<![CDATA[This study investigates the concept of teacher agency in the context of curriculum development, highlighting the essential role of educators in customizing educational experiences to address the varied requirements of learners and the particularities of local environments. In high-performing PISA countries such as Finland, Singapore, and Canada, teacher agency is strongly supported through continuous professional development, flexible evaluation systems, and broad opportunities for innovation. In contrast, Indonesia's centralized education system limits teachers' autonomy in designing contextual and responsive learning. The primary concern examined in this research pertains to the insufficient structural support for teacher agency, which impedes educators from functioning as catalysts for educational transformation. The primary aim of this scholarly investigation is to provide a more nuanced comprehension of the pivotal role of teacher agency within the framework of curriculum development, as well as to formulate policy recommendations that promote teacher autonomy and innovative practices. This inquiry utilizes a descriptive qualitative approach, employing a comprehensive literature review to analyze educational practices prevalent in developed nations and their applicability to the Indonesian educational landscape. The results suggest that the integration of strategies from nations with exemplary educational systems can significantly improve the quality of education in Indonesia, particularly through the enhancement of teacher agency. Furthermore, this research advocates for the pursuit of additional studies in the realm of comparative analysis to investigate effective methodologies for empowering educators as agents of transformation within the national educational framework.]]>
