CHALLENGES IN CURRICULUM IMPLEMENTATION: TEACHERS’ PERSPECTIVE IN PAKISTAN

Abstract

Curriculum implementation is a essential stage of the educational process because it converts policy goals into classroom practice. The gap between curriculum design and classroom execution persists in Pakistan despite numerous curriculum revisions. This essay examines the difficulties in implementing curricula from the viewpoint of teachers, emphasizing institutional, systemic, and classroom-level obstacles. The study finds important concerns such poor teacher preparation, a lack of resources, curriculum and assessment misalignment, administrative limitations, and contextual socio-cultural factors using a qualitative analytical approach based on current literature and contextual evidence. The essay also suggests doable ways to enhance curriculum implementation through professional development, policy alignment, and teacher empowerment. The results show that improving teachers' roles, abilities, and working circumstances is crucial to the successful implementation of curricula in Pakistan.