Implementation of Global Perspective Curriculum in Elementary Schools: Literature Analysis

Abstract

A globally oriented curriculum is an important need in primary education to prepare students to become global citizens with broad insight, cross-cultural empathy, and critical thinking skills in facing the challenges of the globalization era. Its implementation in Indonesia can be carried out through two main forms: integrating global issues into the national curriculum such as the Merdeka Curriculum, and adopting international curricula such as Cambridge. This literature review aims to examine the concepts, implementation strategies, challenges, and best practices of implementing a globally oriented curriculum in primary schools. The results of the review show that integration can be effectively carried out through thematic, contextual, and project-based approaches by linking global issues with students’ local contexts. However, its implementation still faces various challenges, including limited teacher competence and understanding of global concepts, conventional teaching methods, limited infrastructure and resources, and a lack of alignment between the curriculum and local realities. Therefore, strengthening teacher capacity, policy support, development of contextual learning resources, and cross-sector collaboration are needed to ensure that the implementation of a globally oriented curriculum can run optimally and sustainably.