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Coordinating character and curriculum for learning and development

机译：协调性格和课程以促进学习和发展

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Purpose This paper considers how online character education applications can be applied by educational practitioners within the school environment to meet curriculum requirements and increase the learning opportunities for citizenship education. Design/methodology/approach The Draft Curriculum for Wales 2022 is used as an example of how this can be achieved through innovative applications that are linked to the areas of personal development within the Margerison C-Model. Findings The five aspects of the framework focus on how practical applications can be used by teachers to enable individual development of character strengths. In particular, reference is made on how technology plays an increasing role in enabling both students and teachers to access learning opportunities. Practical implications The paper suggests practical applications to enable the integration of technology into personal and social learning. Social implications This aligns with the United Nations Sustainable Development Goal 4, (SDG4), which highlights social–emotional development and learning as a specific area of educational importance. Originality/value The paper indicates ways to enhance identity and life-long learning.
机译：目的本文考虑如何在学校环境中由教育从业人员应用在线角色教育应用程序，以满足课程要求并增加公民教育的学习机会。设计/方法/方法“威尔士2022年课程大纲”用作示例，说明如何通过与Margerison C-Model内的个人发展领域相关的创新应用来实现这一目标。调查结果该框架的五个方面着重于教师如何利用实际应用来促进个性发展。特别是，参考了技术如何在使学生和教师都能获得学习机会方面发挥越来越大的作用。实际意义本文提出了将技术整合到个人和社会学习中的实际应用。社会影响这与联合国可持续发展目标4（SDG4）保持一致，该目标强调社会情感发展和学习是教育重要性的特定领域。独创性/价值本文指出了增强身份和终身学习的方法。

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