Educator Acceptance of Curriculum and Assessment Reforms Through Professional Learning and Organizational Support: Systematic Review

Abstract

Curriculum and assessment reforms seek to improve educational quality, equity, and relevance, yet gaps persist between policy intentions and classroom enactment. This systematic review synthesizes 30 Scopus-indexed empirical studies published between 2020 and 2025 to examine educator acceptance of reforms, emphasizing the mediating roles of professional learning and organizational support. Educator acceptance is conceptualized as a dynamic, multidimensional process shaped by beliefs, affective responses, perceived feasibility, and professional identity. Findings are organized into four themes: individual determinants, professional learning, organizational support and policy coherence, and temporal dynamics of enactment. Sustained enactment is most strongly supported by continuous, practice-embedded professional learning and coherent organizational conditions, whereas misaligned accountability systems, inadequate training, and increasing workload demands frequently produce superficial or compliance-oriented implementation.