Teachers’ Perceptions of Competency-Based Curriculum Reforms in Secondary Education

Abstract

This study explores secondary education teachers’ perceptions of the competency-based curriculum (CBC) reforms implemented across various educational systems. Through qualitative research methods, including interviews and surveys with educators, the research identifies key factors that influence teachers’ views on CBC, such as instructional flexibility, student engagement, and the challenges of assessment and implementation. Findings reveal a mixed response, with educators acknowledging the potential benefits of CBC, such as personalized learning and increased student agency, while also expressing concerns about insufficient professional development, increased workload, and the practical challenges of execution. The study calls for more comprehensive training, resources, and support for teachers in the successful integration of CBC.