Socio-economic, environmental and other desired outcomes cited in education goals
Laws regulating the curriculum
21st century competencies and key concepts in curricula
Key concepts for 2030 in curricula
Student agency in curricula
Teachers’ self-efficacy for helping students to value learning
Teachers' use of problems from everyday life or work to demonstrate why new knowledge is useful
Teachers’ self-efficacy to motivate students who show low interest in school work
Teachers’ self-efficacy to get students to believe that they can do well in school work
Teachers asking students to decide on their own procedures for solving complex tasks
Student co‑agency in curricula
Teachers having students work in small groups to come up with a joint solution to a problem
Transformative competencies for 2030 in curricula
Creating new value in curricula
Taking responsibility in curricula
Reconciling tensions and dilemmas in curricula
Skills, attitudes and values for 2030 in curricula
Critical thinking in curricula
Teachers’ self-efficacy for helping students to think critically and frequency of giving students critical-thinking tasks
Problem solving in curricula
Teachers’ preparedness to teach cross-curricular competencies and teachers asking students to choose their own procedures to solve complex tasks
Competency development cycle for 2030 in curricula
Anticipation in curricula
Action in curricula
Reflection in curricula