Social and Political Forces Contribution to Curriculum Development

Main Article Content

Sameer Abuzandah


In any form of a learning institution, there can be no progress without the existence of the experiences that the learning personnel or the students experience. Progress students see in their educational journey, broadly termed as curriculum, and contains the planned instructions determined by their teacher about how to vary the level of content you present, how to provide a variety of learning environments, and different ways students can show what they've learned. Evidently, the students casually interact with the materials provided by the instructions until the learning objectives are met [1]. Besides instructors and facilitators having an impact in the sequence of instructions of institutions, social and political forces also impact institutional curricula.

 Social factors, for instance, have an effect on the development of my curricula, from the content available for covering, the media as well as the strategies used in the institutional development. On the other hand, political influences have their reach on how they need the institutional courses taught, what type of teachers should have opportunities for hiring and which books are to be used. Learning institution are also responsible for the which speakers should be allowed to address the students, having the overall say as to what the students are to have an exposure to during their study in all education levels. However, social and political forces have a necessary contribution to my curriculum development, hence ideal in unison to institutions.

Curriculum development, educational philosophy, educational objectives, teaching methods.

Article Details

How to Cite
Abuzandah, S. (2021). Social and Political Forces Contribution to Curriculum Development. Asian Journal of Sociological Research, 5(1), 1-6. Retrieved from
Review Article


Griffin C. Curriculum Theory in Adult and Lifelong Education; 2018.

Zhang C. Interdisciplinary teaching and research: Challenges and solutions. Proceedings of the 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017); 2017. DOI: 10.2991/emcs-17.2017.31

McGee C. Ideological influences on curriculum and teachers. Waikato Journal of Education. 2017;1(1). DOI: 10.15663/wje.v1i1.521

Whitty G. Sociology and School Knowledge; 2017.

Kozikoğlu I, Uygun N. Investigation of the Relationship between Teachers’ Philosophies of Education Beliefs and Curriculum Design Approaches. Cukurova University Faculty of Education Journal. 2018;47(2):411–438. Available:

Romiszowski AJ. Designing instructional systems: Decision making in course planning and curriculum design. Canada: Routledge; 2016.