Framing a future-ready radiography curriculum – A scoping review

Abstract

Radiography education is faced with increasing clinical, technological, and regulatory demands; therefore, this scoping review synthesises evidence to identify essential categories and themes for modernising radiography education. The education focuses on adapting to new clinical practices and integrating innovative teaching modalities to prepare graduates for future healthcare environments. A qualitative scoping review was conducted via searches in PubMed, Google Scholar, and ScienceDirect. A generative artificial intelligence (AI) tool supported dual-reviewer screening and full-text analysis. Data on curriculum elements were extracted and synthesised inductively, resulting in a framework of six core domains. The synthesis produced a framework of six interdependent domains: pedagogical innovation, technological integration, curriculum content and structure, clinical education and practice, professionalism and ethics, and strategic alignment. A key finding is the interconnected nature of the domains: Technological integration requires pedagogical innovation, and AI-driven healthcare demands renewed ethical focus. The framework that was identified offers an evidence-based structure for developing technically competent, adaptable, and ethically prepared radiographers. This study provides a unified, evidence-informed framework for radiography curriculum renewal. Key recommendations advocate for a shift in curriculum design, centring on the integration of technology, the adoption of adaptable modular programmes, and the embedding of ‘ethics by design’ principles. The study advances curricular theory by emphasising integration over additive skills and identifies critical research gaps, particularly, context-specific implementation in Africa and longitudinal studies on graduate outcomes.

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