J. Škoda, L. Luić

University North (CROATIA)
Curriculum planning for foreign language teaching is a complex process. Since 2000, with the introduction of the Bologna Process in higher education and the emergence of the Common European Framework for Languages, which aimed at multiculturalism and multilingualism, even greater emphasis has been placed on the effectiveness of curriculum design in foreign language teaching. In addition to curricular changes, technological changes in the educational landscape have been happening at a rapid pace, which suggests that educational institutions should integrate ICT (information and communication technologies) into teaching curricula in order to teach optimally since the use of ICT as a teaching aid helps in obtaining, exchanging, analyzing and organizing information. The use of ICT makes it easier for teachers to use electronic versions of educational and teaching aids; availability of additional materials; performing tests and assessment; and conducting practice-oriented language skills exercises related to research activities. The use of ICT in foreign language learning not only increases opportunities for effective communication but stakeholders develop not only their language skills but also a broader knowledge of the successful use of ICT for learning strategies, and 21st century skills. New directions in education not only include ICT but the process of learning and teaching is completely transferred online. The aim of this paper is to show which phases should be completed and which concepts should be included in the planning and design of the curriculum so that it converges from the traditional form to the online form of learning and teaching. Comparative analysis of theoretical sources and previous research, a conceptual framework for planning and designing online curriculum has been defined and the perspectives for further interdisciplinary research have been indicated.