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Teachers' perceptions of and adaptations to implementing a competency-based curriculum at the secondary level in Bangladesh.

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Title: Teachers' perceptions of and adaptations to implementing a competency-based curriculum at the secondary level in Bangladesh.
Authors: Islam, Shahidul (AUTHOR), Rahman, Arifur (AUTHOR), Paul, Uthpal Chandra (AUTHOR), Khaleduzzaman, Md. (AUTHOR)
Source: Oxford Review of Education. Jun2026, Vol. 52 Issue 3, p366-384. 19p.
Subjects: Curriculum implementation, Teacher attitudes, Secondary education, Outcome-based education, Curriculum-based assessment, Teacher education
Geographic Terms: Bangladesh
Abstract: This study investigates teachers' perceptions of and adaptations to implementing a competency-based curriculum (CBC) within Bangladesh's secondary education context. It follows a qualitative approach to gain in-depth perceptions and adaptations. The research comprised comprehensive interviews with 32 teachers from government and non-government secondary schools across eight divisions in Bangladesh. A purposive sampling technique was employed to select teachers from varied socioeconomic and geographical backgrounds, ensuring a diverse participant cohort. The data were subjected to thematic analysis, identifying six principal themes: perceptions of the CBC; perspectives on curriculum assessment; teachers' adaptations to the curriculum; views on curriculum implementation; preparedness for the curriculum; and associated challenges. The results indicate that, although teachers express optimism regarding a CBC's capacity to enhance student engagement and practical skills, substantial apprehensions exist concerning the readiness of the education system, the training system, teacher preparedness, and the assessment process. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Teachers' perceptions of and adaptations to implementing a competency-based curriculum at the secondary level in Bangladesh.
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  Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Jun2026, Vol. 52 Issue 3, p366-384. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Bangladesh%22">Bangladesh</searchLink>
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  Label: Abstract
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  Data: This study investigates teachers' perceptions of and adaptations to implementing a competency-based curriculum (CBC) within Bangladesh's secondary education context. It follows a qualitative approach to gain in-depth perceptions and adaptations. The research comprised comprehensive interviews with 32 teachers from government and non-government secondary schools across eight divisions in Bangladesh. A purposive sampling technique was employed to select teachers from varied socioeconomic and geographical backgrounds, ensuring a diverse participant cohort. The data were subjected to thematic analysis, identifying six principal themes: perceptions of the CBC; perspectives on curriculum assessment; teachers' adaptations to the curriculum; views on curriculum implementation; preparedness for the curriculum; and associated challenges. The results indicate that, although teachers express optimism regarding a CBC's capacity to enhance student engagement and practical skills, substantial apprehensions exist concerning the readiness of the education system, the training system, teacher preparedness, and the assessment process. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03054985.2025.2470816
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      – Code: eng
        Text: English
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        PageCount: 19
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      – SubjectFull: Secondary education
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      – SubjectFull: Outcome-based education
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      – SubjectFull: Curriculum-based assessment
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              M: 06
              Text: Jun2026
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              Y: 2026
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