The stakes of the early years are not incidental. Research on early childhood computational thinking consistently shows that first encounters with sequencing, pattern recognition, and symbolic representation shape later disciplinary learning and digital self-belief. In the Foundation Phase, which covers Grades R through 3, coding is not about writing lines of program code. It is about developmentally appropriate experiences: giving and following instructions, spotting and correcting errors, designing and making, and using programmable floor robots or unplugged activities to make abstract ideas tangible. When teachers are well prepared, these experiences blend naturally with the play, movement, story, and concrete manipulation that define effective early learning. When they are not, the subject risks becoming abstract, intimidating, and unevenly applied.

To make sense of what he observed, Ngcobo framed the study with the Technological Pedagogical Content Knowledge model, or TPACK, which treats effective technology integration as the product of a dynamic interplay between content knowledge, pedagogical knowledge, technological knowledge, and the realities of context. The framework is demanding by design. A teacher might be enthusiastic yet unable to explain sequencing accurately; another might grasp the concept but not know how to make it accessible to a Grade R learner through play; a third might understand both but lack the skills to operate a coding robot or a visual programming interface. In every case, it is the failure of integration across domains, not a single missing piece, that undermines teaching quality. Context matters too: the same curriculum can produce radically different classroom experiences depending on resources, support, and institutional conditions.

The methodology was deliberately close to the ground. Working within an interpretivist paradigm, the study combined semi-structured individual interviews, document analysis, and classroom observations to triangulate evidence from five purposively selected teachers in four pilot schools. Data were analysed thematically, with interview transcripts, observation notes, and curriculum documents coded and cross-checked throughout to strengthen trustworthiness. The small sample reflects a practical reality: the pilot programme had been delayed or halted in other selected schools, leaving five teachers as the accessible population. That constraint limits generalisability, but it also yields unusually rich detail about how one district’s implementation actually unfolded.

The findings on content knowledge are sobering. Teachers were eager and recognised the subject’s relevance, yet most lacked an integrated grasp of the curriculum. They were unsure not only of terminology but of what content was appropriate for Grades R to 3, how concepts should progress across grades, and how formal expectations connected to play-based practice. One participant described the concepts as unfamiliar and difficult to interpret because she was new to the subject; another said teaching it was challenging because she had never been professionally trained to teach it. In a phase where learners are emergent readers who need oral, visual, and tactile mediation, a teacher’s conceptual uncertainty translates directly into classroom confusion. Simplifying ideas like sequencing, patterning, and debugging without distorting them requires exactly the firm content grounding many participants did not yet have.

Compounding the problem was a striking scarcity of official documentation. During document analysis, the researcher found that most teachers lacked the basic subject documents needed for implementation, including the Curriculum and Assessment Policy Statement, annual teaching plans, assessments, and lesson plans; some had no subject files at all. One teacher explained that she had to ask other schools for the documents she was expected to teach from. Another reported repeated failed attempts to obtain them from the department, saying subject advisors were either unavailable or did not hold copies. One participant even visited schools in other provinces and read international policy documents to piece together a workable conception of the curriculum. That improvisation demonstrates commitment, but it also exposes a profound implementation gap: teachers were being asked to deliver a new subject while simultaneously hunting for its official content.

Pedagogy showed the same tension between intention and condition. Most teachers relied heavily on explanation, demonstration, and repetition, not because they dismissed hands-on learning, but because they lacked the manipulatives, programmable devices, and visual aids to do otherwise. One teacher described telling, explaining, and demonstrating as much as possible because learners needed to see and do, yet the school had few real objects to work with. Classroom observations made the cost vivid: in one Grade 3 lesson on the elements of a robot, the teacher read from notes and showed pictures while an unused robot set sat on the table. Across the four schools, only one had a fully resourced robotics lab; the other three had no robotic kits or textbooks. There were, however, signs of pedagogical movement, with some teachers blending explanation with practical activities in which learners built models, tested ideas, and revised attempts, a shift toward the guided, iterative problem-solving that robotics education research identifies as most effective.

Technological knowledge emerged as a third weak point. Most participants were comfortable with general classroom technologies such as computers and projectors but had limited familiarity with the tools that make Foundation Phase coding concrete: unplugged sequencing materials, programmable floor robots, coding mats, tangible coding blocks, and beginner visual environments like ScratchJr. Participants from under-resourced schools were especially candid about inequity, with one noting that advanced technology sits in schools like ex-Model C institutions while her own lacked the privilege of such resources. Professional development fared no better in their accounts: workshops were described as too few, too theoretical, and offering nothing about how to use the technology. Subject advisors, meanwhile, were reported as late, absent, or slow to follow through, leaving teachers to navigate a complex new subject largely alone. Notably, even the one well-equipped school saw underuse of its kits because teachers had not been trained to exploit them, a finding that punctures the assumption that hardware alone closes the gap.

Yet the learners’ response offers the study’s most hopeful thread. Four of the five teachers reported high enthusiasm, participation, and curiosity, with even usually quiet children becoming active during coding sessions. Teachers observed gains in logical reasoning, creativity, communication, and perseverance, and classroom observations confirmed deep engagement during practical activities. But assessment practices lagged behind. All five participants expressed uncertainty about what to assess and how to measure whether a learner truly understood a coding concept, often falling back on observation and participation. One warned that without clear guidelines, progression could rest on participation rather than actual understanding, raising concerns about the reliability and validity of assessment outcomes in a subject meant to build demonstrable skills.

The study’s conclusion reframes the implementation debate: the barrier is not teacher resistance but teacher under-preparation. Ngcobo recommends a coordinated, multi-layered response, including sustained practice-based professional development that starts from the curriculum itself and moves to age-appropriate tools, reliable access to official subject documentation, visible and instructional subject advisory support, and equitable resource distribution so that under-resourced schools are not left to implement the subject only symbolically. Universities, the study argues, should also redesign pre-service programmes so Foundation Phase teachers graduate with at least introductory competence in computational thinking and early-years robotics pedagogy. With the pilot phase informing a national rollout, the message from Umlazi is clear: young children are ready and eager to code, but the adults charged with teaching them need training, tools, and support that match the ambition of the policy.

Subject of Research: Teachers' experiences of teaching coding and robotics in the Foundation Phase of South African primary schools

Article Title: Exploring teachers’ experiences in teaching coding and robotics in the foundation phase (Grades R-3) in Umlazi, South Africa

Article References: Exploring teachers’ experiences in teaching coding and robotics in the foundation phase (Grades R-3) in Umlazi, South Africa. (n.d.). https://doi.org/10.1007/s44217-026-02292-1

Image Credits: AI Generated

DOI: 10.1007/s44217-026-02292-1

Keywords: coding and robotics, Foundation Phase, South Africa, TPACK, teacher preparedness, computational thinking, early childhood education, curriculum implementation, educational technology, professional development, Umlazi, digital literacy

The Competence Based Curriculum represents a fundamental philosophical break from the knowledge-based model that dominated Rwandan education for decades. Rather than rewarding memorisation and recall, the CBC framework asks learners to develop practical competencies: literacy, numeracy, information and communication technology, citizenship and national identity, entrepreneurship, science and technology, and communication in official languages. Teachers are expected to act as guides and facilitators, orchestrating active experimentation, reflective observation and concrete experiences rather than delivering fixed content. The approach was designed starting in 2013, officially launched by the Rwanda Basic Education Board in 2015, piloted in sampled schools from 2016, and rolled out nationwide in 2020.

The study’s theoretical anchor is transformative learning theory, developed by Jack Mezirow in the 1970s, which holds that learners must move beyond passive knowledge acquisition toward instrumental and communicative learning: solving problems, evaluating cause-and-effect relationships, and articulating their own needs and ideas. This framing proved analytically useful because the researchers were examining precisely those conditions, classroom interaction, teacher guidance and learner engagement, that the theory identifies as essential. Where those conditions are absent, the theory predicts, competence-based education cannot take root, and the Musanze data bear that prediction out with uncomfortable clarity.

Methodologically, the researchers adopted an interpretivist paradigm with a phenomenological design, combining a systematic desk review of curriculum documents and national policies with semi-structured interviews lasting 90 minutes per participant. The school sample was deliberately stratified: 12 general education schools and 6 TVET schools, split evenly between rural and urban locations, and divided equally among public, government-aided and private institutions. Teachers were selected by simple random sampling within each school, while one head teacher per school was purposively chosen. To strengthen trustworthiness, the team conducted two consecutive rounds of interviews across the 2023-2024 and 2024-2025 school years, asked identical questions in both rounds to check consistency, and used member checking to verify that participants’ responses had been interpreted accurately.

The findings expose a striking gap between how different school communities understand the curriculum’s core philosophy. Several teachers in general public schools admitted that many of their colleagues believe CBC simply means putting learners into groups, a misreading that misses the teacher’s continuing role in guiding, explaining and scaffolding tasks. One primary school teacher noted that even though the curriculum positions learners as prime actors in generating their own knowledge, guidance and facilitation from teachers are what keep them focused and moving toward intended achievements. Without that scaffolding, group work becomes activity without direction, and competencies fail to develop.

Language emerged as perhaps the most corrosive barrier. Since Rwanda shifted to English as the medium of instruction in 2008, both teachers and learners have struggled with proficiency, and the study found that low English skills severely hamper the classroom interactions on which competence-based learning depends. A teacher in a government-aided school explained that learners who cannot grasp a concept cannot apply it, and that many cannot demonstrate or explain their knowledge because of language barriers. Worse, the language gap has pushed some classrooms back toward the very practices the reform was meant to eliminate: rote memorisation of content, followed by failure in examinations when learners cannot determine where or how to reproduce what they have memorised. The teacher also criticised assessment design, noting that most examination items test only understanding and comprehension, leaving no room for the analysis, evaluation and creativity that the curriculum officially champions.

Head teachers painted an equally divided picture on resources. One urban private school leader praised the syllabuses as exceptionally well designed, with scenarios, model questions and teaching strategies all laid out in advance. But a rural public school head teacher countered that recommended teaching aids were designed without any analysis of conditions in remote schools, which often lack laboratories, electricity and internet connections essential for teaching ICT and science subjects. A rural TVET head teacher added that although the curriculum supports inclusivity in principle, most schools lack the facilities and specialised materials needed for learners with special educational needs. The proposed remedy from a private school leader was systematic: long and short-term planning cycles, from five-year down to weekly plans, matched by cooperation across administrative levels to secure requirements on time.

Yet the study documents real, sometimes remarkable, gains. In TVET schools across Musanze, teachers reported increased student engagement, professionalism and graduate employability. One rural government-aided TVET teacher described how the curriculum accelerated the production of skilled graduates who not only found jobs but helped unskilled youth in the surrounding area develop small income-generating activities, lifting household living standards across the region. Employers, according to urban TVET head teachers, have testified to how quickly and substantially graduates contribute to problem-solving in the Rwandan labour market. Meanwhile, 83.3 percent of interviewed teachers and 94.4 percent of head teachers affirmed that ongoing training sessions organised by the Rwanda Basic Education Board and the Rwanda TVET Board improved teaching and learning, though all agreed the number of trained teachers remains far too low.

The researchers distilled the challenges into a consistent set: time constraints against planned content, insufficient learning materials relative to class size, low proficiency in the medium of instruction, limited parental involvement, teacher resistance to change, and weak capacity to design genuine competence-based assessments. They also noted a sobering continental context: across Africa, roughly 62.7 percent of teachers have demonstrated low fidelity to competence-based approaches, with insufficient training and inaccessible implementation resources cited as the main reasons. Rwanda’s experience, the study suggests, mirrors this regional pattern, particularly in under-resourced public schools where one head teacher described national investments in smart classrooms as a droplet in the ocean given the prevalence of overcrowded classrooms.

The study’s recommendations form a practical roadmap. The authors call for a national evaluation of the curriculum’s effectiveness and impact, stronger mediation between school realities and national policy, intensified refresher training for teachers, peer learning between schools of different working conditions, standardised alignment of teaching and assessment practices with CBC principles, and resource mobilisation targeted at rural schools. They also urge deeper analysis of competence-based assessment, recommending examinations that blend short-answer and essay questions testing critical thinking with practical, hands-on tasks that stimulate creativity. Parents, they argue, need mobilisation to participate actively in their children’s learning. The researchers acknowledge their own limitations, noting that perspectives from students, parents and national decision-makers, along with classroom observations and focus groups, would enrich future studies. But their central conclusion stands firm: Rwanda’s curriculum reform is directionally sound and already producing competent graduates in its best-resourced schools, yet full success will demand sustained investment in teachers, materials and time, especially for the public and government-aided schools that serve most of the country’s children.

Subject of Research: Implementation of the Competence Based Curriculum in primary and secondary schools in Musanze district, Rwanda

Article Title: Critical analysis of competence based curriculum implementation in primary and secondary schools of Musanze district, Rwanda

Article References: Critical analysis of competence based curriculum implementation in primary and secondary schools of Musanze district, Rwanda. (n.d.). https://doi.org/10.1007/s44217-026-02072-x

Image Credits: AI Generated

DOI: 10.1007/s44217-026-02072-x

Keywords: Competence Based Curriculum, Rwanda, Musanze district, curriculum implementation, competency-based education, TVET, teacher training, English medium of instruction, learner-centred pedagogy, educational policy, qualitative research, transformative learning theory

The research team, led by Firew Bekele Ejigu with colleagues Tariku Sime Gutu and Wudu Melese Tarekegne, surveyed 342 primary school teachers selected through stratified random sampling across the city, complementing the questionnaire data with in-depth interviews and school observations involving six purposively chosen participants. The study employed an embedded mixed-methods design, giving greater weight to the quantitative strand while using qualitative data to contextualize and enrich the statistical findings. Addis Ababa, home to roughly 5.46 million people and often described as a microcosm of Ethiopia, provided an ideal setting: the city’s population includes ethnic Amhara (47 percent), Oromo (19.5 percent), Gurage (16.3 percent), Tigray (6.2 percent) and numerous other groups, alongside Orthodox Christian, Muslim and other religious communities.

The theoretical backbone of the study draws on James A. Banks’s influential framework of multicultural education, which identifies five interlocking dimensions: content integration, the knowledge construction process, equity pedagogy, prejudice reduction, and an empowering school culture. Crucially, Banks’s model insists that multicultural education is not merely a matter of revising textbooks or adding festival days to the calendar. It demands a transformation in teachers’ beliefs, attitudes and everyday instructional practices, because even the most carefully designed curriculum is only as effective as the educator who enacts it in the classroom.

Measuring attitudes required a purpose-built instrument. The researchers constructed a 20-item Likert-type questionnaire ranging from strongly disagree to strongly agree, with negatively worded items reverse-coded during analysis. One sample item probed a common anxiety: whether addressing student diversity in class is dangerous for national unity. Before deployment, the scale was vetted by language instructors and diversity education researchers, then piloted with 15 teachers outside the main sample. The resulting Cronbach’s alpha of 0.754 indicated acceptable internal consistency, and skewness and kurtosis statistics confirmed the scores were approximately normally distributed, clearing the way for parametric testing.

The headline quantitative result was a grand mean score of 3.41 on the five-point scale, with a standard deviation of 1.33. That figure places teachers squarely in the moderate range: above the scale’s midpoint, signaling generally favorable orientations toward weaving diversity into curriculum experiences, but far from uniformly enthusiastic. The variability matters. Some teachers expressed genuine comfort with multicultural content, while others reported discomfort or uncertainty, and the interviews revealed why the average conceals a spectrum of understanding.

Those qualitative conversations were revealing. One teacher described a school where children speak Welayitegna, Afan Oromo, Amharic, Tigrigna and other languages, and where she regularly coordinates cultural shows and Nation and Nationalities Day events. Another participant, a school principal, painted a more cautious picture, noting that while some teachers hold positive attitudes, others avoid discussing diversity openly for fear of being perceived as politically motivated. Several teachers conflated multicultural education with inclusive education for students with disabilities, or equated it narrowly with religion-free schooling, suggesting that conceptual clarity remains a work in progress even among committed educators.

The inferential statistics told a story about what does and does not predict these attitudes. Gender made no significant difference, with male teachers averaging 3.39 and female teachers 3.47, a gap that failed to reach statistical significance. Academic qualification likewise showed no significant relationship, despite degree holders posting the highest raw mean of 3.73. More surprising was the weak, non-significant correlation between the number of languages teachers spoke and their multicultural attitudes, a finding the authors interpret through the lens of how languages are acquired: community-based, everyday multilingualism may matter more than a simple count of languages known.

What did matter was training and career stage. Teachers who had completed multicultural coursework or professional development scored significantly higher, at 3.54 versus 3.34 for those without such exposure, a difference the researchers report as statistically significant. One-way ANOVA results further showed that younger teachers, aged 22 to 35, and those with one to ten years of experience held significantly stronger multicultural attitudes than their older, more seasoned colleagues. The authors caution against attributing this generational pattern to training alone, since the data did not capture when or where teachers studied; generational socialization around diversity values, or younger teachers’ closer cultural proximity to their students, could also play roles. Still, the pattern echoes findings from Norway’s TALIS data, where professional development emerged as a significant predictor of multicultural teaching self-efficacy.

The study’s most sobering statistic may be that 50.6 percent of participating teachers had never received any training in multicultural education. That gap mirrors a continental pattern. Comparable studies in Nigeria, South Africa and Tanzania have documented a recurring attitude-practice divide, in which teachers express rhetorical commitment to cultural diversity but lack the preparation, resources and institutional support to translate that commitment into classroom practice. The Ethiopian findings thus reinforce a growing scholarly consensus that the weakest links across African education systems are content integration, equity pedagogy and empowering school culture, precisely the dimensions that require deliberate, structured intervention.

The implications reach well beyond Addis Ababa. The researchers recommend embedding multicultural education as a core component of teacher preparation, both through dedicated standalone courses and through infusion across subject-specific methods training, alongside continuous in-service workshops and experience-sharing programs. They also call for systematic textbook analysis against Ethiopia’s new Education Sector Development Roadmap and curriculum framework. Because children begin forming evaluative categories about social difference at remarkably early ages, and because teachers serve as the role models from whom young learners internalize attitudes toward out-groups, the stakes of this professional development extend far beyond individual classrooms. In a nation whose founding educational aspiration is unity within diversity, the study suggests that the surest investment is not in policy documents but in the minds of the teachers who open them every morning.

Subject of Research: Primary school teachers' attitudes toward multicultural curriculum integration in Addis Ababa, Ethiopia

Article Title: Primary school teachers’ attitudes towards integrating multiculturalism into curriculum implementation in Addis Ababa city, Ethiopia

Article References: Ejigu, F. B., Gutu, T. S., & Tarekegne, W. M. (2026). Primary school teachers’ attitudes towards integrating multiculturalism into curriculum implementation in Addis Ababa city, Ethiopia. Discover Education, 5(1), Article 1073. https://doi.org/10.1007/s44217-026-02166-6

Image Credits: AI Generated

DOI: 10.1007/s44217-026-02166-6

Keywords: multicultural education, teacher attitudes, Ethiopia, Addis Ababa, primary education, curriculum implementation, professional development, teacher training, cultural diversity, inclusive education, James A. Banks, mixed methods

The rationale behind the work is straightforward. Advances in MRI technology, an expanding range of clinical applications, and steadily reduced scan times have driven up demand for MRI services around the world. That demand translates directly into pressure on the workforce: graduates are increasingly expected to arrive with genuine MRI competence, not merely a theoretical appreciation of what the modality can do. Undergraduate MRI education, the authors argue, must therefore be effective enough to meet evolving workforce needs safely and competently. Yet access to real scanners is expensive and logistically difficult, which is why structured, evaluated programs like this one matter.

The program itself was a revision of an earlier pilot study, and its structure reveals a deliberate pedagogical design. It comprised two parts. Part 1 consisted of two weeks of pre-reading, allowing students to build a conceptual foundation in MRI physics, instrumentation, and safety before they ever entered the scanner room. Part 2 was a five-day hands-on learning component spread across two consecutive calendar weeks, during which every participant personally performed MRI scanning. The target audience was students who had already completed the second-year instrumentation subjects of the course, ensuring they arrived with the technical grounding needed to make the practical experience meaningful rather than overwhelming.

The setting was as authentic as it gets in Australian research imaging. The program ran at the research MRI scanning facility of the Western Australia node of the National Imaging Facility, a national collaborative research infrastructure capability hosted at the Centre for Microscopy, Characterisation and Analysis at The University of Western Australia. Supervision during scanning was provided by MRI radiographers from Perth Radiological Clinic, and the delivery was supported by Siemens Healthcare. The program also earned recognition through the Curtin Extra co-curricular program, signaling that the university formally acknowledged the additional skills students were developing outside their standard curriculum.

Evaluation relied on two complementary instruments. Participants completed pre- and post-program questionnaires capturing their self-perceived competence, alongside revised 38-item MRI knowledge tests administered before and after the program. The knowledge test preserved the same broad content domains and scoring approach as the pilot-study instrument, which had previously demonstrated acceptable internal consistency, with a Cronbach’s alpha of 0.79, and convergent validity, reflected in a Pearson correlation of 0.40. On the analysis side, the team used descriptive statistics for the questionnaire and test data, Wilcoxon signed-rank tests to assess changes in self-perceived competence, paired t-tests for knowledge test performance, and an independent samples t-test to compare mean test score changes against the pilot study.

The results, though drawn from a small cohort of eight enrolled students, were striking. Self-perceived MRI competence rose significantly from a mean of 2.63 to 3.13 on the program scale, a change reaching statistical significance at p = 0.046. More dramatically, overall MRI knowledge test performance climbed from 39.15 percent to 57.24 percent, a highly significant improvement with p = 0.002. The effect size for that knowledge gain was very large, Cohen’s d = 1.73, although the authors were careful to note that the wide 95 percent confidence interval, spanning 0.58 to 2.83, indicated substantial uncertainty about the true magnitude of the effect when the sample is this small.

Student perceptions of the program itself were overwhelmingly positive. Participants rated all aspects of the experience at 4.13 or higher on a five-point scale, with the sole exception of the supervision item. That item used a different response scale and returned a mean rating of 3.13, which the authors interpreted as supervision sitting close to the intended ideal of a perfect setting, in which students are watched and supported without being crowded or constrained. For a program that asks undergraduates to operate a research-grade MRI scanner, that balance between safety oversight and hands-on autonomy appears to have landed almost exactly where the designers hoped.

One of the more intriguing comparisons came from benchmarking the revised program against its pilot predecessor. The mean improvement in knowledge test scores in this study was 18.09 percent, which did not differ significantly from the 27.85 percent improvement observed in the pilot study, with the comparison yielding p = 0.139. The difference in means is notable on its face, but with eight participants the study was never powered to detect moderate differences between programs, and the authors appropriately declined to read too much into the gap. What the comparison does suggest is that the revised format, with its structured pre-reading phase and compressed hands-on week, sustained a meaningful learning trajectory rather than undermining the gains of the original design.

The authors are equally candid about the limits of what can be concluded. Because the study did not include a concurrent control group, the observed increases in competence and knowledge cannot be causally attributed to the program or to any individual program component. Students may have improved simply through repetition of testing, maturation, or the motivational effect of being selected for a voluntary enrichment activity. The findings, they write, provide further information for planning and evaluating future course-wide implementation but do not establish its feasibility. The suitability, scalability, resource requirements, safety, and effectiveness of compulsory course-wide delivery will require evaluation in larger studies using controlled designs.

Those caveats are a reminder of how science education research often has to proceed: small, voluntary, carefully instrumented pilots first, scaled implementation later, if and when the evidence justifies it. The study was retrospectively registered with the Australian New Zealand Clinical Trials Registry under ACTRN12626000824369, received ethics approval from the Curtin University Human Research Ethics Committee, and involved no external funding, with clinical supervision donated by working radiographers and technical support from an industry partner. Whether or not hands-on MRI training eventually becomes a compulsory element of every Australian medical radiation science degree, this study offers a concrete template: two weeks of disciplined pre-reading, five days at a real scanner console, validated knowledge testing before and after, and honest statistical reporting. For the eight students who got to drive one of medicine’s most powerful imaging machines themselves, the transformation in confidence and knowledge was measurable, significant, and, in the language of effect sizes, very large indeed.

Subject of Research: Hands-on MRI education for undergraduate medical radiation science students in Australia

Article Title: Hands‑on magnetic resonance imaging learning program for future course‑wide implementation in an undergraduate medical radiation science course in Australia

Article References: McNally, R. C., Parizel, P. M., Sun, Z., Vos, S. B., Moradi, H., Dickson, R., & Ng, C. K. C. (2026). Hands‑on magnetic resonance imaging learning program for future course‑wide implementation in an undergraduate medical radiation science course in Australia. BMC Medical Education. https://doi.org/10.1186/s12909-026-10490-6

Image Credits: AI Generated

DOI: 10.1186/s12909-026-10490-6

Keywords: magnetic resonance imaging, medical radiation science, medical education, hands-on learning, undergraduate training, MRI competence, Curtin University, National Imaging Facility, knowledge testing, radiography education, Australia, curriculum implementation