Curriculum Development: A Comparative Study of International Experiences and Modern Models

Abstract

This study aims to strengthen contemporary trends toward curriculum development in Libya. Based on her specialization in teaching methods and curriculum planning, the researcher asserts that curriculum development in Arab educational institutions generally, and in Libya specifically, faces challenges requiring fundamental changes in the educational institution's structure and teachers’ capabilities. Comprehensive educational transformations are not limited to updating curricula but also involve gradual change and continuous improvement to achieve desired goals. The study employs a descriptive-analytical approach to analyze curriculum development strategies in leading Arab and international countries (South Korea, Singapore, Egypt, UAE, Finland, China) to present a model applicable to the Libyan context. These experiences reflect efforts to design curricula that focus on applying knowledge in real life, meeting contemporary requirements, and fostering holistic learner development. Comparative analysis results highlight the importance of integrating modern technology into curricula, focusing on developing learners’ skills, and moving away from traditional rote learning methods. The study also emphasizes the necessity of effectively integrating learners into contemporary life and linking education to labor market demands and economic development. Special attention is given to the role of the National Center for Curriculum Development, enhancing its effectiveness and capacity to lead this process. The center plays a pivotal role in guiding curriculum modernization efforts but faces challenges requiring increased support, resources, and active participation from all stakeholders.

The study recommends comprehensive curriculum development that enhances critical and creative thinking skills and effectively utilizes technology. It also suggests conducting extensive field research to adapt curricula to labor market needs while benefiting from international experiences as a clear model for sustainable educational development in Libya.