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The purpose of this chapter is to explore the complexities and challenges for higher education curriculum transformation in the 21st century. More specifically, the focus is on the ways in which such transformation could place equal value to disciplinary knowledge, graduate attributes, and technology. In other words, how to enable students to learn so that they can use acquired disciplinary knowledge, graduate attributes, and technology to enable them to adapt to changes brought about by 21st-century demands. By means of a literature review as a research methodological choice, the chapter explores the value of placing disciplinary knowledge, graduate attributes, and technology side by side in the centre of the curriculum.
Pulane Adelaide Molomo (Fri,) studied this question.