Background This study explores the experiences of Christian religious education teachers in implementing the independent curriculum. The independent curriculum in Indonesia was developed as a more adaptive curriculum framework as part of the learning reform initiative, focusing on essential materials and the development of students’ character and skills. The government explains that the main characteristics of this curriculum that support learning recovery are project-based learning, which develops soft skills and character. Methods This study employs a qualitative phenomenological approach to examine how Christian religious education teachers engage with the independent curriculum. Given that the research questions focused on the subjective experiences of Christian religious education teachers, data were collected through semi-structured and in-depth interviews with four selected participants, chosen based on the study’s objectives and a purposive sampling approach in North Tapanuli Regency, Indonesia. Results The study revealed that teachers encountered several challenges, including IT skills gaps, differences in understanding the concept of independent curriculum, and the scarcity of relevant materials for Christian education. Teachers need help adapting to the limitations of old learning methods and the special training and mentoring required to implement the new technology system of the independent curriculum. However, there are initiatives from teachers to collaborate, add materials, and learn from the teacher community to improve their competence. Therefore, this study ultimately offers a new perspective on understanding a phenomenon, namely, the experiences of Christian religious education teachers in implementing the independent curriculum. Conclusion This study emphasizes the importance of more comprehensive support from the government and schools to enhance the effectiveness of implementing the independent curriculum, especially in Christian religious education. This study offers valuable insights for policymakers and education practitioners to support the effective and sustainable implementation of the independent curriculum.
Aritonang et al. (Sat,) studied this question.