The Cambridge Curriculum as an Effort to Strengthen Global Perspectives in Elementary Education: A Literature Review

Abstract

This study aims to analyze the implementation of the Cambridge Curriculum as an effort to strengthen global perspectives in elementary education in Indonesia through a literature review approach. The method employed was library research by examining five relevant journal articles. The findings indicate that the Cambridge Curriculum contributes significantly to improving students’ English proficiency, critical thinking skills, creativity, and international awareness. The integration of the Cambridge Curriculum with the national curriculum has proven effective through various models, such as the Shared Binoculars Integration model, hybrid curriculum implementation, and benchmarking-based dissemination of best practices. The main challenges in its implementation include limited infrastructure, teacher preparedness, and financial constraints. However, several creative strategies, including the utilization of simple technologies, peer mentoring systems among teachers, and the development of hybrid curriculum guidelines, have been shown to address these obstacles effectively. The findings underscore the significant contribution of the Cambridge Curriculum in preparing Indonesian elementary school students to face global challenges while maintaining their local identity and cultural values.