REVISING EDUCATIONAL CURRICULUM: CONSIDERING PHILOSOPHY, SOCIOLOGY, AND PSYCHOLOGY

Abstract

This article aimed to examine the functional philosophical, sociological, and psychological frameworks involved in curriculum engineering within the educational system. Employing a synthesis approach, it analyzed the natural evolution of these frameworks, which have long necessitated curriculum re-engineering to suit societal needs. These evolutionary processes, embedded within educational debates, seek to model unique ideologies. The imperative to redesign curricula arises from societal criticisms of imported, industrially irrelevant curricula. Despite enduring debates, realizing a relevant educational system reflective of industry demands remains a challenge.