Bridging theory and context: An integrative review for developing an adaptive curriculum framework in Indonesia

Abstract Indonesia's implementation of the Kurikulum Merdeka (retained in Indonesian to reflect its distinct policy identity) aims to foster student autonomy and address diverse learning needs. However, its standardized approach often overlooks the nation's significant socio‐cultural and infrastructural diversity, while teacher readiness and technological barriers hinder its effectiveness. Despite global advancements in adaptive curriculum theory, its contextualization within Indonesia's unique educational landscape remains largely unexplored. This study aimed to bridge this gap by conducting an integrative review to (1) examine what theoretical modifications are necessary to adapt adaptive curriculum theory to Indonesia's socio‐cultural and infrastructural context and (2) explore its potential integration within the Indonesian context to inform a more responsive and inclusive framework. A systematic literature review was conducted using the PRISMA guidelines, drawing from Scopus and ERIC databases (2020–2025). From an initial pool of 222 articles, 15 studies met the stringent inclusion criteria focusing on instructional variables, adaptive learning frameworks and relevance to Indonesia. Data were analysed using thematic synthesis. The review synthesizes a novel, unified adaptive curriculum framework that integrates Reigeluth & Merrill's (1979) classes of instructional variables with Martin et al.'s (2020) adaptive learning model into a single contextualized framework designed for the Indonesian educational landscape. The key innovation is the redefinition of the “adaptive engine” from a technological system to a human‐in‐the‐loop model, where the teacher, empowered by cultural competence and pedagogical skill, becomes the central agent of adaptation. This framework synergizes policy ( Kurikulum Merdeka 's flexibility), pedagogy (the teacher as designer), technology (as a complementary tool) and local culture as a core instructional component. This framework offers a practical pathway for teacher professional development, culturally responsive instructional design and low‐tech adaptive learning implementation in under‐resourced and geographically diverse regions. The study concludes that a successful adaptive curriculum in Indonesia is not contingent on advanced technology but on a culturally grounded, teacher‐driven approach. It calls for collaborative action among researchers, policymakers and practitioners to implement this framework, offering a practical pathway towards achieving equitable, personalized and contextually relevant education across the Indonesian archipelago.