Curriculum Planning in the Context of the Philosophy of Sustainable Development

Abstract

This study examined curriculum planning in light of the philosophy of sustainable development, aiming to identify the intellectual, epistemological, and ethical foundations that can guide curriculum development in response to sustainability requirements and future challenges. The study addressed the limited philosophical analysis of the relationship between curriculum planning and sustainable development despite the increasing global emphasis on sustainability and the central role of education in achieving it. Using a critical analytical-deductive approach, the study analyzed relevant philosophical and educational literature and derived principles that can inform curriculum planning from a sustainability perspective. The analysis demonstrated that curriculum planning is not merely a technical process but a philosophical endeavor shaped by assumptions about human beings, knowledge, learning, and societal progress. The findings further indicated that the philosophy of sustainable development offers a comprehensive framework for integrating cognitive, ethical, social, and environmental dimensions within curricula. The study also revealed the need to move beyond fragmented knowledge structures toward integrated curricula that cultivate critical thinking, future-oriented thinking, problem-solving abilities, environmental responsibility, social justice, and active citizenship. These competencies are essential for preparing learners to address contemporary and emerging challenges. The study concludes that the philosophy of sustainable development provides a robust intellectual foundation for reorienting curriculum planning toward the preparation of learners capable of contributing to sustainable societies. Accordingly, it recommends revisiting the philosophical foundations of curriculum planning and redesigning curriculum components to align with sustainability principles and the evolving demands of education.