Asian Journal of Education and Social Studies

Across many education systems, curriculum reforms increasingly emphasise competence-based learning and learner-centred teaching approaches, requiring teachers to adapt their classroom practices to new instructional expectations. This study examined primary school teachers’ perceptions and experiences of the 2023 curriculum reform in Tanzania, focusing on how teachers understand the reform, the challenges they encounter, and the strategies they use to adapt its implementation in classroom practice. Guided by the Concern-Based Adoption Model (CBAM), the study adopted a qualitative case study design and was conducted in six public primary schools in the Liwale, Kilwa, and Nachingwea districts of Lindi Region, Tanzania. Data were collected over one month, from early October to early November 2025, through semi-structured interviews and non-participant classroom observations with 15 public primary school teachers. The data were analysed thematically using inductive coding and deductive interpretation informed by CBAM categories. The findings revealed that teachers generally supported the reform, particularly its emphasis on active learning, collaboration, and problem-solving approaches. However, implementation remained uneven due to limited in-service training, overcrowded classrooms, shortages of teaching and learning materials, and inadequate ICT infrastructure, especially in rural schools. Despite these challenges, teachers demonstrated adaptability through peer collaboration, improvising teaching aids, and participating in informal professional learning networks such as Teachers’ Continuous Professional Development (TCPD) or MEWAKA) groups. The study concludes that positive teacher attitudes alone are insufficient for effective curriculum reform implementation unless accompanied by sustained professional development, context-responsive implementation support, and equitable provision of resources.