AN ANALYSIS OF THE EXISTING CURRICULUM IN AZERBAIJAN AND OPPORTUNITIES FOR ITS IMPROVEMENT: A QUALITATIVE STUDY BASED ON EXPERT OPINIONS
Abstract. This study seeks to provide a comprehensive analysis of the effectiveness of the current curriculum implemented in Azerbaijan, with particular emphasis on the challenges encountered during its implementation and its potential for further development, drawing on expert perspectives in the field. A qualitative research design was adopted, and data were collected through semi-structured, open-ended questionnaires. The data were systematically analyzed using thematic analysis, enabling the identification of key themes and conceptual categories. The findings reveal that the existing curriculum demonstrates notable strengths, particularly in its emphasis on student-centered and out-come-based approaches, the integration of interactive teaching methods, and the adoption of competency-based learning principles. Nevertheless, the study also identifies several critical challenges, including structural inconsistencies within the curriculum framework, insufficient resource provision, disparities in teachers’ methodological preparedness, and limited effectiveness in fostering essential competencies such as critical thinking, creativity, and communication skills. The study underscores the necessity of enhancing the coherence and alignment among curriculum objectives, content, and intended learning outcomes, as well as modernizing assessment practices and strengthening the integration of practical, skills-oriented learning components. Furthermore, it highlights the importance of adapting international best practices to the national educational context and strengthening teacher professional development as key strategic directions for sustainable curriculum reform.
Keywords: curriculum reform, education system, qualitative research, expert perspectives, student-centered learning, competency-based approach, educational development.
