تطوير سياسات التعليم لصناعة معايير عالية الجودة للمناهج الدراسية في التعليم العام بدولة الكويت: تصور مقترح
الملخص
هدفت الدراسة إلى تقديم تصور مقترح شامل لتطوير سياسات التعليم وأثره على صناعة معايير عالية الجودة للمناهج الدراسية في التعليم العام بدولة الكويت. اعتمدت الدراسة على منهجية بحثية شاملة تضمنت مراجعة معمقة للأدبيات العلمية الحديثة في مجال سياسات التعليم وتطوير المناهج، وتحليل التجارب الدولية الناجحة (فنلندا، سنغافورة، الإمارات)، ودراسة معمقة لواقع التعليم في الكويت. وقد تم الاستناد إلى إطار "بوصلة التعلم 2030" لمنظمة التعاون الاقتصادي والتنمية (OECD) كإطار نظري رئيسي. خلصت الدراسة إلى تصور مقترح يرتكز على خمس ركائز أساسية: (أ) المناهج والمعايير - بناء إطار وطني للمناهج يستند إلى معايير عالمية ويدمج مهارات القرن الحادي والعشرين؛ (ب) المعلمون والقيادات التربوية - تمكين المعلمين من خلال التطوير المهني المستمر ورفع مكانة مهنة التعليم؛ (ج) التقييم والمساءلة - تطوير نظام تقييم شامل يتجاوز الاختبارات التحصيلية؛ (د) التكنولوجيا والبنية التحتية - تنفيذ خطة استراتيجية للتحول الرقمي؛ (هـ) الحوكمة والسياسات - إعادة هيكلة النظام التعليمي لتعزيز اللامركزية والشفافية. تقدم الدراسة خارطة طريق تنفيذية على ثلاث مراحل زمنية (2026-2030)، مع تحديد مؤشرات أداء قابلة للقياس لكل ركيزة.
الكلمات المفتاحية: سياسات التعليم، تطوير المناهج، معايير الجودة، مهارات القرن الحادي والعشرين، الكويت.
الكلمات المفتاحية:

هذا العمل مرخص بموجب Creative Commons Attribution-NonCommercial 4.0 International License.
جميع الأبحاث المنشورة في هذه المجلة خاضعة لترخيص: a Creative a Commons Attribution 4.0 International License
© 2025 مجلة العلوم التربوية والنفسية. جميع الحقوق محفوظة .
.All articles in this journal are published under: a Creative Commons Attribution 4.0 International License
Copyright © 2025. Journal of Educational and Psychological Sciences – Qassim University. All Rights Reserved
مراجع
- Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge.
- Al-Abdullatif, A. M., & Gameil, A. A. (2021). The effect of digital technology integration on students' academic performance through project-based learning in an e-learning environment. International Journal of Emerging Technologies in Learning, 16(11), 189-210. [https://doi.org/10.3991/ijet.v16i11.18415](https://doi.org/10.3991/ijet.v16i11.18415)
- Alazmi, A. A. (2024). Examining the influence of international organizations in education policy-making: The case of Kuwait. International Journal of Educational Management, 38(6), 1649-1668. [https://doi.org/10.1108/IJEM-03-2024-0123](https://doi.org/10.1108/IJEM-03-2024-0123)
- Alismail, H. A. (2015). 21st century standards and curriculum: Current research and practice. Journal of Education and Practice, 6(6), 150-154.
- AlKaabi, N. A., Al-Maadeed, N., & Romanowski, M. H. (2024). Drawing lessons from PISA: Qatar's use of PISA results. Prospects, 54(1), 89-107. [https://doi.org/10.1007/s11125-022-09619-4](https://doi.org/10.1007/s11125-022-09619-4)
- Alshaya, H., AlMutairi, T., & Alajmi, S. (2025). Educational challenges in GCC countries: Evidence from international assessments. International Journal of Educational Development, 102, 102945. [https://doi.org/10.1016/j.ijedudev.2024.102945](https://doi.org/10.1016/j.ijedudev.2024.102945)
- Amemasor, S. K., Owusu-Fordjour, C., & Hanson, D. (2025). A systematic review on the impact of teacher professional development programs on teachers' attitudes toward digital instructional technologies. Frontiers in Education, 10, 1541031. [https://doi.org/10.3389/feduc.2025.1541031](https://doi.org/10.3389/feduc.2025.1541031)
- Arispe, K., Hixon, E., & Ralston, R. (2025). The impact of professional development on K-12 teacher competencies in online teaching. International Review of Research in Open and Distributed Learning, 26(1), 1-22. [https://doi.org/10.19173/irrodl.v26i1.8019](https://doi.org/10.19173/irrodl.v26i1.8019)
- Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. [https://doi.org/10.1016/j.tate.2010.08.007](https://doi.org/10.1016/j.tate.2010.08.007)
- Bolívar, A., & Murillo, F. J. (2017). School effects and improvement in Latin America: A review of evidence. In J. Scheerens (Ed.), Opportunity to learn, curriculum alignment and test preparation (pp. 475-499). Springer. [https://doi.org/10.1007/978-3-319-43110-9_20](https://doi.org/10.1007/978-3-319-43110-9_20)
- Brandt, N. D., Lechner, C. M., Tetzner, J., & Rammstedt, B. (2025). The development of 21st-century skills during adolescence: A large-scale longitudinal study. Journal of Educational Psychology, 117(1), 1-19. [https://doi.org/10.1037/edu0000856](https://doi.org/10.1037/edu0000856)
- Christensen, A. A., Vangrieken, K., Kyndt, E., Dochy, F., & Raes, E. (2025). Professional learning communities and teacher outcomes: A systematic review. Teaching and Teacher Education, 148, 104530. [https://doi.org/10.1016/j.tate.2024.104530](https://doi.org/10.1016/j.tate.2024.104530)
- Crato, N. (2024). Should mathematicians worry with PISA and TIMSS math results? European Mathematical Society Magazine, 210, 25-32.
- Creemers, B., Kyriakides, L., & Antoniou, P. (2012). Teacher professional development for improving quality of teaching. Springer. [https://doi.org/10.1007/978-94-007-5207-8](https://doi.org/10.1007/978-94-007-5207-8)
- Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E. L., ... & Zeichner, K. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. Jossey-Bass.
- Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. [https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report](https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report)
- Demeuse, M., Frandji, D., Greger, D., & Rochex, J. Y. (Eds.). (2012). Educational policies and inequalities in Europe. Palgrave Macmillan.
- Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2022). Digital competences for teacher professional development: Systematic review. European Journal of Teacher Education, 45(4), 513-531. [https://doi.org/10.1080/02619768.2020.1827389](https://doi.org/10.1080/02619768.2020.1827389)
- Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828. [https://doi.org/10.1080/01411926.2010.501096](https://doi.org/10.1080/01411926.2010.501096)
- González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 14(3), 1493. [https://doi.org/10.3390/su14031493](https://doi.org/10.3390/su14031493)
- Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementation. OECD Education Working Papers No. 239. OECD Publishing. [https://doi.org/10.1787/efe8a48c-en](https://doi.org/10.1787/efe8a48c-en)
- Gut, D. M. (2010). Integrating 21st century skills into the curriculum. In G. Wan & D. M. Gut (Eds.), Bringing schools into the 21st century (pp. 137-157). Springer. [https://doi.org/10.1007/978-94-007-0268-4_7](https://doi.org/10.1007/978-94-007-0268-4_7)
- Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
- Hughson, T. A., & Wood, B. E. (2022). The OECD Learning Compass 2030 and the future of disciplinary learning: A Bernsteinian critique. Journal of Education Policy, 37(4), 634-654. [https://doi.org/10.1080/02680939.2020.1865573](https://doi.org/10.1080/02680939.2020.1865573)
- IEA. (2024). TIMSS 2023 international report and results now available. International Association for the Evaluation of Educational Achievement. [https://www.iea.nl/news-events/news/timss-2023-international-report-and-results-now-available](https://www.iea.nl/news-events/news/timss-2023-international-report-and-results-now-available)
- Kandiko Howson, C. (2023). Curriculum change as transformational learning. Studies in Higher Education, 48(1), 51-64. [https://doi.org/10.1080/03075079.2021.1940923](https://doi.org/10.1080/03075079.2021.1940923)
- Kaniuka, T. S. (2012). Toward an understanding of how teachers change during school reform: Considerations for educational leadership and school improvement. Journal of Educational Change, 13(3), 327-346. [https://doi.org/10.1007/s10833-012-9184-3](https://doi.org/10.1007/s10833-012-9184-3)
- Kelly, A. V. (2009). The curriculum: Theory and practice (6th ed.). SAGE Publications.
- Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. [https://doi.org/10.1080/13632434.2019.1596077](https://doi.org/10.1080/13632434.2019.1596077)
- Linn, R. L. (2000). Assessments and accountability. Educational Researcher, 29(2), 4-16. [https://doi.org/10.3102/0013189X029002004](https://doi.org/10.3102/0013189X029002004)
- Linn, R. L. (2008). Educational accountability systems. In K. E. Ryan & L. A. Shepard (Eds.), The future of test-based educational accountability (pp. 3-24). Routledge.
- Liu, S., Hallinger, P., & Feng, D. (2024). How professional learning communities, collective teacher efficacy and cognitive activation shape student achievement. Teaching and Teacher Education, 145, 104316. [https://doi.org/10.1016/j.tate.2023.104316](https://doi.org/10.1016/j.tate.2023.104316)
- Manna, P., & McGuinn, P. (2013). Education governance for the twenty-first century: Overcoming the structural barriers to school reform. Brookings Institution Press.
- Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues (4th ed.). Pearson.
- McCulloch, G. (2006). Curriculum reform, educational change and school improvement. In A. Hargreaves et al. (Eds.), International handbook of educational change (pp. 168-185). Springer. [https://doi.org/10.1007/1-4020-4452-6_9](https://doi.org/10.1007/1-4020-4452-6_9)
- Mincu, M. (2022). Why is school leadership key to transforming education? Insights from the literature. BMC Medical Education, 22(1), 1-13. [https://doi.org/10.1186/s12909-022-03847-9](https://doi.org/10.1186/s12909-022-03847-9)
- Mitchell, C., & Sackney, L. (2016). School improvement in high-capacity schools: Educational leadership and living-systems ontology. Educational Management Administration & Leadership, 44(5), 853-868. [https://doi.org/10.1177/1741143214564772](https://doi.org/10.1177/1741143214564772)
- Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies (2nd ed.). Routledge.
- Mitchell, R. (2013). What is professional development, how does it occur in individuals, and how may it be used by educational leaders and managers for the purpose of school improvement? Professional Development in Education, 39(3), 387-400. [https://doi.org/10.1080/19415257.2012.762721](https://doi.org/10.1080/19415257.2012.762721)
- Morina, F., Leka, L., & Imeri, A. (2025). Effects of online teacher professional development on teacher and student outcomes: A systematic review and meta-analysis. Computers & Education, 225, 105156. [https://doi.org/10.1016/j.compedu.2025.105156](https://doi.org/10.1016/j.compedu.2025.105156)
- Moyer, J. C., Cai, J., Wang, N., & Nie, B. (2011). Impact of curriculum reform: Evidence of change in classroom practice in the United States. International Journal of Educational Research, 50(2), 87-99. [https://doi.org/10.1016/j.ijer.2011.06.003](https://doi.org/10.1016/j.ijer.2011.06.003)
- OECD. (2019). OECD Learning Compass 2030: Concept note series. OECD Publishing. [https://www.oecd.org/education/2030-project/](https://www.oecd.org/education/2030-project/)
- OECD. (2025). PISA: Programme for International Student Assessment. [https://www.oecd.org/en/about/programmes/pisa.html](https://www.oecd.org/en/about/programmes/pisa.html)
- Pinar, W. F. (Ed.). (2014). International handbook of curriculum research (2nd ed.). Routledge.
- Rieser, R. (2012). Implementing inclusive education: A Commonwealth guide to implementing Article 24 of the UN Convention on the Rights of Persons with Disabilities (2nd ed.). Commonwealth Secretariat.
- Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. [https://doi.org/10.1177/0013161X08321509](https://doi.org/10.1177/0013161X08321509)
- Sahlberg, P. (2021). Finnish lessons 3.0: What can the world learn from educational change in Finland? (3rd ed.). Teachers College Press.
- Schleicher, A. (2018). World class: How to build a 21st-century school system. OECD Publishing. [https://doi.org/10.1787/9789264300002-en](https://doi.org/10.1787/9789264300002-en)
- Sendzik, N., Schulze, M., & Wolter, F. (2025). Can educational policy influence major choices in higher education? Evidence from a curriculum reform in Germany. Social Inclusion, 13(1), 1-14. [https://doi.org/10.17645/si.9638](https://doi.org/10.17645/si.9638)
- Shi, Y. R., Wang, Y., & Liu, X. (2025). Teacher professional development of digital pedagogy for inclusive education in post-pandemic era: Effects on teacher competence, self-efficacy, and attitudes. Teaching and Teacher Education, 153, 104675. [https://doi.org/10.1016/j.tate.2025.104675](https://doi.org/10.1016/j.tate.2025.104675)
- Stavermann, K., van de Grift, W., & Thurlings, M. (2025). Online teacher professional development: A research synthesis on effectiveness and perception. Technology, Knowledge and Learning, 30(2), 445-472. [https://doi.org/10.1007/s10758-024-09792-9](https://doi.org/10.1007/s10758-024-09792-9)
- Sullanmaa, J., Pyhältö, K., Pietarinen, J., & Soini, T. (2024). Relationships between change management, knowledge sharing, and teacher agency during a national curriculum reform. Professional Development in Education, 50(1), 165-180. [https://doi.org/10.1080/19415257.2021.1972165](https://doi.org/10.1080/19415257.2021.1972165)
- Syzdykbayeva, A., Meterbayeva, K., Agranovich, Y., & Ospanova, N. (2025). Teacher professional development and professional standards for teachers: A bibliometric mapping of literature (1975-2025). Journal of Social Studies Education Research, 16(1), 1-28.
- Taguma, M., Makowiecki, K., & Gabriel, F. (2023). OECD Learning Compass 2030: Implications for mathematics curricula. In Mathematics curriculum in the digital era: The 24th ICMI Study (pp. 469-489). Springer. [https://doi.org/10.1007/978-3-031-13548-4_18](https://doi.org/10.1007/978-3-031-13548-4_18)
- Tao, Y. (2022). Towards network governance: Educational reforms and governance changes in China (1985-2020). Asia Pacific Education Review, 23(1), 73-88. [https://doi.org/10.1007/s12564-021-09704-x](https://doi.org/10.1007/s12564-021-09704-x)
- Times of India. (2025, August 2). Kuwait hits 60% milestone in ambitious education reform: Major curriculum and digital upgrades underway. [https://timesofindia.indiatimes.com/world/middle-east/kuwait-hits-60-milestone-in-ambitious-education-reform/articleshow/123057693.cms](https://timesofindia.indiatimes.com/world/middle-east/kuwait-hits-60-milestone-in-ambitious-education-reform/articleshow/123057693.cms)
- Tyler, R. W. (2013). Basic principles of curriculum and instruction (Revised ed.). University of Chicago Press. (Original work published 1949)
- UNESCO. (2025). Curriculum: What you need to know. [https://www.unesco.org/en/curriculum/need-know](https://www.unesco.org/en/curriculum/need-know)
- Voelkel, R. H., & Chrispeels, J. H. (2017). Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement, 28(4), 505-526. [https://doi.org/10.1080/09243453.2017.1299015](https://doi.org/10.1080/09243453.2017.1299015)
- Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: Trends, challenges, and innovations in technology integration. Frontiers in Education, 10, 1562391. [https://doi.org/10.3389/feduc.2025.1562391](https://doi.org/10.3389/feduc.2025.1562391)
- ---
مراجع
Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge.
Al-Abdullatif, A. M., & Gameil, A. A. (2021). The effect of digital technology integration on students' academic performance through project-based learning in an e-learning environment. International Journal of Emerging Technologies in Learning, 16(11), 189-210. [https://doi.org/10.3991/ijet.v16i11.18415](https://doi.org/10.3991/ijet.v16i11.18415)
Alazmi, A. A. (2024). Examining the influence of international organizations in education policy-making: The case of Kuwait. International Journal of Educational Management, 38(6), 1649-1668. [https://doi.org/10.1108/IJEM-03-2024-0123](https://doi.org/10.1108/IJEM-03-2024-0123)
Alismail, H. A. (2015). 21st century standards and curriculum: Current research and practice. Journal of Education and Practice, 6(6), 150-154.
AlKaabi, N. A., Al-Maadeed, N., & Romanowski, M. H. (2024). Drawing lessons from PISA: Qatar's use of PISA results. Prospects, 54(1), 89-107. [https://doi.org/10.1007/s11125-022-09619-4](https://doi.org/10.1007/s11125-022-09619-4)
Alshaya, H., AlMutairi, T., & Alajmi, S. (2025). Educational challenges in GCC countries: Evidence from international assessments. International Journal of Educational Development, 102, 102945. [https://doi.org/10.1016/j.ijedudev.2024.102945](https://doi.org/10.1016/j.ijedudev.2024.102945)
Amemasor, S. K., Owusu-Fordjour, C., & Hanson, D. (2025). A systematic review on the impact of teacher professional development programs on teachers' attitudes toward digital instructional technologies. Frontiers in Education, 10, 1541031. [https://doi.org/10.3389/feduc.2025.1541031](https://doi.org/10.3389/feduc.2025.1541031)
Arispe, K., Hixon, E., & Ralston, R. (2025). The impact of professional development on K-12 teacher competencies in online teaching. International Review of Research in Open and Distributed Learning, 26(1), 1-22. [https://doi.org/10.19173/irrodl.v26i1.8019](https://doi.org/10.19173/irrodl.v26i1.8019)
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. [https://doi.org/10.1016/j.tate.2010.08.007](https://doi.org/10.1016/j.tate.2010.08.007)
Bolívar, A., & Murillo, F. J. (2017). School effects and improvement in Latin America: A review of evidence. In J. Scheerens (Ed.), Opportunity to learn, curriculum alignment and test preparation (pp. 475-499). Springer. [https://doi.org/10.1007/978-3-319-43110-9_20](https://doi.org/10.1007/978-3-319-43110-9_20)
Brandt, N. D., Lechner, C. M., Tetzner, J., & Rammstedt, B. (2025). The development of 21st-century skills during adolescence: A large-scale longitudinal study. Journal of Educational Psychology, 117(1), 1-19. [https://doi.org/10.1037/edu0000856](https://doi.org/10.1037/edu0000856)
Christensen, A. A., Vangrieken, K., Kyndt, E., Dochy, F., & Raes, E. (2025). Professional learning communities and teacher outcomes: A systematic review. Teaching and Teacher Education, 148, 104530. [https://doi.org/10.1016/j.tate.2024.104530](https://doi.org/10.1016/j.tate.2024.104530)
Crato, N. (2024). Should mathematicians worry with PISA and TIMSS math results? European Mathematical Society Magazine, 210, 25-32.
Creemers, B., Kyriakides, L., & Antoniou, P. (2012). Teacher professional development for improving quality of teaching. Springer. [https://doi.org/10.1007/978-94-007-5207-8](https://doi.org/10.1007/978-94-007-5207-8)
Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E. L., ... & Zeichner, K. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. Jossey-Bass.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. [https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report](https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report)
Demeuse, M., Frandji, D., Greger, D., & Rochex, J. Y. (Eds.). (2012). Educational policies and inequalities in Europe. Palgrave Macmillan.
Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2022). Digital competences for teacher professional development: Systematic review. European Journal of Teacher Education, 45(4), 513-531. [https://doi.org/10.1080/02619768.2020.1827389](https://doi.org/10.1080/02619768.2020.1827389)
Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828. [https://doi.org/10.1080/01411926.2010.501096](https://doi.org/10.1080/01411926.2010.501096)
González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 14(3), 1493. [https://doi.org/10.3390/su14031493](https://doi.org/10.3390/su14031493)
Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementation. OECD Education Working Papers No. 239. OECD Publishing. [https://doi.org/10.1787/efe8a48c-en](https://doi.org/10.1787/efe8a48c-en)
Gut, D. M. (2010). Integrating 21st century skills into the curriculum. In G. Wan & D. M. Gut (Eds.), Bringing schools into the 21st century (pp. 137-157). Springer. [https://doi.org/10.1007/978-94-007-0268-4_7](https://doi.org/10.1007/978-94-007-0268-4_7)
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Hughson, T. A., & Wood, B. E. (2022). The OECD Learning Compass 2030 and the future of disciplinary learning: A Bernsteinian critique. Journal of Education Policy, 37(4), 634-654. [https://doi.org/10.1080/02680939.2020.1865573](https://doi.org/10.1080/02680939.2020.1865573)
IEA. (2024). TIMSS 2023 international report and results now available. International Association for the Evaluation of Educational Achievement. [https://www.iea.nl/news-events/news/timss-2023-international-report-and-results-now-available](https://www.iea.nl/news-events/news/timss-2023-international-report-and-results-now-available)
Kandiko Howson, C. (2023). Curriculum change as transformational learning. Studies in Higher Education, 48(1), 51-64. [https://doi.org/10.1080/03075079.2021.1940923](https://doi.org/10.1080/03075079.2021.1940923)
Kaniuka, T. S. (2012). Toward an understanding of how teachers change during school reform: Considerations for educational leadership and school improvement. Journal of Educational Change, 13(3), 327-346. [https://doi.org/10.1007/s10833-012-9184-3](https://doi.org/10.1007/s10833-012-9184-3)
Kelly, A. V. (2009). The curriculum: Theory and practice (6th ed.). SAGE Publications.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. [https://doi.org/10.1080/13632434.2019.1596077](https://doi.org/10.1080/13632434.2019.1596077)
Linn, R. L. (2000). Assessments and accountability. Educational Researcher, 29(2), 4-16. [https://doi.org/10.3102/0013189X029002004](https://doi.org/10.3102/0013189X029002004)
Linn, R. L. (2008). Educational accountability systems. In K. E. Ryan & L. A. Shepard (Eds.), The future of test-based educational accountability (pp. 3-24). Routledge.
Liu, S., Hallinger, P., & Feng, D. (2024). How professional learning communities, collective teacher efficacy and cognitive activation shape student achievement. Teaching and Teacher Education, 145, 104316. [https://doi.org/10.1016/j.tate.2023.104316](https://doi.org/10.1016/j.tate.2023.104316)
Manna, P., & McGuinn, P. (2013). Education governance for the twenty-first century: Overcoming the structural barriers to school reform. Brookings Institution Press.
Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues (4th ed.). Pearson.
McCulloch, G. (2006). Curriculum reform, educational change and school improvement. In A. Hargreaves et al. (Eds.), International handbook of educational change (pp. 168-185). Springer. [https://doi.org/10.1007/1-4020-4452-6_9](https://doi.org/10.1007/1-4020-4452-6_9)
Mincu, M. (2022). Why is school leadership key to transforming education? Insights from the literature. BMC Medical Education, 22(1), 1-13. [https://doi.org/10.1186/s12909-022-03847-9](https://doi.org/10.1186/s12909-022-03847-9)
Mitchell, C., & Sackney, L. (2016). School improvement in high-capacity schools: Educational leadership and living-systems ontology. Educational Management Administration & Leadership, 44(5), 853-868. [https://doi.org/10.1177/1741143214564772](https://doi.org/10.1177/1741143214564772)
Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies (2nd ed.). Routledge.
Mitchell, R. (2013). What is professional development, how does it occur in individuals, and how may it be used by educational leaders and managers for the purpose of school improvement? Professional Development in Education, 39(3), 387-400. [https://doi.org/10.1080/19415257.2012.762721](https://doi.org/10.1080/19415257.2012.762721)
Morina, F., Leka, L., & Imeri, A. (2025). Effects of online teacher professional development on teacher and student outcomes: A systematic review and meta-analysis. Computers & Education, 225, 105156. [https://doi.org/10.1016/j.compedu.2025.105156](https://doi.org/10.1016/j.compedu.2025.105156)
Moyer, J. C., Cai, J., Wang, N., & Nie, B. (2011). Impact of curriculum reform: Evidence of change in classroom practice in the United States. International Journal of Educational Research, 50(2), 87-99. [https://doi.org/10.1016/j.ijer.2011.06.003](https://doi.org/10.1016/j.ijer.2011.06.003)
OECD. (2019). OECD Learning Compass 2030: Concept note series. OECD Publishing. [https://www.oecd.org/education/2030-project/](https://www.oecd.org/education/2030-project/)
OECD. (2025). PISA: Programme for International Student Assessment. [https://www.oecd.org/en/about/programmes/pisa.html](https://www.oecd.org/en/about/programmes/pisa.html)
Pinar, W. F. (Ed.). (2014). International handbook of curriculum research (2nd ed.). Routledge.
Rieser, R. (2012). Implementing inclusive education: A Commonwealth guide to implementing Article 24 of the UN Convention on the Rights of Persons with Disabilities (2nd ed.). Commonwealth Secretariat.
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. [https://doi.org/10.1177/0013161X08321509](https://doi.org/10.1177/0013161X08321509)
Sahlberg, P. (2021). Finnish lessons 3.0: What can the world learn from educational change in Finland? (3rd ed.). Teachers College Press.
Schleicher, A. (2018). World class: How to build a 21st-century school system. OECD Publishing. [https://doi.org/10.1787/9789264300002-en](https://doi.org/10.1787/9789264300002-en)
Sendzik, N., Schulze, M., & Wolter, F. (2025). Can educational policy influence major choices in higher education? Evidence from a curriculum reform in Germany. Social Inclusion, 13(1), 1-14. [https://doi.org/10.17645/si.9638](https://doi.org/10.17645/si.9638)
Shi, Y. R., Wang, Y., & Liu, X. (2025). Teacher professional development of digital pedagogy for inclusive education in post-pandemic era: Effects on teacher competence, self-efficacy, and attitudes. Teaching and Teacher Education, 153, 104675. [https://doi.org/10.1016/j.tate.2025.104675](https://doi.org/10.1016/j.tate.2025.104675)
Stavermann, K., van de Grift, W., & Thurlings, M. (2025). Online teacher professional development: A research synthesis on effectiveness and perception. Technology, Knowledge and Learning, 30(2), 445-472. [https://doi.org/10.1007/s10758-024-09792-9](https://doi.org/10.1007/s10758-024-09792-9)
Sullanmaa, J., Pyhältö, K., Pietarinen, J., & Soini, T. (2024). Relationships between change management, knowledge sharing, and teacher agency during a national curriculum reform. Professional Development in Education, 50(1), 165-180. [https://doi.org/10.1080/19415257.2021.1972165](https://doi.org/10.1080/19415257.2021.1972165)
Syzdykbayeva, A., Meterbayeva, K., Agranovich, Y., & Ospanova, N. (2025). Teacher professional development and professional standards for teachers: A bibliometric mapping of literature (1975-2025). Journal of Social Studies Education Research, 16(1), 1-28.
Taguma, M., Makowiecki, K., & Gabriel, F. (2023). OECD Learning Compass 2030: Implications for mathematics curricula. In Mathematics curriculum in the digital era: The 24th ICMI Study (pp. 469-489). Springer. [https://doi.org/10.1007/978-3-031-13548-4_18](https://doi.org/10.1007/978-3-031-13548-4_18)
Tao, Y. (2022). Towards network governance: Educational reforms and governance changes in China (1985-2020). Asia Pacific Education Review, 23(1), 73-88. [https://doi.org/10.1007/s12564-021-09704-x](https://doi.org/10.1007/s12564-021-09704-x)
Times of India. (2025, August 2). Kuwait hits 60% milestone in ambitious education reform: Major curriculum and digital upgrades underway. [https://timesofindia.indiatimes.com/world/middle-east/kuwait-hits-60-milestone-in-ambitious-education-reform/articleshow/123057693.cms](https://timesofindia.indiatimes.com/world/middle-east/kuwait-hits-60-milestone-in-ambitious-education-reform/articleshow/123057693.cms)
Tyler, R. W. (2013). Basic principles of curriculum and instruction (Revised ed.). University of Chicago Press. (Original work published 1949)
UNESCO. (2025). Curriculum: What you need to know. [https://www.unesco.org/en/curriculum/need-know](https://www.unesco.org/en/curriculum/need-know)
Voelkel, R. H., & Chrispeels, J. H. (2017). Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement, 28(4), 505-526. [https://doi.org/10.1080/09243453.2017.1299015](https://doi.org/10.1080/09243453.2017.1299015)
Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: Trends, challenges, and innovations in technology integration. Frontiers in Education, 10, 1562391. [https://doi.org/10.3389/feduc.2025.1562391](https://doi.org/10.3389/feduc.2025.1562391)
---