This study investigates the relationship between teachers’ curriculum literacy and their level of adaptation to curriculum changes. A correlational survey model, one of the quantitative research methods, was employed. The sample consisted of 390 teachers working in public schools in the central districts of Van, Türkiye. Data were collected using the Curriculum Literacy Scale developed by Bolat and the Adaptation to Curriculum Changes Scale developed by Karsantık and Yağcı. The results indicated a moderate, positive, and statistically significant correlation between curriculum literacy and adaptation to curriculum changes. Regression analysis further revealed that curriculum literacy significantly predicted teachers’ level of adaptation to change, explaining approximately 21% of the variance. In terms of demographic variables, significant differences in curriculum literacy and its reading dimension were found according to teachers’ years of professional experience, while no differences were observed based on age, gender, educational background, or teaching level. For adaptation to curriculum changes, age and experience were associated with significant differences in the dimensions of impact of change, feedback, and overall adaptation. Additionally, gender-based differences emerged in the dimensions of impact of change and awareness of change. These findings highlight the critical role of curriculum literacy in promoting teachers’ ability to cope with and respond effectively to curricular reforms. Enhancing curriculum literacy may therefore serve as a key lever for supporting teacher development and ensuring successful implementation of curriculum innovations.
Babur et al. (Sat,) studied this question.