<![CDATA[Curriculum reform is a recurrent policy instrument, but formal change is enacted unevenly across schools and classrooms. This study aims to map the growth, conceptual structure, and thematic evolution of global scholarship linking curriculum reform, implementation, enactment, and teacher agency, and to derive an integrative construct of curriculum implementation capacity. We analysed 641 English-language journal articles and reviews indexed in Scopus from 2000 to July 2026 using Bibliometrix/Biblioshiny. Performance analysis was combined with author-keyword co-occurrence, thematic mapping, correspondence analysis, hierarchical clustering, and trend-topic analysis. The corpus grew by 11.93% annually, involved 1,496 authors across 334 sources, and shifted from institutionally oriented reform discourse toward practice-sensitive work on teacher agency, professional development, policy enactment, curriculum enactment, and assessment coherence. Synthesising the network, thematic, and temporal patterns identified six interdependent dimensions: professional agency, institutional support, collaborative learning, curriculum-assessment alignment, material and policy infrastructure, and contextual responsiveness and feedback. The study concludes that curriculum reform is best governed as a multi-level learning process in which local adaptation is supported, monitored, and aligned with shared educational purposes.]]>
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