case study elementary education

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Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

• How can we limit food waste in the cafeteria?
• How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
• How can we improve school attendance?
• How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom: 

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

• The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
• Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
• The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
• The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

Center for Teaching

Case studies.

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Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. Various disciplines have employed case studies, including humanities, social sciences, sciences, engineering, law, business, and medicine. Good cases generally have the following features: they tell a good story, are recent, include dialogue, create empathy with the main characters, are relevant to the reader, serve a teaching function, require a dilemma to be solved, and have generality.

Instructors can create their own cases or can find cases that already exist. The following are some things to keep in mind when creating a case:

• What do you want students to learn from the discussion of the case?
• What do they already know that applies to the case?
• What are the issues that may be raised in discussion?
• How will the case and discussion be introduced?
• What preparation is expected of students? (Do they need to read the case ahead of time? Do research? Write anything?)
• What directions do you need to provide students regarding what they are supposed to do and accomplish?
• Do you need to divide students into groups or will they discuss as the whole class?
• Are you going to use role-playing or facilitators or record keepers? If so, how?
• What are the opening questions?
• How much time is needed for students to discuss the case?
• What concepts are to be applied/extracted during the discussion?
• How will you evaluate students?

To find other cases that already exist, try the following websites:

• The National Center for Case Study Teaching in Science , University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business
• A Journal of Teaching Cases in Public Administration and Public Policy , University of Washington

For more information:

• World Association for Case Method Research and Application

Book Review :  Teaching and the Case Method , 3rd ed., vols. 1 and 2, by Louis Barnes, C. Roland (Chris) Christensen, and Abby Hansen. Harvard Business School Press, 1994; 333 pp. (vol 1), 412 pp. (vol 2).

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Personalized-Learning Case Studies: Lessons From 3 Schools

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Personalized learning is hard.

That much is clear, based on the lessons emerging from a wide variety of new models being tested in schools across the country.

But what specific hurdles do schools and educators encounter when they try to customize instruction for each student? How are leaders in the personalized-learning field responding? Is it working?

To help other K-12 educators and policymakers consider such questions, Education Week cast a spotlight on three schools, each affiliated with a prominent personalized-learning model, and each wrestling with a common implementation challenge.

Training Teachers for a Radical Change

Belmont-Cragin Elementary School | Chicago

In Chicago, the Belmont-Cragin Elementary School embraced an intensive approach to professional development, but teachers’ road to implementing an entirely new instructional model turned out to be rocky. At The Urban Assembly Maker Academy in New York City, the focus has been on getting students to take responsibility for making their own way through the curriculum, which has required more hands-on direction from adults than originally anticipated. And in Fresno, Calif., the challenge has been meeting students who are academically behind where they are, while still pushing them towards graduation.

To close big achievement gaps between its students, Belmont-Cragin Elementary School in Chicago partnered with nonprofit LEAP Innovations in 2016-17 to boost its personalized learning practices. Key to the model is a six-month professional development regimen to prepare teachers for the new approach. But even with such a prolonged, intensive, and intentional agenda, Belmont-Cragin found that training teachers to put in place personalized-learning models remained a big challenge.

The school, which serves 585 students in pre-K through 8th grade, had huge gaps between students who were mastering grade-level content and students who were not. In one classroom, the gap ranged from the 70th percentile to the 7th percentile.

As part of its involvement in the LEAP Pilot Network, which pairs cohorts of schools with ed-tech companies and coaches, Principal Stacy Stewart rolled out new routines, guidelines, and procedures across the school and built in common planning time. But still, teachers “would stay in our own classrooms and focus on our own kids,” said Jannette Moya, a 4th-grade teacher. “We would share what we were doing virtually, then it would stop there.”

Teachers felt they needed more time in the day and follow-up training to do what they had been taught—but they were nervous about asking for help. At the same time, they were struggling to adjust to a new way of thinking about collaboration.

Stewart began having some teachers observe others during instructional time, with step-in assistance from student-teachers, followed by a question-and-answer session and the sharing of resources. And she encouraged cross-talk at weekly data-analysis meetings, whichresulted in one of the most significant shifts in the way the school educates its students.

Now, if Moya reports that some of her students are able to understand a literacy block at grade level in Spanish, but not in English, the special-education teacher can take them to his classroom for literacy lessons—no special-education status required.

“It helps us to service the kids more where their gaps are,” Moya said.

Meanwhile, data from Lexia, an adaptive ed-tech tool that supports literacy instruction, showed that teachers needed more guidance in recording interventions for struggling students. From Stewart’s dashboard, it looked like only 20 percent of struggling students were receiving additional small-group lessons. Teachers were taught to better differentiate between what was standard teaching, and what was above and beyond and worthy of documentation.

Stewart also brought in coaches from LEAP and Lexia throughout the school year for extra counsel—support that continues when needed.

“All of it is non-evaluative, and that’s the most important part,” Stewart said, meaning it won’t count against teachers in their evaluations. “These teachers believe in the work, but it’s not easy for them.”

In 2017-18, collaboration has grown stronger. Teachers often gather in one classroom during common planning times to swap ideas, and they regularly observe each other, regardless of grade level.

“We have grown to where we feel comfortable enough to ask for what we need, and now we’re working on next steps,” said Moya. “We need to have an open mind, to have the mindset that there’s still room to improve.”

Self-Paced Learning Twists and Turns

The Urban Assembly Maker Academy | New York City

When The Urban Assembly Maker Academy in New York City, one of a network of 21 small public schools focused on cutting-edge career and technical education, opened its doors in 2014-15 to only 9th graders, it gave students more responsibility than typically needed for organizing their time. As a result, more than 70 percent regularly waited until the last minute to start work on a project—then never turned it in.

“Kids show up in 9th grade used to every adult telling them exactly what to do and when to do it,” said Luke Bauer, principal of the school, which added one grade each year and now has 410 students in grades 9-12. “It’s not their fault. Being able to manage their time, set goals for themselves, and know how and when to get support can be tricky.”

The school, a recipient of a Carnegie Corporation Opportunity by Design grant, isn’t the only competency-based model to struggle with teaching students to effectively pace themselves.

One of the RAND Corporation’s recent studies found students at schools receiving Next Generation Learning Challenges grants for personalized-learning initiatives also failed to complete work at an acceptable pace. The report found the grading systems used were difficult to explain to parents and community members.

Bauer recalled experiencing those issues initially, which he said was “a little morale-killing for a new school.”

Andrew Calkins, the director of the learning challenges program, said students may struggle with pacing because for the first time they’re being asked to manage their own learning. “These are exactly the skills that students need to be developing today,” he said.

These days, more than 70 percent of students at The Urban Assembly Maker turn in their work on time. The turnaround is due mainly to a strong advisory program. Weekly check-ins called “self-awareness days” pose multiple questions to students, such as “Have you come across any challenges in your projects?” and “What resources could you use to figure out those challenges?”

Students also are given a checklist with key benchmarks and dates—for planning purposes only—to meet project deadlines.

Because an inconsistent number of standards required for mastery in different subjects led to confusion when students transferred to other schools, the school ultimately simplified its grading process and converted an overall rubric score to a traditional 0-100 scale.

As for difficulty explaining competency-based grading systems to parents, Josh Lapidus, a 9th-grade social studies teacher, said the barrier has been language that leans too academic.

The school is using a new program in 2017-18 called JumpRope, an interactive, standards-based platform school leaders believe more clearly articulates aggregate data that sum up student performance.

Lapidus advises other schools interested in adopting a self-paced approach to accept the iterative nature of steady—and sustainable—change.

“It’s not going to be a perfectly smooth transition,” he said. “Time spent developing good standards and good rubrics is time well spent.”

When Students Are Below Grade Level

Aspen Valley Prep Academy | Fresno, Calif.

To give some of its students a slice of independence, Fresno’s Aspen Valley Prep Academy wanted to provide 6th through 8th grades some flexibility to work on material of their own choosing. So the preK-8 school, where more than 80 percent of students qualify for a free or reduced-price lunch, began using Summit Learning’s personalized-learning software during the 2016-17 school year.

The platform, developed by California’s Summit Public Schools charter network, in partnership with engineers from social-networking giant Facebook, is one of the highest-profile personalized-learning technologies in the field.

But Aspen Valley Prep found that implementing the software wasn’t easy; with more than half of students who transfer into the school testing below grade level, there were roadblocks.

“The traditional system keeps pushing these kids through because of their age, yet they are never held accountable for learning what they haven’t learned,” said Hilary Witts, the director of Summit Learning at the Aspen Valley where she taught math and science to middle grades. “With so many gaps, they can’t access grade-level curriculum.”

Because the software platform is flexible, Witts inserted additional gap-filling learning resources so that students could go back several grade levels if necessary.

That had its challenges as well. English teacher Melani Harley recalled an 8th-grade student, frustrated and almost in tears, who loved to read but couldn’t pass a grade-level punctuation content assessment because he couldn’t distinguish between a noun and a verb. She gave him 6th- and 7th-grade content, but that wasn’t enough. She had to go back to a 4th-grade level—the grade, she eventually discovered, that he had failed despite being moved ahead with his class—to help him catch up.

Throughout the personalized-learning movement, there are signs that such pressures are getting in the way of giving students the types of choices Aspen Valley Prep aspires to. Recent studies by the RAND Corporation for example, have consistently found that students in personalized-learning schools report being given limited choice over the material they learn and the instructional approaches they receive. As part of the Summit Learning approach, Aspen Valley Prep assigns a mentor to each student. They meet one-on-one, at least once a week, to talk about assignments, goal setting and life skills.

“These meetings tend to become really personal,” said Harley.

As a result, staff said, the school has seen a cultural shift in the classroom in recent months.

“The students know where they’re at, they’re not embarrassed to know where they’re at, and they’re not embarrassed for other people to know where they’re at,” Witts said. “This program has totally revolutionalized their thought process.”

The hope is that will consistently lead to more students becoming more accountable for their own learning—while also getting more choice over what and how they learn.

Coverage of learning through integrated designs for school innovation is supported in part by a grant from the Carnegie Corporation of New York at www.carnegie.org . Education Week retains sole editorial control over the content of this coverage. A version of this article appeared in the November 08, 2017 edition of Education Week as Case Studies: Lessons From 3 Schools

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Using Case Studies to Teach

Why Use Cases?

Many students are more inductive than deductive reasoners, which means that they learn better from examples than from logical development starting with basic principles. The use of case studies can therefore be a very effective classroom technique.

Case studies are have long been used in business schools, law schools, medical schools and the social sciences, but they can be used in any discipline when instructors want students to explore how what they have learned applies to real world situations. Cases come in many formats, from a simple “What would you do in this situation?” question to a detailed description of a situation with accompanying data to analyze. Whether to use a simple scenario-type case or a complex detailed one depends on your course objectives.

Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. Requirements can range from a one-paragraph answer to a fully developed group action plan, proposal or decision.

Common Case Elements

Most “full-blown” cases have these common elements:

• A decision-maker who is grappling with some question or problem that needs to be solved.
• A description of the problem’s context (a law, an industry, a family).
• Supporting data, which can range from data tables to links to URLs, quoted statements or testimony, supporting documents, images, video, or audio.

Case assignments can be done individually or in teams so that the students can brainstorm solutions and share the work load.

The following discussion of this topic incorporates material presented by Robb Dixon of the School of Management and Rob Schadt of the School of Public Health at CEIT workshops. Professor Dixon also provided some written comments that the discussion incorporates.

Advantages to the use of case studies in class

A major advantage of teaching with case studies is that the students are actively engaged in figuring out the principles by abstracting from the examples. This develops their skills in:

• Problem solving
• Analytical tools, quantitative and/or qualitative, depending on the case
• Decision making in complex situations
• Coping with ambiguities

Guidelines for using case studies in class

In the most straightforward application, the presentation of the case study establishes a framework for analysis. It is helpful if the statement of the case provides enough information for the students to figure out solutions and then to identify how to apply those solutions in other similar situations. Instructors may choose to use several cases so that students can identify both the similarities and differences among the cases.

Depending on the course objectives, the instructor may encourage students to follow a systematic approach to their analysis.  For example:

• What is the issue?
• What is the goal of the analysis?
• What is the context of the problem?
• What key facts should be considered?
• What alternatives are available to the decision-maker?
• What would you recommend — and why?

An innovative approach to case analysis might be to have students  role-play the part of the people involved in the case. This not only actively engages students, but forces them to really understand the perspectives of the case characters. Videos or even field trips showing the venue in which the case is situated can help students to visualize the situation that they need to analyze.

Accompanying Readings

Case studies can be especially effective if they are paired with a reading assignment that introduces or explains a concept or analytical method that applies to the case. The amount of emphasis placed on the use of the reading during the case discussion depends on the complexity of the concept or method. If it is straightforward, the focus of the discussion can be placed on the use of the analytical results. If the method is more complex, the instructor may need to walk students through its application and the interpretation of the results.

Leading the Case Discussion and Evaluating Performance

Decision cases are more interesting than descriptive ones. In order to start the discussion in class, the instructor can start with an easy, noncontroversial question that all the students should be able to answer readily. However, some of the best case discussions start by forcing the students to take a stand. Some instructors will ask a student to do a formal “open” of the case, outlining his or her entire analysis.  Others may choose to guide discussion with questions that move students from problem identification to solutions.  A skilled instructor steers questions and discussion to keep the class on track and moving at a reasonable pace.

In order to motivate the students to complete the assignment before class as well as to stimulate attentiveness during the class, the instructor should grade the participation—quantity and especially quality—during the discussion of the case. This might be a simple check, check-plus, check-minus or zero. The instructor should involve as many students as possible. In order to engage all the students, the instructor can divide them into groups, give each group several minutes to discuss how to answer a question related to the case, and then ask a randomly selected person in each group to present the group’s answer and reasoning. Random selection can be accomplished through rolling of dice, shuffled index cards, each with one student’s name, a spinning wheel, etc.

Tips on the Penn State U. website: https://sites.psu.edu/pedagogicalpractices/case-studies/

If you are interested in using this technique in a science course, there is a good website on use of case studies in the sciences at the National Science Teaching Association.

DigitalCommons@University of Nebraska - Lincoln

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College of education and human sciences: dissertations, theses, and student research, excellent teaching: a collective case study of outstanding elementary mathematics teachers' teaching of mathematics.

Michael J. Gay , University of Nebraska-Lincoln Follow

Date of this Version

Document type.

A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies (Teaching, Curriculum and Learning), Under the Supervision of Professor L. James Walter. Lincoln, Nebraska: August, 2012

Copyright (c) 2012 Michael J. Gay

This qualitative collective case study explored the mathematical teaching of three excellent elementary teachers who were nominated by experts in mathematics and mathematics educational organizations, agencies and universities. I examined what excellent elementary mathematics teachers know and do in their practice of teaching. The study depicts detailed verbatim interactions between the teachers and students during actual teaching episodes to give the reader naturalistic examples of the explanation patterns and questioning strategies that these excellent teachers used to further students’ understandings of mathematical concepts and procedures. Analyses of the pedagogical strategies, including the interactive exploratory problem solving format these teachers used, and explanations for those decisions from the teacher and the researcher are included. The teachers were studied individually and collectively in an exploration of what excellent elementary mathematics teaching is through the lens of excellent teachers’ teaching practices in their classrooms and then compared with research literature.

The findings show examples of how these teachers enhanced their students’ experiences with mathematics and identified six dimensions of excellent teaching. These teachers enabled students to become active agents of their own learning and showed how to allow students to construct their own understandings without telling them what to think or do. They empowered students by accepting them as capable thinkers who can reason and provide proof for that reasoning in early schooling experiences. These teachers encouraged students to develop and showcase their own thinking and non-routine algorithm discoveries to their peers showing multiple pathways to problem solutions and how they relate to mathematical ideas. Student Understanding of mathematics was described in examples of classroom episodes. The complexity of the teaching and learning of mathematics is explored finding unique interdependent and interwoven relationships between mathematical concepts and procedures. It was found that these teachers used cognitive approaches to mathematics teaching and taught their students based on what the students currently understood.

Advisor: L. James Walter

Since November 21, 2012

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ORIGINAL RESEARCH article

Children’s learning for sustainability in social studies education: a case study from taiwanese elementary school.

• Minghsin University of Science and Technology, Hsinchu, Taiwan

Introduction: The primary aim of social studies education is to convey knowledge about cultural and social systems while fostering inquiry, participation, practice, reflection, and innovation. Social studies education plays a pivotal role in raising awareness about various ethnic groups, societies, localities, countries, and the world at large. Furthermore, it instills in students a sense of responsibility, leading them to embrace diversity, value human rights, and promote global sustainability. The current elementary social studies curriculum in Taiwan strongly aligns with these principles and is a vehicle for sustainable development in society.

Methods: The researcher used qualitative research methods and adopted a case study design to review the pedagogical design of the elementary social studies curriculum in Taiwan as a means of sustainability education and enriching children’s cultural learning in the context of sustainability. Children’s learning related to sustainability in an elementary school was investigated, and a social studies teaching design was developed. Finally, the developed teaching approach was implemented in a classroom setting.

Results and discussion: The study yielded the following findings: (1) The social studies curriculum development in Taiwan is connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking. (2) This social studies curriculum adopts a child-centered and problem-oriented approach and integrates students’ interests and the local environment into the learning process. (3) It effectively enhances students’ sustainability-related competencies and skills. These findings offer valuable insights for teachers and can enable them to shape the direction of their social studies courses and cultivate children’s concept of sustainable development for their living environment.

1 Introduction

In Taiwan, the Curriculum Guidelines of the 12-Year Basic Education introduced herein adopt the vision of developing talent in every student—nurture by nature, and promoting life-long learning. In addition, the guidelines cater to the specific needs of all individuals, take into account the diverse cultures and differences between ethnic groups, and pay attention to socially vulnerable groups. The goal is to provide adequate education that elicits students’ enjoyment and confidence in learning. This facilitates raising students’ thirst for learning and courage to innovate creation, prompting them to fulfill their civic responsibilities and develop the wisdom for symbioses, and helping them engage in lifelong learning and develop excellent social adaptability. Accordingly, the vision of a more prosperous society with higher quality of life among individuals can be achieved ( Ministry of Education, 2014 ; Wang and Shih, 2022 ).

Seeking the “common good” in curriculum development can improve quality of life by promoting harmony and wellbeing. A curriculum based on seeking the common good can encourage students to care for others, participate in activities, protect for the natural environment, self-reflect, and develop sustainable practices for the society ( Ministry of Education, 2014 ). The goal of social studies education is to transmit knowledge of cultural and social systems and cultivate inquiry, participation, practice, reflection, and innovation. Social studies education promotes seeking the common good and instills social practices in students. Social studies education raises awareness of ethnic groups, societies, localities, countries, and the world and imbues students with a sense of responsibility, enabling them to recognize diversity, value human rights, and promote global sustainability ( Ministry of Education, 2018 ). Taiwan’s current elementary social studies curriculum promotes these aforementioned principles, all of which relate to sustainable development for our society.

This study conducted a comprehensive review of the elementary social studies curriculum in Taiwan, focusing on its role as a platform for sustainability education and its fostering of children’s cultural learning related to sustainability. The design of a cultural course centered on the town of Beigang was employed as an example; the aim of such a course is to ensure that children are proactive, engage with their environment, and ultimately seek the common good in society in Taiwan.

2 Theoretical perspective: the Curriculum Guidelines for 12-Year Basic Education: general guidelines

Taiwan’s 12-Year Basic Education was first implemented in August 2014, and the Ministry of Education announced the Curriculum Guidelines for 12-Year Basic Education: general guidelines in November 2014. The New Curriculum reflects the idea that the 12-year basic education curriculum guidelines should be based on the principle of holistic education, incorporating the ideas of “taking initiative,” “engaging in interaction,” and “seeking the common good” ( Ministry of Education, 2014 ; Shih et al., 2020 ; Wang and Shih, 2022 ). The idea of Curriculum Guidelines for 12-Year Basic Education: general guidelines is illustrated in Figure 1 .

Figure 1. The idea of Curriculum Guidelines for 12-Year Basic Education: general guidelines (source: Ministry of Education, 2014 ).

The Curriculum Guidelines of the 12-Year Basic Education was developed based on the spirit of holistic education, adopting the concepts of taking initiative, engaging in interaction, and seeking the common good to encourage students to become spontaneous and motivated learners. The curriculum also urges that schools be active in encouraging students to become motivated and passionate learners, leading students to appropriately develop the ability to interact with themselves, others, society, and nature. Schools should assist students in applying their learned knowledge, experiencing the meaning of life, and developing the willingness to become engaged in sustainable development of society, nature, and culture, facilitating the attainment of reciprocity and the common good in their society.

The theoretical perspective of this study is based on the concept of the Curriculum Guidelines for 12-Year Basic Education: general guidelines, including the concepts of taking initiative, engaging in interaction, and seeking the common good. The concepts of taking initiative, engaging in interaction, and seeking the common good for philosophical foundation of the curriculum in Taiwan. Based on the above-mentioned educational concepts, the cultural curriculum of Beigang is designed. Children can proactively protect Taiwan’s cultural and natural heritage and the cultural landscape that embodies the collective memory and history of the people on the land in the future. Seeking the common good for people in Taiwan.

2.1 The practice of the new curriculum is based on “core competency”

The practice of the New Curriculum is based on “core competency” as its main axis and consists of three dimensions: “autonomous action,” “communication and interaction,” and “social participation” ( Ministry of Education, 2014 ). In August 2019, the New Curriculum was formally implemented in Taiwan’s education system.

To implement the ideas and goals of 12-Year Basic Education, core competencies are used as the basis of curriculum development to ensure continuity between educational stages, bridging between domains, and integration between subjects. Core competencies are primarily adopted in the general domains and subjects of elementary school ( Ministry of Education, 2014 ).

The Meaning of “core competency” in social studies refers to the knowledge, ability, and attitude that students should possess for everyday life and challenges. When students face uncertain or complex situations, they can apply their subject knowledge through thinking and exploration, situational analysis, and questions or hypotheses. Ultimately, students can apply comprehensive learning strategies that are suitable for solving problems in their everyday life ( Ministry of Education, 2014 , 2018 ).

2.2 The goals in social studies

The curriculum outline for social studies (hereinafter, “Social Studies Outline”) is rooted in “maximizing students’ talent” and developing lifelong learning, as described by the Curriculum Guidelines of 12-Year Basic Education. According to the general outline, humanities and social sciences are core subjects that should be taught step by step. The curriculum mainly focuses on interests and inquiry regarding the three subjects of history, geography, and civics and society. The curriculum has the following goals ( Ministry of Education, 2014 , 2018 ):

Consider the diverse backgrounds and life experiences of students (e.g., culture, ethnicity, physical location, gender, and physical and mental characteristics) and promote career exploration and development to establish an independent learning space ( Ministry of Education, 2018 ).

Consider the regional, ethnic, and school characteristics for curriculum development ( Ministry of Education, 2018 ).

Establish vertical and horizontal integration within the studies through the following strategies ( Ministry of Education, 2018 ):

Have studies/subjects at each educational stage be guided by civic literacy and the themes of exploration and practical activities that provide space for collaboration on various subjects and issues in the social studies ( Ministry of Education, 2018 ).

Prioritize real-world experience, accounting for the development of knowledge, positive attitudes, and practical skills for subjects at each learning stage ( Ministry of Education, 2018 ).

Divide the learning content in a meaningful way that avoids unnecessary repetition because of the sequential development of learning stages and the need for complementary cooperation among subjects in the social studies ( Ministry of Education, 2018 ).

Strengthen the vertical connection among elementary schools, junior high schools, and senior high schools and account for the horizontal connections between the characteristics of senior high schools, in accordance with the common principles of basic education ( Ministry of Education, 2018 ).

2.3 Course objectives of social studies

To teach the civic literacy that students require for their future and careers in the social studies curriculum. The goals of the curriculum are as follows ( Ministry of Education, 2018 ):

Develop an understanding of each subject and the qualities of self-discipline, autonomy, self-improvement, and self- realization ( Ministry of Education, 2018 ).

Improve the quality of independent thinking, value judgments, rational decision-making, and innovation ( Ministry of Education, 2018 ).

Develop the civic practices required in a democratic society, such as communication and social interaction, teamwork, problem- solving, and social participation ( Ministry of Education, 2018 ).

Enhance the exploration and knowledge of history, geography, and civics, and other social disciplines ( Ministry of Education, 2018 ).

Develop the ability to perform interdisciplinary analysis, speculate, integrate concepts, evaluate problems, and provide constructive criticism ( Ministry of Education, 2018 ).

Cultivate awareness of ethnic groups, societies, localities, countries, and the world and instill a sense of responsibility that includes the recognition of diversity, value of human rights, and concern for global sustainability ( Ministry of Education, 2018 ).

2.4 Key learning connotation of social studies

The key learning connotations include learning performance and learning content, both of which provide a framework for curriculum design, teaching material development, textbook review, and learning assessment. Learning performance and learning content can have various correspondences. At this learning stage, these aspects can be flexibly combined according to the characteristics of the social studies ( Ministry of Education, 2018 ).

2.4.1 Learning performance

Learning performance in the social studies is based on cognitive processes, affective attitudes, and practical skills. Learning performance comprises a common framework of understanding and speculation, attitudes and values, and practice and participation, which can be adjusted according to the educational stage and subject ( Ministry of Education, 2018 ).

2.4.2 Learning content

Learning content emphasizes the knowledge connotations of the studies/subject. The social studies curriculum outlines the basic learning content for each stage and subject and prioritizes vertical coherence between stages to avoid unnecessary repetition. Teachers, schools, local governments, and publishing houses can make adjustments after integrating learning content and performance according to their needs to promote effective teaching and adaptive learning ( Ministry of Education, 2018 ).

2.5 Relationship between the general outline and the social studies outline

The relationship between the general outline and social studies outline is presented in Figure 2 .

Figure 2. The relationship between the general outline and social studies outline (source: Ministry of Education, 2014 , 2018 ; Chan, 2020 ).

The general outline shares three aspects with the social studies outline. First, key learning connotations include both learning performance and learning content. Second, learning performance is based on understanding and speculation, attitudes and values, and practice and participation. Finally, the learning content is aimed at teaching students about interaction and association; difference and diversity; change, cause, and effect; and choice and responsibility ( Ministry of Education, 2018 ).

2.6 Concrete connotations of core competencies in elementary social studies

The concept of core competencies in 12-Year Basic Education emphasizes lifelong learning. These competences are divided into three broad dimensions, namely, autonomous action, communication and interaction, and social participation. Each dimension involves three items. Specifically, spontaneity entails physical and mental wellness and self-advancement; logical thinking and problem solving; and planning, execution, innovation and adaptation. Communication and interaction entails semiotics and expression; information and technology literacy and media literacy; and artistic appreciation and aesthetic literacy. Finally, social participation entails moral praxis and citizenship; interpersonal relationships and teamwork; and cultural and global understanding ( Ministry of Education, 2014 ).

The concrete connotations of the core competencies in social studies listed in Table 1 .

Table 1. Concrete connotations of core competencies in social studies.

2.7 Considering this local study is of global importance–Sustainable Development Goals and teaching design for children’s cultural learning for sustainability

Sustainability is a much debated concept. Environmental sustainability refers to the responsible and balanced management of natural resources and ecosystems to ensure their long-term health and resilience while meeting the needs of current and future generations ( James, 2024 ; Malin et al., 2024 ).

In 1962, the American biologist Rachel Carson published the book Silent Spring, which revealed the dangers of DDT pesticides in times of rapid industrial development. In 1970, the United States became the first country to establish laws regarding environmental education. Over the following 10 years, United Nations (UN) conferences focused on the environment and sustainability. The purpose of environmental education is not only to solve environmental problems but also to emphasize intergenerational justice as the core of sustainable development ( Yeh, 2017 ; Chen, 2023 ; Feng, 2023 ).

In 1987, the UN World Commission on Environment and Development published the Brundtland Report, also known as Our Common Future, which defined sustainable development as “development that meets the needs of the present generation without jeopardizing the ability of the next generation to meet their needs.” The Brundtland Report highlighted the necessity of sustainable development to balance the economy, society, and the environment and sparked many initiatives promoting education on sustainable development. For example, the UN’s decade of education for sustainable development (2005–2014) plan proposed taking action through education to instill skills of critical thinking, communication, coordination, and conflict resolution in students. Moreover, the plan emphasized the goal of educating global citizens who can respect the lives and cultures of others ( Yeh, 2017 ; Chen, 2023 ; Feng, 2023 ).

The term “sustainability” is known to be a solution to environmental and social problems. Sustainability is defined as “meeting the needs of the present without compromising the ability of future generations to meet their own needs.” It emphasizes “social, economic and environmental sustainability and the interaction of these three elements” ( Huang and Cheng, 2022 ). In education, education for sustainable development is a term used by the United Nations and is defined as education that encourages changes in knowledge, skills, values, and attitudes to enable a more sustainable and just society for all ( Zhang et al., 2023 ).

Education for sustainable development (ESD) is UNESCO’s education sector response to the urgent and dramatic challenges the planet faces. In 2015, the “2030 Agenda for Sustainable Development” and Sustainable Development Goals (SDGs) were passed by the UN Assembly, 195 nations agreed with the UN that they can change the world for the better. This will be accomplished by bringing together their respective governments, businesses, media, institutions of higher education, and local NGOs to improve the lives of the people in their country by the year 2030. The Global Challenge for Government Transparency: The Sustainable Development Goals (SDGs) 2030 Agenda. Here’s the 2030 Agenda: (1) eliminate poverty; (2) erase hunger; (3) establish good health and wellbeing; (4) provide quality education; (5) enforce gender equality; (6) improve clean water and sanitation; (7) grow affordable and clean energy; (8) create decent work and economic growth; (9) increase industry, innovation, and infrastructure; (10) reduce inequality; (11) mobilize sustainable cities and communities; (12) influence responsible consumption and production; (13) organize climate action; (14) develop life below water; (15) advance life on land; (16) guarantee peace, justice, and strong institutions; (17) build partnerships for the goal ( Yeh, 2017 ; New Jersey Minority Educational Development, 2023 ; UNESCO, 2023 ).

The Sustainable Development Goals (SDGs) are a widely accepted framework for promoting sustainable development. SDG4 goal 4.7 pursues the “sustainability” of education to promote sustainable development for country ( Sánchez-Carracedo et al., 2021 ). SDG11 pursues “sustainable cities and communities” in efforts to make them inclusive, safe, and resilient. SDG 11.4 protects countries’ cultural and natural heritage and the cultural landscape that embodies the collective memory and history of the people on the land.

This study designed teaching activities aimed at helping children to understand, visit, see, and care for Beigang; actively protect Taiwan’s culture and heritage; and respect the people’s collective memory and history. It is hoped that such teaching practice can inspire children to care about their living environment and promote the sustainable development of their living environment. This local study is of global importance. The discussion draws meaningful connections with other research studies ( Farhana et al., 2017 ; Huang and Cheng, 2022 ).

3 Proposed teaching design for children’s cultural learning for sustainability at elementary school in Taiwan

Beigang’s Township, formerly known as “Ponkan (笨港),” is in the southwest of Yunlin County, Taiwan. Beigang is a small town with a rich history; it is a center of Mazu belief, one of the three major towns in Yunlin, and the gateway to the Yunlin coast. Beigang is also the political and economic center of Yunlin and is a key town for transportation, sightseeing, culture, medical care, and education. The old street features several historic sites that have a long and prosperous history.

3.1 The proposed course design has the following goals

Strengthen children’s understanding and connection with Beigang’s history and culture.

Teach children about Beigang’s cultural characteristics.

Enable children to identify with their hometown-Beigang.

Assist children with applying knowledge in practical situations.

Children will be taught Beigang’s local characteristics through the proposed course design, which can promote the public welfare. The proposed course design also applies the concepts of “taking initiative,” “engaging in interaction,” and “seeking the common good” from the Curriculum Guidelines of 12-year Basic Education and develops courses that cultivate students’ educational competencies.

This course considered the regional, ethnic, and school characteristics for curriculum development, and prioritize real-world experience. This course improved the quality of independent thinking, value judgments, rational decision-making, innovation, and social participation ( Ministry of Education, 2018 ). Enhance the exploration and knowledge of history, and geography. Cultivate children’s awareness of ethnic groups, societies, localities, countries, and the world and instill a sense of responsibility that includes the recognition of diversity, value of human rights, and concern for global sustainability ( Ministry of Education, 2018 ; Shih, 2020 ).

3.2 Tips for designing teaching activities

Lesson plan structure: understand Beigang, visit Beigang, see Beigang, care Beigang.

Analysis on teacher preparation and materials: hold a meeting to discuss incorporating the key points into each subject.

Student preparation: help students develop the ability to discuss, think critically, and brainstorm ideas during the course.

3.3 Teaching process

Phase 1: Getting to understand Beigang.

Phase 2: Visiting Beigang. Combine off-campus teaching and tours of historical sites.

Phase 3: Seeing Beigang. Introduce the geography and natural scenery of Beigang.

Phase 4: Caring for Beigang. Introduce the beauty and future of Beigang.

3.4 Core competency questions, major domain, and subdomains

The researcher first considered questions on core competencies and then considered questions regarding the major domain and subdomains. The major domain was social studies, and the subdomains were integrative activities, language arts, and arts. The core competency questions were as follows:

(1) How much do you know Beigang?

(2) How has Beigang affected your life?

(3) What are the elements of an explanatory text?

(4) How can an attractive postcard from Beigang be designed?

(5) How can students contribute to Beigang’s public welfare?

The core competency questions, major domain, and subdomains are presented in Figure 3 .

Figure 3. The core competency questions, major domain, and subdomains (source: developed in this study).

4 Research method

4.1 documentary analysis method.

This study employed the documentary analysis method, which involves the use of documents as the primary data source. Documentary analysis is a qualitative research approach in which the researcher interprets documents to derive meaningful insights on a particular topic ( Wang and Shih, 2022 , 2023 ). In this study, the researcher applied the documentary analysis method to analyze issues related to social studies education in Taiwan’s elementary schools. Additionally, the principle of the curriculum outline for social studies was analyzed. Finally, the researcher used analytical and interpretive skills to establish connections with the objectives of the United Nations’ SDGs.

4.2 Case study

Qualitative case studies enable researchers to investigate complex phenomena by identifying relevant factors and observing their interaction. Case studies involve diverse methods of data collection—such as observation, interviews, surveys, and document analysis—along with comprehensive descriptions provided by the study participants ( Shih, 2022 ). In the present study, data were collected through semistructured interviews that followed a predefined outline. The interviewees were both teachers and students, and they shared their perspectives and insights regarding the social studies curriculum.

4.3 Elementary school selected for the case study

The elementary school featured in this case study is located in Yunlin County, Taiwan, and was established in 1927. The school is guided by a set of educational principles that revolve around a humanistic spirit, diverse and dynamic teaching management, the fostering of warm teacher–student friendships, and the promotion of a vibrant and wholesome childhood experience for its students.

4.4 Data collection

The primary data source in this study was interview transcripts, and the collected data were systematically coded using self-developed categories. The researcher visited the elementary school to conduct semistructured interviews with the teacher and students on 16 June 2023. All the interviewees had been actively involved in the planning and design of the social studies course. During the interviews, the interviewees freely expressed their opinions regarding the course. Prior to their participation, the interviewees were informed about the study’s objectives, and they provided their informed consent. Consent letters and interview outlines were shared with the interviewees, including the teachers and the students’ parents ( Shih, 2022 ). Each interview session lasted approximately 1 h. The demographic details of the interviewees are presented in Tables 2 – 4 outlines the interview coding method.

Table 2. Coordinator of the social studies curriculum.

Table 3. Participants of the social studies curriculum.

Table 4. Interview codes.

The codes correspond to the interviewees and dates. For example, “Coordinator interview, A20190612” corresponds to the interview with the elementary school teacher who serves as the coordinator of the social studies program; this interview was conducted on 16 June 2023. “Student interview 1, A20230616” corresponds to the interview with student 1, a participant, conducted on 16 June 2023.

4.5 Course design: Beigang

4.5.1 tiâu-thian kiong (朝天宮).

Tiângthian esign, which locals call má tsóo king (媽祖宮), is the most famous landmark in Beigang Township ( Figure 4 ). Established in 1694 AD during the Kangxi period of the Qing dynasty. Tiownship. Estab serves as the main temple for more than 300 Mazu temples across the country. The Tiemples across is dedicated to many gods, such as Mazu and Guanyin. The beam frames and wood carvings in the temple were all created by famous craftsmen. The stone statues of the Dragon Kings of the Four Seas perched along the stone railings outside the temple exemplify the religious and artistic masterpieces of the temple. The Tie frames and welcomes worshippers throughout the year. The liveliest times to visit are during the Lantern Festival on the 15th day of the first month of the lunar calendar and Mazu’s birthday on March 23. Mazu’s birthday, visitors come to Beigang from across the world, and the entire city is shrouded in a festive atmosphere.

Figure 4. Beigang Tiâu-thian Kiong.

4.5.2 Beigang Daughter Bridge (北港女兒橋)

The Beigang Daughter Bridge was constructed from Taiwan’s oldest iron bridge, the Beigang–Fuxing Iron Bridge ( Figure 5 ). The small train that once operated over the bridge is no longer in service; however, the dragon-shaped bridge has become a hotspot for photos and social media check-ins. In the evenings, people can enjoy the sunset while walking over the Beigang River Head.

Figure 5. Beigang Daughter Bridge.

4.5.3 Beigang Cultural Center (北港文化中心)

To learn more about Mazu rituals, a visit to the Beigang Cultural Center is a must. The center describes the process of circumambulation and the roles of participants in the ritual, such as the leader of the procession (bao ma zai) (報馬仔), costume makers (zhuang yi tuan) (莊儀團) and ritual band (kai lu gu) (開路鼓). The cultural center hosts many other temporary exhibitions.

4.5.4 Beigang Starbucks (北港星巴克)

The first Starbucks store in Beigang is on Huanan Road (Provincial Highway 19), the main road entering and leaving Beigang ( Figure 6 ). The architecture of the store reflects the religious characteristics of the town; religious imagery is present from the exterior and interior walls to the grille ceiling. Through the simple reddish-brown tones that resemble temple interiors, the pious, solemn architectural style exudes history and local sentiment.

Figure 6. Beigang Starbucks.

4.5.5 Beigang Old Street (北港老街)

Beigang Old Street, located south of Tiâu-thian Kiong, has local flair ( Figure 7 ). Baroque buildings line both sides of the street, and the shops sell local treats and produce that are popular among tourists. Pilgrimage groups from across Taiwan are a common sight. The street is lively, and the atmosphere is truly unique and worth experiencing.

Figure 7. Beigang Old Street.

4.6 Limitation

This research is a case study, and this curriculum is only implemented in one school in Taiwan, so the validity of extrapolation to other case schools will be limited.

5.1 Curriculum development connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking

The social studies curriculum is intricately connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking. The approach employed in the curriculum aims to enable children to not only connect with their own country and culture but also embrace the role of being a global citizen ( Ministry of Education, 2018 ). Student 2 stated the following:

Beigang Old Street (北港老街) is so vibrant and filled with people. I like Beigang Old Street. I see many ancient buildings on the street, and I feel a need to protect them (Student interview 2, C20230616).

Student 4 expressed the following:

I like Tiâu-thian Kiong (朝天宮). My grandma used to take me to worship there. She has passed away. Whenever I visit Tiâu-thian Kiong, I miss my grandma. For me, Tiâu-thian Kiong symbolizes my grandma (Student interview 4, D20230616).

5.2 Child-centered and problem-oriented curriculum that integrates students’ interests and the local environment into the learning process

This social studies curriculum is designed to be child-centered and problem-oriented and to integrate students’ interests and the local environment into the learning process. This approach equips students with the skills to observe, investigate, collect data, create diagrams and thematic maps, write reports, inquire, and acquire other practical competencies ( Ministry of Education, 2018 ). Therefore, teachers must adopt a competency-oriented curriculum design and teaching approach. To illustrate competency-oriented curriculum design and teaching, Fan (2016) introduced a concept map containing four interconnected circles ( Figure 3 ). Competency-oriented curricula and teaching seamlessly integrate knowledge, skills, and attitudes, emphasizing that learning should not be solely centered on knowledge acquisition. Additionally, learning should be situational and contextualized, and the learning content should include appropriate real-life experiences, events, situations, and contexts. Furthermore, curriculum planning and teaching must combine learning content with scientific inquiry, placing substantial emphasis on learning processes, strategies, and methods. This approach can help cultivate self-learning and life-long learning. Finally, classroom activities should give students opportunities to apply their knowledge and develop transferrable skills that can be effectively employed in real-world scenarios ( Fan, 2016 ). The concept map of competency-oriented curricula and teaching in social studies is displayed in Figure 8 .

Figure 8. The concept map of competency-oriented curricula and teaching in social studies (source: Fan, 2016 ).

The aim of the design of the course investigated in this study was to synthesize children’s knowledge, skills, and attitudes and to emphasize the importance of situational teaching, contextualized learning, and the practical application of knowledge. The cultural course enables students visiting Beigang to learn about the town’s cultural landscape, interact and communicate with people, and participate in sustainable development in their hometown. Through this educational experience, children can learn how to be sensitive, caring, introspective, and respectful toward their hometown and contribute to the creation of a better living environment. The course fosters children’s cultural learning to the benefit of the sustainability of their hometown.

The teacher asked the following questions:

Let’s review Beigang again.

Where are you from?

Do you love your hometown?

How can you contribute to the sustainable development of your hometown?

Student 5 stated the following:

I love my hometown, Beigang. I want to keep Beigang beautiful forever (Student interview 5, E20230616).

Student 6 expressed the following:

I love Beigang, my hometown. I’m going to the Beigang Sports Park to help plant trees so that there will be more and more trees. Then, the air in Beigang will get better and better, and the people living in Beigang will become healthier (Student interview 6, F20230616).

Student 7 stated the following:

I love my hometown, Beigang. I’m going to the Beigang Fruit and Vegetable Market to help remove trash. I want Beigang to become cleaner (Student interview 7, G20230616).

5.3 Improving students’ competencies and skills in the context of sustainability

The pursuit of sustainable development, in alignment with the United Nations’ SDGs, is a top priority in both the internal and external policies of the Union. As acknowledged by the UN 2030 Agenda, a commitment to sustainable development is reflected through the endorsement of 17 universal SDGs and related targets. These goals aim to strike a balance across all dimensions of sustainable growth, such as economic, environmental, and social considerations ( Fleaca et al., 2023 ).

Education on sustainability should be capable of cultivating the mindset and skills to meet the complex sustainability challenges faced in the 21st century. The critical roles of teachers in this context were thoroughly analyzed in this study, and the findings underscore the importance of teachers in cultivating students’ sustainability competencies and skills ( Chatpinyakoop et al., 2022 ; Fleaca et al., 2023 ). Therefore, the design of the social studies course aims to foster the development of students’ sustainability competencies and skills in the context of sustainability.

The teacher gave the following description:

“Course design: Beigang” increases the awareness of the changes in students’ social, natural, and human environments. Moreover, it equips students to be able to pay attention to everyday problems and the effects of these problems on their lives as well as to consider possible solutions. For example, the Beigang Daughter Bridge (北港女兒橋) was constructed from Taiwan’s oldest iron bridge, the Beigang–Fuxing Iron Bridge. The small train that once operated over the bridge is no longer in service; however, the dragon-shaped bridge has become a hotspot for photos and social media check-ins. The original old railway has been redesigned and become a new tourist attraction. The teacher described the transformation of the bridge, and the students experienced the renewal of the bridge and pledged to take good care of it (Coordinator interview, A20230616).

Student 1 stated the following:

I like Matsu. Matsu blesses those who live in Beigang. I want to protect Tiâu-thian Kiong (朝天宮). Mazu lives in Tiâu-thian Kiong, and if Tiâu-thian Kiong were to be destroyed, Matsu would have nowhere to live (Student interview 1, A20230616).

Student 3 expressed the following:

Beigang Old Street (北港老街) is so vibrant and filled with people. I like Beigang Old Street. I see many ancient buildings on the street, and I feel a need to protect them (Student interview 3, C20230616).

6 Discussion

6.1 a social studies curriculum should adapt to social problems and focus on students’ life experiences, and cultivate caring in students in curriculum.

Children are surrounded by many influential role models in society—for example, parents, siblings, teachers, friends, and TV characters—and their learning occurs through being explicitly taught by others, through direct observation, and through participation in activities. These are students’ life experiences ( Farhana et al., 2017 ; Ye and Shih, 2021 ). A social studies curriculum should adapt to social problems and focus on students’ life experiences, and cultivate caring in students in curriculum. After all, children learn to care for those around them through life experiences ( Hung et al., 2021 ; Shih et al., 2022 ; Shih, 2024 ).

6.2 This curriculum overcomes the shortcomings of knowledge-based learning

Teachers and students often spend excessive time mastering and memorizing content. Moreover, previous curricula were bloated and failed to instill in students the key skills and core literacies required to face a changing world. Therefore, the 12-Year Basic Education Curriculum focuses on literacy, is based on both learning content and learning performance, emphasizes active inquiry and practice, and hopes to prevent excessive memorization. Therefore, this curriculum overcomes the shortcomings of knowledge-based learning by providing a high-quality educational experience, and campus sustainability ( Ministry of Education, 2014 , 2018 , 2019 ; Hung et al., 2020 ; Washington-Ottombre, 2024 ).

6.3 Select appropriate themes, and at least one inquiry activity should be designed for each unit

In order to implement and link up the exploration and practice courses that are valued at the junior and senior high school stages, the key points of implementation in the new curriculum in the social studies are to standardize the “compilation and selection of textbooks for elementary schools or the compilation of textbooks for textbooks and the design of integrated curriculum in fields.” In addition to selecting appropriate themes to develop comprehensive teaching materials, at least “one inquiry activity should be designed for each unit, and each semester should integrate the content learned in the semester, and at least one theme inquiry and practice unit should be planned.” Therefore, at the elementary school site, different from traditional teaching methods and habits, guide students to explore and practice in the social field, and then cultivate children’s core literacy ( Ministry of Education, 2014 ; Yu, 2023 ).

7 Conclusion and implication

7.1 conclusion.

The findings of this study were as follows: (1) The social studies curriculum development in Taiwan is connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking. (2) This social studies curriculum adopts a child-centered and problem-oriented approach and integrates students’ interests and the local environment into the learning process. (3) It effectively enhances students’ sustainability-related competencies and skills.

These findings offer valuable insights for teachers and can enable them to shape the direction of their social studies courses and cultivate children’s concept of sustainable development. In addition, the sustainability competences are systems thinking competence, futures thinking competence, values thinking competence, collaboration competence and action-oriented competence ( Marjo and Ratinen, 2024 ). In values thinking competence, this study effectively enhances students’ sustainability-related competencies and skills. The existing sustainability competencies’ frameworks are linked to social studies curriculum and the learning outcomes that were sought in this case study.

In the end, ensuring a fair and decent livelihood for all people, regenerating nature and enabling biodiversity to thrive, have never been more important for sustainable development ( Bianchi et al., 2022 ). In addition, hundreds of sustainability programs have emerged at schools around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students ( Brundiers et al., 2021 ). In this study, Taiwanese children can protect cultural and natural heritage and the cultural landscape that embodies the collective memory and history of the people on the land in the sustainable future.

7.2 Implication

In the 21st century, the world has become more globalized. Globalization has decreased distinctions between countries and has increased interdependency among countries ( Wang and Shih, 2023 ). However, one of the biggest challenges that globalization poses to blurr the unique local cultural characteristics. in recent years, awareness of local culture, which is based on cultural transmission with respect to language, history, geography, knowledge, customs, art, and an appreciation of the value of local identity and traditional culture, has become a priority. Local culture has become a crucial part of education in Taiwan, and they help children better appreciate the culture styles behind their everyday lives ( Shih, 2022 ). This local study is of global importance.

Finally, the growing international significance of education for sustainable development (ESD), and is a matter of global importance, the requirements and needs of people differ according to their regional circumstances ( de Haan, 2006 , 2010 ). To create a more sustainable world and to engage with issues related to sustainability as described in the Sustainable Development Goals (SDGs), individuals must become sustainability change-makers. They require the knowledge, skills, values and attitudes that empower them to contribute to sustainable development ( UNESCO, 2017 ).

The trend toward the standardization of education raises the question of why teachers should focus on local contexts ( Smith and Sobel, 2010 ). Historically, before the advent of common schools, education grounded in local concerns and experiences was the norm, playing a crucial role in transitioning from childhood to adulthood. However, in modern schooling, children often experience a growing disconnect between their community lives and classroom experiences ( Smith and Sobel, 2010 ). Hence, elementary teachers in Taiwan are recommended to focus on actively incorporating local cultural elements into the classroom. This approach aims to bridge the gap between children’s community experiences and their educational environment. This study is of local importance in Taiwan.

Data availability statement

The original contributions presented in this study are included in this article/supplementary material, further inquiries can be directed to the corresponding author.

Ethics statement

Ethical approval was not required for this study involving human participants in accordance with the local legislation and institutional requirements. Written informed consent was obtained from the individual(s), and minor(s)’ legal guardians/next of kin, for participation in this study and for the publication of any potentially identifiable images or data included in this article.

Author contributions

Y-HS: Writing – original draft, Writing – review & editing.

The author declares that no financial support was received for the research, authorship, and/or publication of this article.

Conflict of interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords : children, social studies, sustainability, the curriculum outline for social studies, the Curriculum Guidelines of the 12-Year Basic Education

Citation: Shih Y-H (2024) Children’s learning for sustainability in social studies education: a case study from Taiwanese elementary school. Front. Educ. 9:1353420. doi: 10.3389/feduc.2024.1353420

Received: 10 December 2023; Accepted: 29 February 2024; Published: 16 April 2024.

Reviewed by:

Copyright © 2024 Shih. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Yi-Huang Shih, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Case Study – How Morningside Elementary School Helps Dyslexic Students Succeed

Teacher Training and a Well-Stocked Toolbox Help Dyslexic Students Succeed at One Atlanta Public School

Peek into a first grade classroom at Morningside Elementary School in Atlanta and there’s a good chance you’ll see students tapping out the sounds that comprise a word with their fingers or tossing bean bags in the air as they work to learn new words. In another classroom a group of third graders is decoding nonsense words while others sit in small groups engrossed in a discussion about a book they’re reading.

This is what reading instruction looks like at Morningside—and Audrey Sofianos, the school’s principal, couldn’t be prouder. “We provide a level of training that teachers never have. It just blows my mind. This is not what normal teachers are taught to do.”

Sofianos has good reason to boast. In September 2016 Morningside was named a National Blue Ribbon School by the U.S. Department of Education, in large part for an innovative literacy curriculum that includes an intensive focus on helping dyslexic students learn to read.

One sentence from Morningside’s application for the National Blue Ribbon designation neatly sums up this commitment: “We believe this cadre of teachers has the skills and tools needed to teach anyone to read no matter the challenge, and that is a powerful resource and component of our culture.”

Morningside, which has 889 students in grades K–5, is not a typical urban school. It has high student test scores and strong parental involvement, including a parent foundation that provides much of the funding for its extensive teacher training and innovative reading program. But the Morningside model demonstrates what is possible in a public school setting when administrators and teachers are determined to help all students, including those with dyslexia, reach their full potential.

Morningside’s literacy approach boils down to three key elements:

• A commitment to training teachers
• A well-stocked toolbox of options to meet the needs of every student
• A consistent approach to monitoring student progress

Teacher Training

Every teacher and administrator at Morningside is required to take a 70–hour training course called the Complete Reading Series (CRS), which covers early literacy, phonics, word roots and learning disabilities, including one component specifically on dyslexia. Because the course is broken down into a series of components, CRS can be learned by teachers over a few years without disrupting their classroom schedules.

CRS is designed to “empower teachers to possess, understand and master the content and instructional practices necessary to teach reading, spelling and comprehension to the gifted student, the general education student and to the student in need of remediation,” says Brenda Fitzgerald, executive director of the Georgia Educational Training Agency and creator of the program. In part, Fitzgerald based the course on research by the National Reading Panel, The Florida Center for Reading Research, the National Institute for Literacy and the work of Drs. Sally and Bennett Shaywitz of the Yale Center for Dyslexia & Creativity.

CRS was originally brought to Morningside during the 2011–12 school year by then-principal Rebecca Pruitt, who felt more needed to be done to keep students with dyslexia and other learning disabilities from leaving the school to receive more specialized instruction at private schools in the area, particularly The Schenck School, which specializes in educating dyslexic children. “When I moved to Morningside as their principal, I distinctly remember a family telling me they were leaving the school to go to Schenck, and I thought, ‘I want [my school] to have what they have. Why are people leaving? Who is going to take care of the kids who can’t afford that tuition? What is it that schools like Schenck have, and why can’t we do it here?’”

Pruitt made CRS a cornerstone of her efforts to retain such students. “CRS helps you start to peel back the layers of the onion” to reveal where students need extra help, says Pruitt. “Then it moves to programming for reading and for writing, and standardizing vocabulary, and looking at really understanding what work is needed to support our children.”

Today, 53 current Morningside teachers and administrators have completed or are in the process of completing CRS, which includes a day-long course on dyslexia given to the entire staff. Of those, 28 also have taken an intensive two-week training course in the Orton-Gillingham (OG) method, which uses visual, auditory and kinesthetic approaches to teaching reading and can be highly effective for dyslexic readers. Another 18 teachers and staff are scheduled to receive OG training over the next two summers.

“We consider this type of reading training and dyslexia-focused work a huge hallmark of our school,” said Sofianos, adding that the goal is for 100 percent of teachers and staff, including herself, to receive the OG training. “Our teachers have a lot of knowledge in how reading is taught and developmentally what should be happening along the way. That makes it much easier to identify whether a student is dyslexic or not.”

A Well-stocked Toolbox

Teachers at Morningside never rely on just one program or textbook. “We have multiple tools in our toolbox, so if one method isn’t working for a student we can always try a different approach until we get it right,” said Laurie Luckmann, a first grade teacher.

In addition to CRS and OG, those tools include Wilson Fundations Phonics, a research-based program that incorporates OG methods for teaching phonics and spelling in grades K–3. Each Fundations lesson focuses on carefully sequenced skills, including alphabet awareness, phonological awareness, phonemic awareness, decoding, vocabulary, fluency and spelling. It is designed to help teachers quickly identify and address reading, spelling and writing challenges.

Another critical tool in the toolbox is a reading manual created by the school to ensure all teachers understand and adopt Morningside’s balanced literacy approach, which progresses from phonemic awareness to phonics; decoding and fluency to reading comprehension; and vocabulary building through word study.

With this wide range of tools at their disposal, teachers have the flexibility to adapt quickly to students’ individual needs. For instance, Luckmann says that when her students are learning to read a non-phonetic word like “said,” some will “just know it after it’s repeated five or six times while others may need to write it 15 or 20 times in shaving cream before they get it” or toss a bean bag as they say the word.

These strategies are common at schools for students with learning disabilities, but extremely rare in mainstream public schools. “We use a very sensory approach for some kids such as tapping and clapping to help them sound out words and make the connection physically,” says Amelia Morel, an Early Intervention Program reading teacher for third and fourth graders.

Morel knows firsthand how unusual it is for public school teachers to understand and embrace such techniques. She spotted red flags in her own son’s reading that eventually led to a dyslexia diagnosis even though teachers at his school insisted he was “doing just fine.”  Morel doesn’t blame the teachers but notes that they “simply don’t have the training” to recognize such problems.

Because all Morningside teachers receive the same training and tools, they also can more readily help each other when they aren’t sure what approach to take for a student. “I run things by Laurie (Luckmann) a lot to see if what I’m doing makes sense,” says Morel.

Monitoring Progress

Consistent training and use of the reading manual and Fundations means all teachers know what normal progress looks like and can immediately spot problems when a student is struggling to read. Three kids in Luckmann’s class of 20 students have been diagnosed with dyslexia, and 20 percent of students in grades three, four and five are receiving remedial reading services, most of whom are likely dyslexic, according to Morel. (As in many states, Georgia law prohibits schools from specifically identifying kids as having dyslexia.)

These students are monitored every week to check their progress. For instance, Morel’s third and fourth graders receive weekly nonsense-word fluency tests that align with whatever phonics they’re working on. To show mastery in a particular area, such as closed-syllable words with a vowel-consonant-consonant-vowel pattern, the students need to be able to read 10 nonsense words that follow that pattern in a minute or less. “Many couldn’t do it initially, but by the end of the unit all were getting at least eight to ten words right. This shows us that they have mastered that phonics piece” and are progressing toward greater fluency, says Morel.

Part of the strength of Morningside’s approach is that it benefits all students, not just those who are dyslexic. “I know every kid who goes through the first grade program is rock solid with this stuff and comes out with incredible phonics skills. It’s what all kids need,” says Luckmann.

Since adopting the program, student achievement overall has increased significantly at Morningside. Scores on Georgia’s Criterion-Referenced Competency Tests (CRCT) rose from 77 percent of the students exceeding in reading in 2012 to 90 percent in 2014. (This is the latest data available; the test used by the state changed in 2015.)

Morningside’s successful literacy program stems from a deep commitment by its leaders, starting with former principal Pruitt and continuing now with Sofianos. But it also helps significantly that the school has the financial resources to match that commitment. Funding for the program, including the training courses and Fundations, comes solely from the school’s parent foundation. And none of it is cheap. The 10-day OG training, for instance, costs $1,100 per teacher, and the 12-day CRS course, typically taken over a two-year period, is $980 a head.

Sofianos readily admits that the school could not pay for any of this without parent support. “The funds we get from the district to develop teachers are the same funds we get to buy paper, scissors and pens,” she says, adding that the parents are “very proud to have well-trained teachers and happy to support the program.”

For schools without such support, adopting similar programs may seem prohibitive. For its part, Atlanta Public Schools is working to replicate elements of the Morningside approach district-wide, including recently purchasing Fundations for schools throughout the district.

Morningside teachers believe the type of training they’ve been lucky enough to receive should be standard practice in every school. Says Luckmann, “What makes me feel so good about coming to work every day is that I know what I’m doing for dyslexic kids will help all my kids. There is no doubt in my mind.”

Dyslexia and Civil Rights: Making Room on the Bus for All Children

My early experiences have become my bridge to understanding dyslexia and the plight of students whose strengths go unnoticed in the classroom.

Building a word-rich life for Dyslexics

A confession: I get a significant thrill from reading research that confirms my personal suspicions.

How speech-to-text transformed a student’s 5th grade year

Last fall, the fifth graders in my class were the lucky recipients of iPads–one for each student.

Rand Center: A Commitment to Accommodations

“Dyslexia robs a person of time; accommodations return it.” Dr. Sally Shaywitz

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Doctoral Dissertations and Projects

A case study of cultural awareness integration throughout the elementary education curriculum.

Kristina Nicole Laird-Arnold , Liberty University Follow

School of Education

Doctor of Philosophy in Education (PhD)

Kristy Motte

Cultural Awareness, character development, moral education

Disciplines

Recommended citation.

Laird-Arnold, Kristina Nicole, "A Case Study of Cultural Awareness Integration Throughout the Elementary Education Curriculum" (2022). Doctoral Dissertations and Projects . 3845. https://digitalcommons.liberty.edu/doctoral/3845

The purpose of this instrumental case study was to understand the critical aspects of cultural awareness education at the elementary level. This study intended to assess a variety of educators’ perceptions of elementary students’ cultural awareness and character development by asking what role culture awareness plays in the development of the whole child. This instrumental case study sought to identify teachers’ perceptions of the current educational provisions of teaching and learning through cultural proficiency in elementary education. The central research question was: How do elementary teachers’ perceptions of cultural awareness help integrate content throughout the educational curriculum? It was used to guide clarifying sub-questions and the interview process. The study utilized interviews of classroom teachers of varying grades and small focus groups of counselors, support staff, and a culturally diverse elementary school administration. Individual interviews of ten elementary classroom teachers and a focus group of support staff and administrators provided in-depth insights into the content of each research question. To distinguish the current perceptions of the education received through cultural awareness related to character development and whole child education, the analysis occurred through pattern matching, time-series analysis, and explanation building. This case study's findings provided many insights into teacher perceptions of cultural awareness at the elementary level. Themes emerged that led to future research, including the influence of teacher experience, voice and choice in cultural awareness curriculum implementation, components of whole child education, and culturally illiterate barriers presented in education.

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Work route for the inclusion of learning analytics in the development of interactive multimedia experiences for elementary education.

1. Introduction

2. analytics in interactive multimedia experiences, 2.1. the role of ime in elementary education, 2.2. learning analytics guidelines, 2.3. work route to include la guidelines into ime, 3.1. case study, 3.1.1. methodology, 3.1.2. creation of work teams, 3.1.3. coco shapes, 3.1.4. evolution of coco shapes, 3.2. expert judgments, 4. results and discussion, 4.1. case study results, 4.1.1. application of guidelines to coco shapes, 4.1.2. results, 4.2. expert judgments results, 4.3. discussion, 5. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Solano, A.; Peláez, C.A.; Ospina, J.A.; Luna-García, H.; Parra, J.A.; Ramírez, G.M.; Moreira, F.; López Sotelo, J.A.; Villalba-Condori, K.O. Work Route for the Inclusion of Learning Analytics in the Development of Interactive Multimedia Experiences for Elementary Education. Appl. Sci. 2024 , 14 , 7645. https://doi.org/10.3390/app14177645

Solano A, Peláez CA, Ospina JA, Luna-García H, Parra JA, Ramírez GM, Moreira F, López Sotelo JA, Villalba-Condori KO. Work Route for the Inclusion of Learning Analytics in the Development of Interactive Multimedia Experiences for Elementary Education. Applied Sciences . 2024; 14(17):7645. https://doi.org/10.3390/app14177645

Solano, Andrés, Carlos Alberto Peláez, Johann A. Ospina, Huizilopoztli Luna-García, Jorge Andrick Parra, Gabriel Mauricio Ramírez, Fernando Moreira, Jesús Alfonso López Sotelo, and Klinge Orlando Villalba-Condori. 2024. "Work Route for the Inclusion of Learning Analytics in the Development of Interactive Multimedia Experiences for Elementary Education" Applied Sciences 14, no. 17: 7645. https://doi.org/10.3390/app14177645

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