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hassl-3478	orcid.org	https://orcid.org/0000-0002-0139-3809
hassl-3478	orcid.org	https://orcid.org/0000-0003-0194-572x
hassl-3478	www.doi.org	https://www.doi.org/10.18488/73.v11i3.3478
hassl-3478	doi.org	https://doi.org/10.1093/qje/qjw016
hassl-3478	doi.org	https://doi.org/10.1108/ijmce-04-20220023
hassl-3478	doi.org	https://doi.org/10.1080/17408989.2020.1734554
hassl-3478	doi.org	https://doi.org/10.52006/main.v4i3.362
hassl-3478	doi.org	https://doi.org/10.1080/0305764x.2018.1476465
hassl-3478	www.philippinesbasiceducation.us	http://www.philippinesbasiceducation.us/2013/05/spiral-curriculum-when-and-how.html?m=1
hassl-3478	doi.org	https://doi.org/10.1093/qje/qjw016
hassl-3478	doi.org	https://doi.org/10.1108/ijmce-04-2022-0023
hassl-3478	doi.org	https://doi.org/10.1108/ijmce-04-2022-0023
hassl-3478	doi.org	https://doi.org/10.1080/17408989.2020.1734554
hassl-3478	doi.org	https://doi.org/10.52006/main.v4i3.362
hassl-3478	doi.org	https://doi.org/10.1080/0305764x.2018.1476465
hassl-3478	www.philippinesbasiceducation.us	http://www.philippinesbasiceducation.us/2013/05/spiral-curriculum-when-and-how.html?m=1
hassl-3478	doi.org	https://doi.org/10.18502/kss.v3i6.2404
hassl-3478	doi.org	https://doi.org/10.24331/ijere.815698
hassl-3478	doi.org	https://doi.org/10.3102/00346543074001059
hassl-3478	doi.org	https://doi.org/10.1016/j.jpubeco.2010.11.009
hassl-3478	doi.org	https://doi.org/10.1016/j.sbspro.2010.03.211
hassl-3478	doi.org	https://doi.org/10.24071/ijiet.v5i1.2983
hassl-3478	doi.org	https://doi.org/10.3390/jintelligence9040060
hassl-3478	doi.org	https://doi.org/10.1016/j.linged.2009.01.003
hassl-3478	doi.org	https://doi.org/10.14221/ajte.2018v43n4.2
hassl-3478	doi.org	https://doi.org/10.18502/kss.v3i6.2404
hassl-3478	doi.org	https://doi.org/10.24331/ijere.815698
hassl-3478	doi.org	https://doi.org/10.3102/00346543074001059
hassl-3478	doi.org	https://doi.org/10.1016/j.jpubeco.2010.11.009
hassl-3478	doi.org	https://doi.org/10.1016/j.sbspro.2010.03.211
hassl-3478	doi.org	https://doi.org/10.24071/ijiet.v5i1.2983
hassl-3478	doi.org	https://doi.org/10.3390/jintelligence9040060
hassl-3478	doi.org	https://doi.org/10.1016/j.linged.2009.01.003
hassl-3478	doi.org	https://doi.org/10.14221/ajte.2018v43n4.2
hassl-3478	doi.org	https://doi.org/10.1016/j.jaccedu.2019.07.002
hassl-3478	doi.org	https://doi.org/10.3390/educsci10110320
hassl-3478	doi.org	https://doi.org/10.3390/su12104035
hassl-3478	doi.org	https://doi.org/10.1111/nhs.12048
hassl-3478	doi.org	https://doi.org/10.1016/j.sbspro.2011.11.345
hassl-3478	doi.org	https://doi.org/10.1002/tea.20318
hassl-3478	doi.org	https://doi.org/10.1080/03634520701586310
hassl-3478	doi.org	https://doi.org/10.1207/s15430421tip4102_2
hassl-3478	doi.org	https://doi.org/10.1016/j.jaccedu.2019.07.002
hassl-3478	doi.org	https://doi.org/10.3390/educsci10110320
hassl-3478	doi.org	https://doi.org/10.3390/su12104035
hassl-3478	doi.org	https://doi.org/10.1111/nhs.12048
hassl-3478	doi.org	https://doi.org/10.1016/j.sbspro.2011.11.345
hassl-3478	doi.org	https://doi.org/10.1002/tea.20318
hassl-3478	doi.org	https://doi.org/10.1080/03634520701586310
hassl-3478	doi.org	https://doi.org/10.1207/s15430421tip4102_2