Should Curricula Be Standardized Globally or Adapted to Local Context?: A Critical Review
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| Title: | Should Curricula Be Standardized Globally or Adapted to Local Context?: A Critical Review |
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| Language: | English |
| Authors: | Marham Jupri Hadi |
| Source: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Reports - Evaluative |
| Education Level: | Secondary Education |
| Descriptors: | Curriculum, National Curriculum, Global Approach, Academic Standards, National Standards, Blended Learning, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Benchmarking, Local Issues, Multicultural Education |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| Abstract: | Curriculum should be understood as a dynamic and flexible framework that shapes learners' social and cognitive development rather than a fixed set of subjects. In the context of globalization, adopting international standards is essential to ensure graduates' competitiveness, mobility, equity, and inclusivity. Frameworks such as CEFR and global assessments like PISA provide benchmarks that enable learners to participate effectively in the global economy. However, an overreliance on a one-size-fits-all approach risks marginalizing local wisdom, eroding cultural identity, and creating decontextualized learning experiences that disconnect students from their lived realities. This may result in learners who are globally competent but unable to address local challenges. This paper argues for a glocalized (hybrid) curriculum that integrates global standards with local knowledge. In this model, global frameworks serve as the structural foundation, while local content ensures contextual relevance and cultural grounding. By combining these elements, the curriculum promotes meaningful learning, strengthens cultural identity, and fosters critical thinking. Ultimately, a glocalized approach offers a balanced and effective strategy to produce graduates who are both globally competitive and locally responsive, capable of acting as global participants and local problem solvers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679590 |
| Database: | ERIC |
| Abstract: | Curriculum should be understood as a dynamic and flexible framework that shapes learners' social and cognitive development rather than a fixed set of subjects. In the context of globalization, adopting international standards is essential to ensure graduates' competitiveness, mobility, equity, and inclusivity. Frameworks such as CEFR and global assessments like PISA provide benchmarks that enable learners to participate effectively in the global economy. However, an overreliance on a one-size-fits-all approach risks marginalizing local wisdom, eroding cultural identity, and creating decontextualized learning experiences that disconnect students from their lived realities. This may result in learners who are globally competent but unable to address local challenges. This paper argues for a glocalized (hybrid) curriculum that integrates global standards with local knowledge. In this model, global frameworks serve as the structural foundation, while local content ensures contextual relevance and cultural grounding. By combining these elements, the curriculum promotes meaningful learning, strengthens cultural identity, and fosters critical thinking. Ultimately, a glocalized approach offers a balanced and effective strategy to produce graduates who are both globally competitive and locally responsive, capable of acting as global participants and local problem solvers. |
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