Curriculum review in higher education and

its implications for teaching quality:

Challenges for university education

Revisión curricular en la Educación Superior y sus

implicaciones en la calidad docente:

Desafíos para la enseñanza universitaria

135

Mário Adelino Miranda Guedes*

https://orcid.org/:0009–0002-1836 –9773

Luanda / Angola

Revista Digital de Investigación y Postgrado,6(12), 135-141

ISSN electronic: 2665-038X

How to cite: Francisco, C. C. (2025). Curriculum review in higher education and its implications for tea-

ching quality: Challenges for university education. Revista Digital de Investigación y Postgrado, 6(12), 135-

141. https://doi.org/10.59654/r2gev478

* Ph.D. in Educational Sciences from ACU – Absolute Christian University. Master's in Educational Sciences from Uni-

xavier-Tiradentes. Bachelor's Degree in Medicine from Universidade Jean Piaget of Angola. Professor of General

Pathology at Instituto Superior Politécnico Alvorecer da Juventude – ISPAJ, Luanda. E-mail: marioguedes1973@hot-

mail.

Received: april / 3 / 2025 Accepted: april / 22 / 2025

https://doi.org/10.59654/r2gev478

Abstract

Curriculum review is a dynamic, ongoing process grounded in human rights and contextual re-

levance, aimed at enhancing educational quality. This qualitative, descriptive study—based on

documentary analysis—identified three key pillars: (1) transparency and coherence (from design

to pedagogical/social impact), (2) self-directed learning (learner-defined goals), and (3) demo-

cratic values ( justice, equity, and diversity). Findings reveal that curriculum review transcends

academic discourse: it fosters meaningful learning, addresses contemporary educational needs,

and promotes socio-political integration, advancing societal democratization. However, further

research is needed to compare outcomes and generate new scientific contributions.

Keywords: Curriculum review in higher education: quality assurance and contemporary cha-

llenges.

Resumen

La revisión curricular es un proceso dinámico y continuo que, fundamentado en los derechos hu-

manos y el contexto social, busca mejorar la calidad educativa. Este estudio descriptivo y cualitativo

—basado en análisis documental— identificó tres ejes clave: (1) transparencia y coherencia (desde

su diseño hasta su impacto pedagógico y social), (2) autogestión del aprendizaje (metas definidas

por los actores educativos), y (3) democraticidad (valores como justicia y respeto a la diversidad).

Los resultados demuestran que la revisión curricular trasciende lo académico: promueve apren-

dizajes significativos, atiende necesidades educativas actuales y fomenta la integración política-

social, contribuyendo a la democratización. Sin embargo, se requiere profundizar la investigación

para comparar resultados y generar nuevas aportaciones científicas..

Palabras-clave: Revisión curricular en educación superior, calidad educativa y desafíos contem-

poráneos.

Introduction

In recent decades, higher education has been marked by significant changes that have had a

particular impact on the relationship between the University and society. That is, higher educa-

tion institutions have moved from being alienated from social dynamics to increasingly partici-

pating in the social, cultural, political, and economic contexts in which they are embedded

(Martins et al., 2016).

Fernanda (2020, p. 49) references the factors that contributed to the changes that occurred,

focusing on: The change in student profiles,research on teaching and learning, the expansion

of spaces for reflection regarding teaching contexts and practices, and the organization of higher

education institutions, which has become increasingly complex and with an increasingly diver-

sified educational offering. However, the idea of university education has become pluralized

and is diversifying, differentiating, and segmenting.

136

Mário Adelino Miranda Guedes

Revista Digital de Investigación y Postgrado, 6(12), 135-141

Electronic ISSN: 2665-038X

137

Curriculum review in higher education and its implications for teaching quality:

Challenges for university education

The real curriculum is what actually happens in the classroom, resulting from a pedagogical

project and teaching plans. It is a theory based on sociological and psychological assumptions,

grouping contents, objectives, and strategies that are put into practice through a curricular plan.

It revolves around curriculum development, a continuous and dynamic process developed in

different phases and levels, with the subject in their context and the completeness of their rights

as its pillars. However, curriculum development consists of three stages: conception, implemen-

tation or operationalization, and evaluation (Leite & Fernandes, 2019).

According to Perez (2018, p. 41), in his reflection on higher education and the need for a quality

pedagogical culture, he emphasizes eight principles that revolve around transformative and

emancipatory University Pedagogy, namely:

Transparency, coherence, relevance, reflexivity of pedagogical action, semocratization,

with an emphasis on values of democratic citizenship, sense of justice, respect for diffe-

rences, freedom of thought and expression, communication and debate of ideas, ne-

gotiation of decisions, collaboration, and mutual aid, self-detection, personal creativity,

and innovation, a pluri-interdisciplinary vision of knowledge and reality.

Este estudo pretendeu demonstrar a importância da concepção e implementação de um cu-

rrículo que incentive a aquisição de conhecimentos no Ensino Superior, habilidades, desenvol-

tura nas habilidades em sala de aulas, além de valores e crenças positivas, uma vez que o

currículo constitui o melhor meio para que seja possível atribuir forma ao desenvolvimento

global dos valores, torna-se uma ferramenta indispensável para o docente deste subsistema

de ensino, desafiando-o na construção de um ensino desafiador e inovador.

This study aimed to demonstrate the importance of designing and implementing a curriculum

that encourages: The acquisition of knowledge in higher education, the development of clas-

sroom skills, and positive values and beliefs. The curriculum constitutes the best means to shape

the global development of values, becoming an indispensable tool for educators in this subs-

ystem of education, challenging them to build innovative and transformative teaching.

Methodology

This is a descriptive, bibliographic, and documentary research with a qualitative approach, which

sought to analyze the implications of curriculum review on the quality of higher education. This

study derived from a documentary review whose objective is to highlight the importance of curri-

culum review in higher education, emphasizing the principles that underpin University Pedagogy.

According to Severino (2017, p. 124), bibliographic research is that which is carried out based

on available records, products of previous research, in printed documents such as books, articles,

theses, among others.

The works that constituted the technical-scientific foundation of this study were read in their

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Mário Adelino Miranda Guedes

entirety, subsequently selecting those whose themes demonstrated greater relevance to the re-

search purposes. All works—"scientific articles, periodicals, journals, reports, and reviews that

addressed the topic in question"—were included in the analysis.

Excluded were all works that, after a thorough and comprehensive reading, lacked contextua-

lization, were outdated, or whose approach presented no relevance to the study's objectives.

A qualitative analysis and interpretation of the results was conducted, which were discussed

through the comparison of perspectives from various authors and descriptors that examined

this phenomenon from multiple approaches.

Regarding ethical considerations, this study complied with scientific and didactic requirements

at all stages of development, from its initial conception, problem identification, methodological

selection, to data collection.

Results and discussion

The concept of curriculum in education has undergone transformations over time, with various

pedagogical approaches addressing its dynamics and functions. The curriculum represents more

than just a list of contents and guidelines for classroom instruction across different stages of

students' academic lives - it constitutes a historical and cultural construct that evolves in its de-

finitions over time.

Through comprehensive analysis of selected works, we established that curriculum review as a

crucial tool for improving teaching quality is fundamentally supported by the paradigms un-

derlying curriculum development. As Campani et al. (2022) emphasize, curricular innovation

should challenge higher education institutions while serving as an instrument for didactic-pe-

dagogical and social transformation.

According to Slomski et al. (2020), the development of the curriculum review process must be

based on the analysis of curriculum theories, serving as guiding frameworks for curricular reform

construction, such as: the traditional or technical theories promoted in the first half of the 20th

century by John Franklin, which associated curriculum disciplines to a permanent mechanical

matter, where the educational system would be conceptually linked to the industrial system,

grounded in the paradigms of Taylorist scientific management; the critical curriculum theory

based on Marxist conceptions and also on the ideas connected to authors of the Frankfurt

School, notably Theodor Adorno, and of the New Sociology of Education like Pierre Bourdieu.

According to Pérez (2018, p. 41) in his reflection on higher education and the need for quality pe-

dagogical culture, he emphasizes eight principles that revolve around transformative and eman-

cipatory University Pedagogy: Coherence, based on the guiding training, as well as the nature of

disciplinary contents and evaluation methods; Relevance, with emphasis on knowledge mobiliza-

tion and promotion, safeguarding socio-professional reality, and viewing the curriculum in an ar-

ticulated manner; Reflexivity, which states that pedagogical action promotes divergent thinking.

Revista Digital de Investigación y Postgrado, 6(12), 135-141

Electronic ISSN: 2665-038X

139

Pérez's perspective on higher education and the need for pedagogical culture was corroborated

by Vallejo (2016), taking as reference the democratization of higher education by affirming that

pedagogical action is grounded in values of democratic citizenship, sense of justice, respect for

differences, freedom of thought and expression, communication and debate of ideas, decision-

making negotiation, collaboration and mutual aid..

According to Sabia et al. (2023), citing Pérez, self-direction as well as creativity and innovation

create foundations not only for implementing pedagogical actions linked to attitudes and ca-

pacities for self-regulated learning, but also develop spaces for socio-professional intervention

based on: knowledge of reality, problem identification and relevance analysis.

This creates conditions for developing social intervention projects based on the pillars that sus-

tain university life.

This study aimed to demonstrate the importance of designing and implementing a curriculum

that encourages the acquisition of knowledge, skills, classroom proficiency, as well as positive

values and beliefs, since the curriculum constitutes the best means to shape the comprehensive

development of values, becoming an indispensable tool.

The results of this research allow us to propose new perspectives in addressing the subject mat-

ter related to the phenomenon under analysis, due to its relevance in promoting quality higher

education that integrates: the explicit formulation of its guiding educational principles and ob-

jectives, the nature of its methodological approach, its teaching-learning processes and path-

ways, its adopted evaluation parameters.

Final considerations

The curriculum is the inspirational basis for planning the daily practices of higher education ins-

titutions and teachers, as well as the commitment to students, since they need and must be

heard - only then can learning be considered democratic.

This article aimed to deepen discussions and highlight the debate around curricular changes

and their implications for higher education quality, in order to identify curricular models and

practices capable of guiding educational work toward enabling meaningful learning while ad-

dressing contemporary educational needs.

After conducting the study, it was observed that several considerations can be made, such

as: Developing a professional training curriculum to further enhance student thinking and

classroom learning. It is necessary to design the teacher training curriculum to enable analysis

of its effectiveness. In this study, it became evident that throughout the various reflections

made by authors, there is a clear concern to establish concepts about the role of the curri-

culum as an extremely important tool in addressing the phenomenon of education and tea-

ching.

Curriculum review in higher education and its implications for teaching quality:

Challenges for university education

140

Mário Adelino Miranda Guedes

It was also expressed here that teachers must not only be knowledgeable about curriculum to-

pics within their areas of expertise, but also understand the explicit purpose behind their curri-

cular orientation. In the context of higher education, addressing the issue of curriculum review

is a process that cannot be limited to mere academic discussion, but must be directed toward

political and social integration within the context of the role it plays in the process of citizenship

and democratization of society.

The study also emphasized that faculty must not only understand curriculum content within their

disciplines but also grasp the explicit purpose behind curricular orientations. In higher education,

addressing curricular revision transcends mere academic discourse—it requires political and social

integration within the context of its role in citizenship development and societal democratiza-

tion.

Any curricular review process that can positively contribute to higher education quality must

be endowed with: intentionality that is grounded in the assumptions and purposes related to

formal education from scientific, cultural, technical-professional, personal and social perspecti-

ves. Transparency based on the explicit formulation of training purposes and assumptions, gui-

dance, methodological nature of learning processes, and adopted evaluation parameters;

coherence based on the training possibilities to be guided, the nature of disciplinary contents,

and evaluation methods.

Relevance grounded in the integration of differentiated expectations, needs, rhythms and interests,

mobilizing and promoting relevant knowledge and experiences. Democratic values based on prin-

ciples of democratic citizenship, sense of justice, respect for differences, freedom of thought and

expression, debate of ideas, decision-making negotiation, collaboration and mutual support. It

can be concluded that the need for curricular review in higher education is not only an academic

imperative, but extends to the socio-professional sphere, so that the University can fulfill its social

role in the domains of teaching, learning, scientific research and university extension.

Suggestions

Given the importance that the subject matter inherent to curriculum review holds in the process

of pedagogical innovation, as well as its impact on school inclusion, democratization of educa-

tion, socio-professional integration, and societal development, it is suggested that further studies

be conducted in this area. These studies should utilize different theories, samples, and research

techniques, with the aim of establishing future comparisons as well as evaluating trends in the

phenomenon under analysis.

Refererences

Campani, A., Silva, R. M. G. and Silva, M. do S. S. (2022). inovação curricular no ensino superior: de-

safios e possibilidades. Revista on line de Política e Gestão Educacional, Araraquara, 23(1), 785–

797. https://periodicos.fclar.unesp.br/rpge/article/view/13015

Revista Digital de Investigación y Postgrado, 6(12), 135-141

Electronic ISSN: 2665-038X

141

Fernanda, M. (2020). Formação acadêmica no currículo.

Leite, C., y Fernandes, P. (Coords.). (2019). Currículo, avaliação, formação e tecnologias educativas

(CAFTe): Contributos teóricos e práticos. IIº Seminário internacional. Faculdade de Psicologia da

Universidade do Porto. https://repositorio-aberto.up.pt/bitstream/10216/132285/2/371138.pdf

Martins, R. R., Augusto, L. L. and Pinheiro, S. C. de L. (2016). O processo de reforma curricular do

curso de Pedagogia de uma Universidade do estado de Minas Gerais e seus efeitos em relação

ao estágio curricular. UEMG, 4(1), 27-49.

https://revistas.ufrj.br/index.php/pgpu/article/view/27992

Pérez, M. (2018). Didática e currículo: A Didática geral como campo de conhecimento. Universidade

Internacional Iberamericana.

Sabia, C. P. P., Varani, A., dos Anjos, T. D. and dos Anjos, N. D. (2023). Qualidade da educação

e avaliação: dimensões, tensões e perspectivas. Cad. CEDES, 43 (121), 124-133,

https://www.scielo.br/j/ccedes/a/YThtY89pCZccvS9K7xcMBsQ/

Severino, A. J. (2017). Metodologia do trabalho Cientifico. 24ª edição. Cortez Editora.

Slomski, V. G., Silva, A. C. R., Gomes, S. M. S. and Guimarães, I. P. (2020). Mudanças curriculares e

qualidade de ensino: Ensino com pesquisa como proposta metodológica para a formação de

contadores globalizada. Revista de Contabilidade e Organizações, 4(8), 160-188. https://www.re-

dalyc.org/journal/2352/235216395008/html/

Vallejo, A. (2016). Orientação educativa e tutoria: A classificação dos modelos na orientação educativa.

FUNIBER.

Curriculum review in higher education and its implications for teaching quality:

Challenges for university education