Coordinating character and curriculum for learning and development

Abstract

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.