Adaptive Curriculum Development Management Framework: A Systematic Literature Review on Student Needs and Teacher Competence

Abstract

Curriculum quality is central to educational effectiveness, yet research on curriculum management, student needs, teacher competence, and adaptive education has largely developed in isolation. This study systematically examines how curriculum development management grounded in students' learning needs and teachers' professional competencies can be integrated within an adaptive education framework. Following the PRISMA 2020 guidelines, a Systematic Literature Review (SLR) was conducted. From an initial pool of 847 records, 32 peer-reviewed articles retrieved from major international databases (Scopus, Web of Science, ScienceDirect, Springer, Wiley, PubMed) and nationally accredited SINTA journals met the inclusion criteria and underwent thematic analysis. Four interrelated themes emerged: (1) student needs analysis as the foundation of curriculum planning; (2) teacher competence as the core driver of adaptive implementation; (3) Universal Design for Learning (UDL) as the primary design framework; and (4) responsive, data-informed evaluation and feedback mechanisms. Synthesizing these dimensions, this study proposes the Integrative Conceptual Framework of Adaptive Curriculum Management (KIMKA). The framework conceptualizes a dynamic, cyclical model that positions students need as a continuous reference point, treats teachers as active co-developers, and frames evaluation as an ongoing reflective practice. The primary novelty lies in this holistic, non-linear conceptualization, offering key theoretical and practical implications for educational leaders, policymakers, and practitioners—particularly in advancing inclusive curriculum reform such as Indonesia's Kurikulum Merdeka.