The evolution and implementation of the emergent curriculum : exploring strategies, challenges, and adaptations in 21st-century educational contexts

Abstract

Emergent curriculum is often questioned due to tensions between child-responsive teaching, standardised curricula, and inclusive needs of learners in classrooms. This study aimed to explore the role of emergent curriculum in primary inclusive classrooms and examine how its principles have been adapted and supported in diverse educational settings. A qualitative narrative literature review of 95 studies was conducted, and the selected studies were analysed thematically to identify recurring patterns, challenges, and strategies. The findings suggest that the emergent curriculum can promote learner agency, participation, and meaningful engagement by allowing teaching to respond to pupils’ interests, strengths, and needs. Despite this, challenges in implementation arise due to constrains by curriculum and assessment expectations, resources, and limited institutional support. It was found that successful use of emergent curriculum in inclusive primary education requires targeted teacher training, practical strategies for balancing flexibility with curricular obligations, collaboration, stronger institutional support, and appropriate learning environments for responsive, inclusive, and pedagogical practices.