Many educational philosophies and techniques have an impact on how curricula are developed in schools (Zubrowski, 2002; Chiu & Chai, 2020). The curriculum has historically been viewed as a collection of predetermined learning objectives and content that students must master (Chiu & Chai, 2020). On the other hand, more advanced methods place more emphasis on the educational process and the interactions between teachers, students, and knowledge than merely the material delivery (Chiu & Chai, 2020). In addition to the fundamental elements of objectives, content, activities, and evaluation, contemporary models of curriculum building have emphasized the significance of taking philosophical, sociological, and psychological considerations into account (Atkinson, 1988). Moreover, the process of developing curricula is becoming more considerate of the requirements and viewpoints of different stakeholder groups (Atkinson, 1988). The importance of context and students' interpretive frameworks in conceptual change and learning is one important factor to take into account (Zubrowski, 2002). A different approach to curriculum building, grounded in situated cognition theory, recommends beginning with context instead of just concepts and placing more emphasis on the individual frameworks of each learner (Zubrowski, 2002). It is imperative that we reconsider education and curriculum through the perspective of curriculum studies as we get closer to the post-COVID-19 "new normal" period (Cahapay, 2020). In order to identify important issues, choices, and answers for the future of education, this viewpoint looks at the curriculum's aim, content, strategy, and evaluation components (Cahapay, 2020). In conclusion, a variety of educational philosophies and methodologies that stress the significance of context, student interpretation, and holistic concerns have an impact on the construction of modern curricula.

Philosophy is the basis of curriculum development, and it influences curriculum decision and national goals of education.

When we look at the SWORT ANALYSIS which means Strengths ,Weakness ,Opportunities ,Realistic and Threats in our intended beneficiaries, we may need to revisit our educational approaches/philosophies to be able to influence curriculum development in schools

Philosophy of education aids in developing critical thinking skills, shaping values, and determining instructional approaches . It provides a framework for educators to navigate moral dilemmas, curriculum content.

The development of curriculum in schools is greatly influenced by educational philosophies and approaches because they provide the fundamental goals and concepts that direct the creation and implementation of educational initiatives.

Curriculum is influenced by the conceptual frameworks surrounding the philosophies affected by the intellectual climate of the time. A notable example is the transition from behaviorist paradigms to cognitivist frameworks, where behaviorism was regarded as a lasting influence rather than an active cognitive process. This led to the characterization of behavior as unthinking.