<![CDATA[The abs the paradigm shift in Indonesian education through the implementation of dynamic curricula demands high adaptability from teachers. However, psychological barriers in the form of a fixed mindset often hinder this transformation. This article aims to analyze the internalization of a growth mindset as a catalyst for transforming teacher personality in facing curricular changes. The research method employed is a literature study with a qualitative approach. The findings suggest that the process of internalizing a growth mindset is capable of fostering adaptive agility and shifting the teacher’s paradigm toward becoming a lifelong learner. This transformation results in a teacher personality that is more open-minded, resilient to criticism, and innovative in documenting ideas through a culture of writing. This study concludes that the success of curriculum changes does not solely depend on technical readiness but is rooted in the functional and adaptive evolution of the teacher's character in meeting contemporary challenges.]]>
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