Innovation of educational system for a self-driven curriculum development

Abstract

The study aims to explore innovations in the educational system for self-driven curriculum development and identify the extent and key principles of student-centered learning. Mixed methods were employed, and non-probability purposive sampling was used. The study included only thirty (30) respondents.  The results show that the key principles and innovations in the educational system for self-driven curriculum development include competency, experience, and knowledge processes for content delivery, as well as the implementation of teaching and learning strategies that develop skills and critical thinking and promote effective teaching and self-directed learning. Student autonomy involves planning and setting learning goals, helping students outline activity sequences and structures, and establishing learning-task competencies that support student learning. Personalized learning supports a self-driven educational system by accommodating students’ pace, interests, and learning paths; providing individualized instruction and student choice; and using technology to address students’ needs, interests, and weaknesses. Teachers, as facilitators, assist and guide students through various teaching techniques and self-exploration activities to monitor learning progress, discover learning processes, and set goals. Finally, focusing on processes and skills promotes self-directed learning and teaching approaches that develop students’ skills and critical thinking, leading to self-actualization, knowledge retention, and the development of self-directed learning skills.