Curriculum as concept and compass: a century of theoretical evolution and its relevance to Sri Lankan STEM education
| dc.contributor.author | Karunarathne, A | |
| dc.contributor.author | Rathnayake, P | |
| dc.date.accessioned | 2025-09-12T03:28:50Z | |
| dc.description.abstract | In the 21st century, the concept of curriculum has evolved beyond a static list of subjects to become a dynamic and reflective framework. This evolution is particularly critical in Science, Technology, Engineering, and Mathematics (STEM) education, where curricula must respond rapidly to emerging technologies and global competencies. | |
| dc.identifier.doi | https://doi.org/10.31705/BPRM.v5(1).2025.5 | |
| dc.identifier.issn | 2815-0082 | |
| dc.identifier.issue | 1 | |
| dc.identifier.journal | Bolgoda Plains Research Magazine | |
| dc.identifier.pgnos | pp. 24-27 | |
| dc.identifier.uri | https://dl.lib.uom.lk/handle/123/24084 | |
| dc.identifier.volume | 5 | |
| dc.language.iso | en | |
| dc.publisher | Faculty of Graduate Studies | |
| dc.title | Curriculum as concept and compass: a century of theoretical evolution and its relevance to Sri Lankan STEM education | |
| dc.type | Article-Full-text |