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Using a mixed-methods design, it collects quantitative data via questionnaires from students and teachers, and qualitative insights from curriculum designers, textbook authors, school principals, teachers, and students in Kathmandu valley. The findings identify opportunities to strengthen CS curricula through interdisciplinary concepts, pragmatic examples, and a student-centric framework that considers diverse physical and mental abilities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/designing-a-student-centric-computer-science-curriculum-enabling-flexibility-and-personalised-learning-in-secondary-schools/588331/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/designing-a-student-centric-computer-science-curriculum-enabling-flexibility-and-personalised-learning-in-secondary-schools/588331.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study on Nepal’s CS curriculum?","Question",{"text":112,"@type":113},"The study focuses on how the grades 9 and 10 CS curriculum reflects students’ interests and needs, and how it can support personalised and flexible learning in Nepal’s secondary schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected for the research?",{"text":117,"@type":113},"Quantitative data were collected from questionnaire surveys with students and teachers, while qualitative information came from curriculum designers, textbook authors, school principals, teachers, and students in Kathmandu valley.",{"name":119,"@type":110,"acceptedAnswer":120},"What key recommendations does the study propose for curriculum improvement?",{"text":121,"@type":113},"It proposes integrating interdisciplinary concepts with pragmatic examples, developing a student-centric curriculum framework, and including CS students in the curriculum development committee to provide practical feedback during revision.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588331,1792171166,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Designing a Student-Centric Computer Science Curriculum: Enabling Flexibility and Personalised Learning in Secondary Schools  \nAjay KumarYadav1  \nDil Prasad Shrestha, PhD2  \n1Project Director, Management Innovation, Training and Research Academy Pvt. Ltd. , Kathmandu Nepal 2Executive Director, Management Innovation, Training and Research Academy Pvt. Ltd., Kathmandu Nepal  \nDOI: 10.21585/ijcses.v7i2.235  \nAbstract:  \nThis study analyses the Computer Science (CS) curricula for grades 9 and 10 in Nepal, emphasising students’interestsand needs within the social context. The study applied the mixed-methods research design. The quantitative data were collected from questionnaire surveys with students and teachers. The qualitative information was collected from curriculum designers, textbook authors, school principals, teachers and students from the Kathmandu valley, Nepal. Random and purposive sampling techniques were used to collect data from the respondents and participants. Data and information were analysed using both quantitative and thematic techniques. The study revealed significant opportunities to enhance the CS curricula by integrating interdisciplinary concepts supported by pragmatic examples. It also highlighted that improving the CS curricula for grades 9 and 10 is a top priority for both schools and students. The study proposes a student-centric CS curriculum development framework that balances between foundational concepts ofCS and students' interests. This framework would address the diverse needs of students, considering their physical and mental abilities and interests in their learning. It also suggests that CS students should be included in the curriculum development committee so that they can provide practical feedback and suggestions in the CS curriculum revision process.  \nKeywords: student-centred learning, education policy, computer science curriculum  \n1. Introduction  \nThe secondary school-level curriculum is a formal education plan that includes syllabi, textbooks, theory and practical teaching hours for an academic session. The curriculum serves as a reflection of the nation's future by equipping students with the essential skills and knowledge. Curriculum development involves several educational stakeholders, often resulting in substantial cost, effort and time.  \nComputer Science (CS) is \"the systematic study of algorithmic processes that describe and transform information: theory, analysis, design, efficiency, implementation, and application\" (Comer et al., 1989, p. 12) . CS is an interdisciplinary subject that incorporates knowledge and applications from several domains and disciplines. Rapid innovations and transformations in CS have continuously reshaped industries , human lifestyles, and the education system (Matthew & Okafor, 2021; Webb et al., 2017) . In the coming years, several jobs are predicted to be replaced with advancements in smart technology, artificial Intelligence, robotics, and algorithms (Brougham & Haar, 2018) .  \nThe Government of Nepal (GoN) statutory body, the Curriculum Development Centre (CDC), is responsible for creating the CS curriculum and textbook for grades 9 and 10 in Nepal (Gharti, Upreti, & Thapa, 2020a, 2020b) . CS isan elective subject in the combined syllabus for grades 9 and 10 in Nepal. Students can enrol in the CS subject at grade 9 without any prior study of the CS subject (CDC, 2019a) . Grade 10 is considered an \"iron gate\" for the Nepalese students in their academic career since achieving good marks/grades at grade 10 will impact their future career. Therefore, guardians (parents) put their best effort in consideration of time and expenses for their children's education. However, there is considerable dissatisfaction among students with the knowledge and skills learned from the CS course.  \nNepal has a multi-linguistic and multi-cultural society, thus students from different native languages and cultures are enrolled in the school. Each student is different ","cbCaioCubLqnT8GJ","https://ap.wps.com/l/cbCaioCubLqnT8GJ","pdf",396650,14,"English","# 1. Introduction\n## 1.1 Objectives\n# 2. Literature Review\n## 2.1 Theoretical Foundations of Learning","[{\"question\":\"What is the main focus of the study on Nepal’s CS curriculum?\",\"answer\":\"The study focuses on how the grades 9 and 10 CS curriculum reflects students’ interests and needs, and how it can support personalised and flexible learning in Nepal’s secondary schools.\"},{\"question\":\"How were data collected for the research?\",\"answer\":\"Quantitative data were collected from questionnaire surveys with students and teachers, while qualitative information came from curriculum designers, textbook authors, school principals, teachers, and students in Kathmandu valley.\"},{\"question\":\"What key recommendations does the study propose for curriculum improvement?\",\"answer\":\"It proposes integrating interdisciplinary concepts with pragmatic examples, developing a student-centric curriculum framework, and including CS students in the curriculum development committee to provide practical feedback during revision.\"}]","Designing a Student-Centric Computer Science Curriculum - Enabling Flexibility and Personalised Learning in Secondary Schools | PDF",1792065031,35]