Balancing Procedural and Substantive Knowledge in New Zealand Curriculum: A Chinese philosophical perspective

This study explores tensions between procedural and substantive knowledge within New Zealand’s competency-based curriculum reforms, focussing on social sciences education. Drawing on interviews with teachers, it examines how the shift towards skill-oriented, procedural knowledge impacts teaching practices, student preparedness for higher education, and the broader educational landscape. Findings reveal significant challenges, including the overemphasis on marketable skills, content fragmentation, and inequities in curriculum delivery. Teachers express concerns about the marginalisation of substantive knowledge, particularly in disciplines like social sciences, where contextual and theoretical depth are crucial. The study advocates for a balanced approach, informed by the Chinese Yin-Yang philosophy, which emphasises the interdependence of procedural and substantive knowledge. Recommendations include clearer policy guidelines, enhanced teacher support, and a reassessment of assessment practices to foster both critical thinking and deep disciplinary understanding. This research contributes to ongoing debates about curriculum design in the knowledge economy, offering insights into how New Zealand’s education system can better integrate skills and content to promote equitable and holistic learning outcomes.