REVISITING CURRICULUM THEORY: POST-FOUNDATIONAL SHIFTS IN 21ST-CENTURY KNOWLEDGE CONSTRUCTION: A SYSTEMATIC LITERATURE REVIEW

Deni Haryadi (Universitas Bengkulu, Indonesia)
Wahyu Widada (Universitas Bengkulu, Indonesia)
Sungkem Tri Wahyuni (Universitas Bengkulu, Indonesia)
Badeni Badeni (Universitas Bengkulu, Indonesia)
Eko Risdianto (Universitas Bengkulu, Indonesia)

International Journal of Educational Review
Vol. 8 No. 1 (2026): International Journal of Educational Review, Volume 8, Number 1 (2026)

This systematic literature review examines post-foundational shifts in curriculum theory through 13 studies appraised using PRISMA and MMAT 2018. The findings identify four themes: the crisis of foundational curriculum theory; the rise of plural epistemologies; the mediation of knowledge construction through language, power, culture, and digitality; and a synthesised model of curriculum transformation. The study’s novelty lies in integrating decolonial, relational, linguistic, and adaptive debates into one post-foundational framework and proposing a four-movement model that offers a concise conceptual vocabulary for interpreting contemporary curriculum transformation across diverse educational contexts.