Balancing Procedural and Substantive Knowledge in New Zealand Curriculum

A Chinese philosophical perspective

Bibliographic Data

ID16778367
AuthorsGuilherme Duarte Da Silva Otoni (Institute of the Pacific United), Huidan Niu (0009-0005-3745-9282, Massey University, corresponding author)
Year2025
Volume23
Issue8
Pages1508-1521
Publication date2025-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePolicy Futures in Education (JOURNAL)
Journal identifiersISSN: 1478-2103 • E-ISSN: 1478-2103
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/14782103251372372
OpenAlexW4413568202
LanguageEN
References cited30

This study explores tensions between procedural and substantive knowledge within New Zealand’s competency-based curriculum reforms, focussing on social sciences education. Drawing on interviews with teachers, it examines how the shift towards skill-oriented, procedural knowledge impacts teaching practices, student preparedness for higher education, and the broader educational landscape. Findings reveal significant challenges, including the overemphasis on marketable skills, content fragmentation, and inequities in curriculum delivery. Teachers express concerns about the marginalisation of substantive knowledge, particularly in disciplines like social sciences, where contextual and theoretical depth are crucial. The study advocates for a balanced approach, informed by the Chinese Yin-Yang philosophy, which emphasises the interdependence of procedural and substantive knowledge. Recommendations include clearer policy guidelines, enhanced teacher support, and a reassessment of assessment practices to foster both critical thinking and deep disciplinary understanding. This research contributes to ongoing debates about curriculum design in the knowledge economy, offering insights into how New Zealand’s education system can better integrate skills and content to promote equitable and holistic learning outcomes

Curriculum · Epistemology · Higher education · Pedagogy · Philosophy of education · Political science · Procedural justice · Social science · Sociology · Computer Science · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Higher Education Learning Practices · Law · Philosophy