonomous learning triggers a low-coping appraisal. This precipitates a shift from Interest to Anxiety, effectively thwarting the need for Competence. Thus, PEO functions as the affective gatekeeper, determining whether the freedom to explore is perceived as a masterable challenge or an unmanageable threat. Consequently, to ensure that learner autonomy effectively translates into epistemic engagement, curriculum design must focus on establishing "error-positive" learning environments. The objective is to equip students with the competence to own and metabolize mistakes into forward-pointing datapoints. This reframing proves even more critical for female students, serving as the decisive lever for sustained engagement. Ultimately, such curricular architecture nurtures epistemic curiosity, positioning it not only as a primary driver of intrinsic motivation but as a fundamental proxy for openness to the world. References Bech, P. (2004). Clinical psychometrics. Wiley-Blackwell. Hidi, S., & Renninger, K. A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4 Kashdan, T. B., Disabato, D. J., Goodman, F. R., & McKnight, P. E. (2020). The Five-Dimensional Curiosity Scale Revised (5DCR): Briefer subscales while separating overt and covert social curiosity. Personality and Individual Differences, 157, Article 109836. https://doi.org/10.1016/j.paid.2020.109836 Kline, R. B. (2023). Principles and practice of structural equation modeling (5th ed.). The Guilford Press. Litman, J. A., & Pezzo, M. V. (2007). Dimensionality of interpersonal curiosity. Personality and Individual Differences, 43(6), 1448–1459. https://doi.org/10.1016/j.paid.2007.04.021 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 von Stumm, S.; Hell, B.; Chamorro-Premuzic. (2011) T. The hungry mind: Intellectual curiosity is the third pillar of academic performance. Perspect. Psychol. Sci., 6, 574–588. https://doi.org/10.1177/1745691611421204 Silvia, P. J. (2006). Exploring the psychology of interest. Oxford University Press. 03. Curriculum Innovation
Paper Designing Curriculum and Assessment Alignment: The Potential of Oral Examination in First Language Assessment in a Changing World UCD Presenting Author:In Ireland, final examinations at upper secondary level have been dominated by externally assessed written examinations, particularly in subjects such as mathematics and English (Baird et al., 2014; Burke, 2021; Burns et al., 2018). The recent plans for the redevelopment of senior cycle have included an aspiration to diversify the assessment components to better capture the knowledge, skills and dispositions of students (Department of Education, 2022). These additional components may include project work, practical assessments and oral examinations. One of the threats to the inclusion of pre-submitted project work in an externally assessed system, is the impact of Artificial Intelligence (AI) on the authentication of student work to provide a valid and reliable means of assessment (Corbin et al., 2025; Kizilcec et al., 2024).
In the design of the curriculum specification for Leaving Certificate English (Department of Education and Science & National Council for Curriculum and Assessment, 2025), the assessment components include an oral examination, a departure in Ireland for first language assessment which has traditionally relied on written examinations. The testing of language proficiency by means of an oral examination has long been an accepted component of assessments internationally, but primarily as a means of assessing second language learning (Jones & Spolsky, 1975). In jurisdictions where external assessment is supplemented with internal assessments, oral examination is more common in first language examination. In these cases, oral examination may consist of presentations, interviews or group discussions.
Oral examination has also formed an integral part of assessment at higher education institutions with the viva voce of doctoral theses. In this case, oral examination is not testing oral proficiency but also used as a means of probing and testing deeper conceptual understanding (Tan, 2023; Wagner et al., 2022). The benefits of oral examination utilised in medical training (Davis & Karunathilake, 2005) have also been recognised in other disciplines as providing a more meaningful assessment of student learning in a variety of contexts including online environments (Akimov & Malin, 2020; Davis & Karunathilake, 2005; Theobold, 2021).
Using a critical theorist lens (Fairclough, 2013; Wodak, 2014) this paper proposes to review policy in relation to first language assessment in Ireland to trace the aspiration and evolution of oral assessment in high stakes terminal assessments. A similar approach will examine international contexts where oral examinations are utilised in first language examinations. A critical comparison of these policy findings, along with an examination of the challenges posed by GenAI to traditional assessment arrangements will explore the place and potential of oral examinations and the challenges associated with their inclusion. Methodology, Methods, Research Instruments or Sources Used This study adopts a qualitative research design grounded in a critical theorist lens to examine the role and potential of oral assessment within first language, high-stakes terminal examinations. The methodology is structured around three interconnected strands: national policy analysis, international comparative review, and critical examination of emerging challenges posed by generative artificial intelligence (GenAI) to traditional assessment practices. The first strand involves a systematic documentary analysis of Irish education policy relating to first language assessment, with particular emphasis on oral components in terminal examinations. Key policy texts, curriculum specifications, assessment guidelines, and examination reports will be purposively selected to trace both the stated aspirations and the historical evolution of oral assessment within the Irish context. A critical discourse analysis approach will be employed to interrogate how language, power, equity, and notions of competence are constructed within these texts, and to identify tensions between policy intent and assessment practice. This analysis will attend to shifts over time, highlighting moments of reform, resistance, or retrenchment in relation to oral assessment. The second strand extends this analysis to selected international contexts where oral examinations are embedded within first language assessment systems. Jurisdictions were chosen based on their established use of oral assessment in high-stakes settings and the availability of policy documentation. Using a comparable analytical framework, policy texts from these contexts were examined to identify underlying rationales, assessment purposes, and implementation models. This cross-national comparison will enable the identification of convergences and divergences in how oral assessment is positioned, legitimised, and operationalised across systems. The final strand critically examines the implications of GenAI for traditional assessment arrangements, drawing on recent scholarly literature, policy statements, and expert commentary. This analysis will explore how GenAI challenges existing conceptions of authorship, validity, and reliability in written assessments, and how these challenges potentially reframe the value of oral examinations. Integrating insights from the national and international policy analyses, this strand will consider the opportunities and constraints associated with expanding oral assessment in response to technological disruption. Together, these methodological approaches enable a critically informed exploration of the place, potential, and limitations of oral examinations in contemporary first language assessment policy. Conclusions, Expected Outcomes or Findings In jurisdictions such as Scotland, oral assessment forms an integral part of the final assessment arrangements for upper secondary students of English. However, the assessments are conducted internally and reported on as completed or not completed. In various Australian states such as Victoria and Queensland, oral examinations are conducted by teachers internally and form part of the final examination reporting. In Ireland, despite explicit references to examining the possibility of including oral assessment in Leaving Certificate English syllabus in 1998, no examination or inclusion was attempted. There is also a complicated history of oral assessment in the examination of the other national language, Irish. The inclusion of an oral examination as part of the revised specification for English may be seen as an acknowledgement of the value of oral communication skills however, the implementation of the specification has been postponed indefinitely while the challenges of implementation within an external examination system are explored byt the state bodies. The persistent and increasing challenges posed by GenAi to other forms of examination component, such as the pre-submission of project work, may be mitigated by the inclusion of oral examination. The research shows that the changing context of assessment and the shifting focus on developing student’s critical application of skills, may be well served by serious consideration of changing assessment practice to include oral components in terminal examinations beyond the testing of language proficiency. References Akimov, A., & Malin, M. (2020). When old becomes new: a case study of oral examination as an online assessment tool. Assessment and Evaluation in Higher Education, 45(8), 1205–1221. Baird, J., Hopfenbeck, T. N., Elwood, J., Caro, D., & Ahmed, A. (2014). Predictability in the Irish Leaving Certificate Predictability in the Irish Leaving Certificate (Number May 2015, pp. 1–111). University of Oxford and Queen’s University Belfast. Burke, O. (2021). A Historical Analysis of Senior Cycle State Examinations in the School Subject English from 1878-2016: A Longitudinal Study. (February). https://dspace.mic.ul.ie/handle/10395/2996 Burns, D., Devitt, A., McNamara, G., O’Hara, J., & Brown, M. (2018). Is it all memory recall? An empirical investigation of intellectual skill requirements in Leaving Certificate examination papers in Ireland. Irish Educational Studies, 37(3), 351–372. Corbin, T., Bearman, M., Boud, D., & Dawson, P. (2025). The wicked problem of AI and assessment. Assessment and Evaluation in Higher Education. Davis, M. H., & Karunathilake, I. (2005). The place of the oral examination in today’s assessment systems. In Medical Teacher (Vol. 27, Number 4, pp. 294–297). Department of Education. (2022). Minister Foley announces plan for reform of Senior Cycle education - Equity and Excellence for All. In Gov.ie. Department of Education. https://www.gov.ie/en/press-release/f7bf7-minister-foley-announces-plan-for-reform-of-senior-cycle-education-equity-and-excellence-for-all/ Department of Education and Science, & National Council for Curriculum and Assessment. (2025). Curriculum Specification for Leaving Certificate English. Fairclough, N. (2013). Critical discourse analysis and critical policy studies. Critical Policy Studies, 7(2), 177–197. Jones, R., & Spolsky, B. (1975). Testing Language Proficiency. Center for Applied Linguistics. Kizilcec, R. F., Huber, E., Papanastasiou, E. C., Cram, A., Makridis, C. A., Smolansky, A., Zeivots, S., & Raduescu, C. (2024). Perceived impact of generative AI on assessments: Comparing educator and student perspectives in Australia, Cyprus, and the United States. Computers and Education: Artificial Intelligence, 7. Tan, W. C. (2023). Purpose-driven oral examination: insights from doctoral viva examiners. Discover Education, 2(1). Theobold, A. S. (2021). Oral Exams: A More Meaningful Assessment of Students’ Understanding. Journal of Statistics and Data Science Education, 29(2), 156–159. Wagner, M., Porto, M., & Tsvetkova, N. (2022). The final oral examination. In The Experience of Examining the PhD: An International Comparative Study of Processes and Standards of Doctoral Examination (pp. 45–54). Taylor and Francis. Wodak, R. (2014). Critical Discourse Analysis. In C. Leung & B. V. Street (Eds.), The Routledge Companion to English Studies (pp. 302–316). Routledge. | ||