This document outlines Lian Sabella's research plan to localize curriculum and teach sustainable development goals (SDGs) in Morocco. The research will involve 7 phases: team formation, policy and curriculum review, committee formation, adaptation model creation, testing and evaluation, implementation roadmap, and a final report. The research questions examine how curriculum localization affects student outlook on SDGs and which SDGs and teaching methods are most effective. A mixed methods approach will be used, including surveys before and after to measure affect, and interviews for qualitative data. The timeline includes arriving in Japan in July 2021 to prepare, with anticipated PhD entry in 2022.

1. CASTILLO
Lian Sabella
RS
Curriculum
Localization
and ESD

2. Past Research
2015: GSII (Hongo)
ICT Integration
"Rural Philippines"
Davao Oriental
Mixed Methods
2017: Philippine Eagle
Culture-based
Conservation
IP Researchers
Biodiversity x
Ancestral Land
2018: Quipper
Blended Learning
Pilot Program
Dean of UP Open
University

3. Phase 1
Team Formation
Phase 2
Policy and Curriculum Review
Phase 3
Committee Formation
Phase 4
Adaptation Model & Content Creation
Phase 5
Testing and Evaluation
Phase 6
Implementation Roadmap
Phase 7
Final Report and Toolkit
UNESCO World Conference on Education for
Sustainable Development (ESD) May 17th, 2021
https://www.globalschoolsprogram.org/research

4. Case of
Morocco
Existing Data
& Teams
Unfamiliar
Territory

5. Case of
Mindanao From Scratch Saturated

6. Research Questions
How will curriculum localization
(training, revision, and
implementation) affect student
outlook and perspective of the 17
sustainable development goals?
a.) Which of the sustainable
development goals have a high
degree of salience/pervasiveness?
b.) Which of the key indicators
(education policies, curricula,
teacher education, and student
assessment) have had the largest
effect on salience/pervasiveness?
c.) Which method/s of teaching are
most effective in improving
salience/pervasiveness?

7. Significance “The opportunity is to rethink the SDGs in our national
curriculum. The distribution of SDGs along with their
concepts and implications are not even across our K12
with a concentration in some levels and absence in other.
In addition, there is a concentration in some themes like
geography, science and but total absence in some other
fields. Designing specific lesson and testing them in
Moroccan context within two different regions.”

8. Methodology
Mixed-methods sequential
explanatory design for
deeper understanding of the
subject to determine how and
why things happen
Define Indicators
(subjects, goal, grade level)
Construct Indicator Survey
(quantitative)
Pre-test
Post-test [affect]
Interviews/Anecdotal
Evidence (qualitative)
1.
2.
a.
b.
3.

9. Timeline
Arrive in Japan
July 1, 2021
review literature
sharpen research plan
Kenkyuusei Period
Anticipated entry (PhD)
April / October 2022