Examining the Concerns-Based Adoption Model: A Systematic Review of Its Strengths, Weaknesses, and Relevance to Ghana’s Standards-Based and Common Core Programme Reforms

Abstract The Concerns-Based Adoption Model (CBAM) is a widely used framework for understanding and facilitating educational change, particularly in the context of Programme reforms. This systematic review evaluates the strengths, weaknesses, and relevance of CBAM in supporting the implementation of Ghana’s Standards-Based Curriculum (SBC) and Common Core Programme (CCP) reforms introduced since 2019. Following PRISMA guidelines, an internet search was done on Web of Science, ERIC, Scopus, and Google Scholar for peer-reviewed studies published between 2000 and 2024, yielding 32 articles for analysis. Findings highlight CBAM’s strengths in addressing teachers’ concerns, facilitating professional development, and promoting stakeholder engagement. However, weaknesses include its limited attention to cultural and contextual factors, resource constraints, and scalability challenges in low-resource settings such as Ghana. The review suggests CBAM’s relevance to Ghana’s reforms lies in its ability to guide teacher training and monitor implementation progress, but adaptations are needed to address local linguistic diversity, cultural mismatches, and resource limitations. Recommendations for policymakers and educators include integrating culturally responsive pedagogy and leveraging CBAM’s diagnostic tools to enhance Programme adoption.