Curriculum reform is a global priority, yet a persistent policy–practice gap remains, which, in very broad terms, shows misalignment between policy intentions and classroom realities. Drawing on a model‐guided systematic review, this article synthesizes 23 peer‐reviewed empirical studies (2015–2024) in foreign language education and propose the
Situated Acceptance and Implementation Model
(SAIM) as the framework for examining how contextual structures, motivational dispositions and behavioural processes interact in shaping teachers' engagement. Our findings reveal that acceptance depends primarily on curriculum clarity, teachers' beliefs and perceived classroom relevance, whereas sustained implementation hinges on
Institutional Governance
,
Instructional Infrastructure
and assessment–curriculum alignment. The analysis also reveals that systemic barriers such as high‐stakes testing, top‐down mandates and ambiguous policy communication limit reform sustainability, while teacher autonomy and collegial collaboration function as critical enablers. Surprisingly, theoretically central factors like
Teachers' Perceived Self‐Efficacy
and
Reflective Learning Orientation
have received little to no attention, which points to a significant research gap. Also, most studies focus on aspects related to implementation, with acceptance‐specific evidence being sparse and seldom reported separately. Based on these findings, we discuss theoretical and practical implications as well as further directions for curriculum planning in language education.
This study examines how elementary teachers interpret and enact the Life Studies curriculum within the Century of Türkiye Education Model (CTEM), a large‐scale, centrally steered curriculum reform. Using Q methodology to model shared patterns of subjectivity, 39 teachers sorted 35 statements about curriculum aims, pedagogy, support and implementation conditions. Three distinct viewpoint profiles emerged: (1) Outcome‐Focused Supporters, who strongly endorse CTEM's intended aims while critiquing limited responsiveness to implementation challenges; (2) Process‐Focused Critics, who value participatory, activity‐rich learning but foreground shortages of time, materials and resources; and (3) Implementation Realists, who express relative confidence in system‐level problem‐solving channels while sharply questioning the extent of teacher voice in enactment. Across profiles, teachers converged on the curriculum's pedagogical and civic promise, yet diverged on the conditions that enable or constrain enactment in a centralised system. Drawing on sensemaking and ecological accounts of teacher agency, the findings specify how teachers position themselves within reform trajectories and how differentiated interpretations shape curriculum work. Implications are offered for participatory curriculum development, targeted professional learning and implementation infrastructures that better align reform design with classroom realities.
Curriculum reform efforts often face obstacles in classrooms within education systems that are still developing, while theoretical explanations of how curriculum materials translate into classroom implementation remain underdeveloped in developing countries (Alvarado & Galigao, 2024; Dheivamani, 2022). Based on the theory of curriculum alignment, the perspective of participatory use of curriculum, and social cognitive theory, this research empirically investigates a serial mediation model in which perceived curriculum-textbook alignment (PCTA) affects curriculum implementation fidelity (CIF) through textbook pedagogical usability (TPU) and teacher curriculum self-efficacy (TCSE). Data on perceptions of curriculum alignment, textbook usability, teachers’ self-efficacy in implementing the curriculum and the degree of its classroom implementation fidelity were collected cross-sectionally through surveys administered to 200 middle school General Science teachers (Grades 6-8) in Gwadar District, Balochistan, Pakistan from both public (n=200) schools using the National Curriculum of Pakistan 2022-23 and textbooks of the Balochistan Textbook Board. Structural equation modelling with partial least squares in SmartPLS 4 was performed using 5,000 bootstrapping subsamples. The measurement model showed adequate reliability (α=.868-.887; ρc=.900-.914) and discriminant validity (HTMT≤.666). PCTA had significant effects on TPU (β=.402) and TCSE (β=.448); TPU affected TCSE (β=.361), and TCSE positively predicted CIF (β=.393); however, the direct effects of PCTA (β=-.044) and TPU (β=.021) on CIF were insignificant. Indirect-only (full) mediation analysis indicated that TCSE mediated the effects of both PCTA (β=.176) and TPU (β=.142) on CIF; the serial pathway PCTA → TPU → TCSE → CIF was significant (β=.057), while TPU alone mediated neither. The model accounted for 46.1% and 14.5% of the variances in TCSE and CIF (SRMR = .054), respectively. This indicates that the alignment and usability of pedagogically appropriate textbooks affect curriculum implementation fidelity via increasing teachers’ efficacy in implementing the specific curriculum. Thus, teachers’ psychology is shown to be the main mechanism enabling material-related reforms.
Mukhtar Bashir, A. Rahim, Gulab Khilji et al.· Kashmir Journal of Academic...· 0 citations
This study provides a narrative review of contemporary challenges in teaching English as a Foreign Language (EFL) in higher education across diverse international contexts. It synthesizes evidence from peer-reviewed studies published between 2020 and 2025. The analysis identifies six interrelated domains of difficulty: student-related factors (proficiency, motivation, anxiety), cultural and linguistic diversity, pedagogical and methodological constraints, community attitudes and perceptions, curriculum and assessment systems, and teacher, technological, and institutional limitations. Rather than representing isolated barriers, these challenges interact across policy, institutional, pedagogical, and learner levels. Positive attitudes toward English often coexist with critiques of inequality; Communicative Language Teaching (CLT) is endorsed in policy but undermined by exam-driven curricula; and technology promises innovation yet exacerbates inequities without adequate training and infrastructure. The review argues that sustainable improvement depends on systemic coherence across policy, institutional governance, curriculum design, teacher development, and learner-centered practice rather than isolated interventions. Future research should expand comparative research across underexplored regions, employ longitudinal designs to assess the durability of reforms, and critically examine the role of emerging tools such as artificial intelligence (AI) in language instruction. By integrating evidence across diverse educational contexts into a coherent multi-level framework, the study contributes a holistic perspective on improving EFL teaching in higher education.
This study provides a comprehensive investigation into the evolving structural matrix connecting the contemporary teacher, systems of teacher education, and the fundamental concept of pedagogic responsibility. Positioned within the dynamic structural changes of twenty-first-century education most notably defined by India’s National Education Policy (NEP) 2020 and the global expansion of artificial intelligence—the research examines how teacher identity, professional ethics, and classroom practice are being fundamentally reconfigured. Utilizing an interdisciplinary approach that integrates historical policy analysis, theoretical tracking of cognitive models, and socio-philosophical critiques, this paper outlines how teacher education frameworks must transition from mechanical, instrumental skill-building toward reflective, values-oriented, and human-centered pedagogies. The analysis underscores that pedagogic responsibility is not a static set of rules but a dynamic commitment spanning ethical, academic, social, inclusive, and emotional dimensions. Ultimately, this study offers actionable systemic strategies for curriculum reform, continuous professional development, and the ethical integration of digital tools, ensuring that educators remain equipped to foster equitable, democratic, and deeply humanized learning ecologies.
Davinder Kour, Manpreet Kour· RESEARCH REVIEW Internationa...· 0 citations
Teacher digital competence (TDC) is widely recognized as a key enabler of educational digitalization, yet many professional development initiatives do not lead to sustained changes in classroom practice. This study examines the contextual and organizational determinants that should inform the design and implementation of TDC programs in school education from an implementation science (IS) perspective. Drawing on the consolidated framework for implementation research 2.0, a three-round Delphi study was conducted with 23 specialists in educational technology, including teacher educators, school leaders, and system-level advisers. Through qualitative and quantitative analyses, the study developed a model that organizes the main determinants across five domains: intervention characteristics, outer setting, inner setting, characteristics of individuals, and implementation process. The findings suggest that effective TDC programs must extend beyond a narrow focus on individual skills, as their success also depends on leadership, organizational conditions, external support, contextual adaptation, and ongoing evaluation. The model provides a structured basis for designing, implementing, and evaluating programs that are realistic, context-sensitive, and sustainable. Overall, the study demonstrates the value of IS for strengthening teacher professional development in digital education.
Jesús Valverde-Berrocoso, M. Hidalgo, Ana María Rodríguez· Contemporary Educational Tec...· 0 citations
Despite Rwanda’s adoption of the Competency-Based Curriculum (CBC) to promote learner-centered, skills-oriented education, evidence suggests a persistent gap between curriculum intentions and classroom practices. This study examines teachers’ perceptions and instructional practices in implementing the CBC, with a focus on the alignment between curriculum intentions, instructional planning, and classroom practices. The study employed a sequential explanatory research design. Quantitative data were collected through structured questionnaires administered to teachers, while qualitative data were generated from semi-structured interviews, classroom observations, and document analysis of lesson plans and schemes of work. Quantitative findings indicate that teachers hold generally positive perceptions of the CBC (M = 3.87, SD = 0.64), particularly regarding its relevance to real-life skills and learner engagement. However, the level of classroom implementation was moderate (M = 3.12, SD = 0.71), revealing a gap between beliefs and practice. Regression analysis indicated that teachers' perceptions were a statistically significant predictor of instructional practices (β = 0.48, p < .01), explaining variation in instructional practices without implying causality. Qualitative results corroborate these findings, revealing conceptual ambiguity in translating competencies into instructional activities, weak alignment between objectives, teaching strategies, and assessment, and a predominance of surface-level learner-centered practices. Additionally, contextual constraints such as inadequate professional development, limited instructional resources, and large class sizes were found to hinder effective implementation. The study concludes that while teachers demonstrate strong conceptual support for CBC, its implementation remains constrained by cognitive, pedagogical, and systemic factors. It underscores the need for sustained professional development, improved resource provision, and stronger alignment between curriculum design and classroom realities to achieve meaningful educational reform.
Epimaque Mutabera Nziza· Journal of Classroom Practic...· 0 citations