Considering the new standards-based curriculum. More detailed work should be done on the literature with more facts on the current curriculum used in your country. Read more on work done in your research area and use it to support your literature.

Implementation Challenges of Standards-Based Curriculum in Geography The new curriculum was formulated to ensure all learners reach a particular point, described by a given set of educational common denominators (Wayne & Luan, 2020). The standard-based curriculum was intended to shift beyond the traditional curriculum implies content familiarity through accomplishment of pragmatic applications, activities, and practices. Although the standards-based curriculum has consistently been seen as a milestone in advancing contemporary pedagogy, it is perplexed by the requirement for extensive changes from lecture-based education to a more pragmatic-oriented framework (Doumbouya et al., 2022).

Geography entails a mixture of practical and theoretical skills, and its alignment with the standards-based curriculum does not only enhance holistic learning among the students but also poses complex challenges. One of the hurdles that pre-service geography teachers need to sieve through is the performance expectations that define the standards and curriculum outline. Anchoring the curriculum and actual practices to tailored performance expectations for sustainable gains is notably a convoluted process (Moulfi, 2016). It demands educators' unwavering commitment to formulate programs and activities aligned with the standards, comprehend the performance expectations, and remain abreast of the curriculum shifts. Another major problem in geography education involves the placement challenges of increasingly multijurisdictional tests. Each nation's educational administration initiatives ascertain its overall mandates, which in most instances creates challenges (Anwar, 2016). Although education should reinforce skill, boundaries deny most formal educational systems the ability to provide dynamic institutional programs. Many countries do not subscribe to the standards-based curriculum since the multinational agencies and assessors may not recognize programs tailored by other nations (Anwar, 2016). Teachers opine that the standards-based curriculum's implementation objective, pointing out significant improvement, has not been met. Whether the curriculum's implementation will have the anticipated positive impact on learners' scholastic outcomes largely remains speculative. There are systematic impediments that need to be addressed before the curriculum's sustainability scale delivers ideal results.

The needs of advanced learners are increasingly addressed via curriculum tailoring, allowing such individuals to venture into intellectual terrain similar to that of working geographers. In this vein, pre-service geography teachers encounter challenges of increasingly legislating the curriculum to guide learners' performance expectations (Moulfi, 2016). Instructors should have a strong grasp of the theoretical and practical concepts of the new curriculum before incorporating authentic activities into their learning framework. In authentic activities, the central organizing principles are usually not articulated within the given 'problem' or task itself. As such, authentic activities adopt geography as an application source.

The following references might be of help to you as well check it out:

Hanum, L., & Dalimunte, A. (2025). Challenges and adaptations: Pre-service EFL teachers’ perceptions on implementing the Merdeka Curriculum in teaching English. Cetta Jurnal Ilmu Pendidikan.

Caldis, S. (2024). The power of geography meets powerful geography with pre-service teachers in Australia.

Lin, F., Poon, C. H., & Cheong, K. W. (2024). Pre-service music teachers’ satisfaction with the teacher education curriculum in northern China. International Journal of Education and Practice.

Wepener, T., Nkwenti Fru, R., Felix, A., & Tabhu, M. (2024). Pre-service social sciences teachers' perspectives of their teacher professional identity in a South African university within the context of curriculum integration. African Journal of Inter/Multidisciplinary Studies.

Urfan, F., Sari, R., & Akbari, M. (2025). Pre-service geography teachers' Technological Pedagogical Content Knowledge (TPACK) proficiency: A student perspective. Geosfera Indonesia.

Moosbrugger, M. E., Losee, T. M., González-Toro, C. M., & Cucina, I. (2022). Pre-service teachers’ perceptions and experiences implementing CATCH My Breath. American Journal of Health Education.

Irawan, M. R., Ramadhan, B. S. B., Subagiyo, L., & Sulaeman, N. (2024). Reflection of pre-service physics teacher on the implementation of the new Indonesia curriculum. Journal of Mathematics Science and Computer Education.

Mavuru, L., & Pila, O. K. (2021). Pre-service teachers' preparedness and confidence in teaching life sciences topics: What do they lack?

Takyi, B., Yalley, C. E. B., Owusu, F., & Fynn, P. A. (2025). Challenges towards the implementation of the standards-based curriculum in Ghana: A systematic review.

Pepin, B., Kohanova, I., & Lada, M. (2025). Developing pre-service teachers’ capacity for lesson planning with the support of curriculum resources. ZDM: The International Journal on Mathematics Education.

Thank yo very much for the help@Joseph Ozigis