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

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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.