Critical Analysis of Michael Fullan’s Theory of Curriculum: A Systematic Review of Its Strengths, Weaknesses, Relevance to Contemporary Curriculum Change, and Application to Ghana’s Standards-Based and Common Core Curriculum Reforms

Abstract Curriculum reform remains a complex and systemic endeavor, requiring alignment of policies, teacher practices, and stakeholder engagement to achieve meaningful change. In Ghana, the introduction of the Standards-Based Curriculum (SBC) and the Common Core Programme (CCP) seeks to transition from rote learning to competency-based education, emphasizing critical thinking, creativity, and problem-solving. This systematic review evaluates the strengths, weaknesses, and contextual relevance of Michael Fullan’s Theory of Curriculum to these reforms. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, literature published between 2000 and 2025 was systematically searched in Web of Science, ERIC, Scopus, and Google Scholar. From the 1,200 articles initially identified, 30 studies met the inclusion criteria. Thematic analysis revealed that Fullan’s theory offers a holistic and systemic approach, emphasizing teacher empowerment, reculturing, and policy-practice alignment. However, its abstract nature, limited prescriptive strategies, and resource-intensive demands constrain applicability in low-resource contexts. In Ghana, the theory aligns with SBC and CCP goals of fostering 21st-century skills, yet requires adaptations to address cultural diversity, teacher capacity, and infrastructural limitations. The findings underscore the theory’s value as a guiding framework, while highlighting the need for culturally responsive and resource-efficient implementation strategies to ensure sustainable reform.