Abstract
Objectives ‘School-designed autonomous time’, newly introduced in the 2022 revised curriculum, is a note-worthy change in relation to curriculum autonomy and decentralization as it grants schools the authority to develop subjects at a school-level. This study aimed at expanding the autonomy and authority of regions and schools, seeking concrete implementation strategies for school-designed autonomous time, which is newly introduced in the 2022 revised elementary and middle school curriculum.
 Methods This study was conducted using a qualitative case study method: in-depth interviews with teachers, participatory observations of open lessons and teacher meetings, and artifacts related to school autonomy (e.g., school curriculum documents, research paper, teacher meeting materials).
 Results This study explores the main points of school-designed autonomous time described in the 2021 draft and final version of the 2022 revised curriculum. School-autonomous time is valuable as it is an experimental attempt in a region accepted as a national policy, expansion of school-based curriculum development, and posibilities of teachers’ curriculum.
 Conclusions The specific plan and future tasks of school-designed autonomous time in the 2022 revised curricu-lum were explored.
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